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BSc Honours Psychology with Education

BSc Honours Psychology with Education

Learn about the course below
Start
September
Duration
3 Years
Attendance
Full Time
Fees (Total)
167,100
September 2020
Year 1 - 55,700 Year 2 - 55,700 Year 3 - 55,700

Psychology is the scientific study of behaviour and the human mind. At Middlesex University Dubai, we offer a solid grounding in modern psychology - a body of theoretical and practical knowledge concerning human behaviour and experiences. This program is designed to give students an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct students to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain.

Psychology in Education provides a rich learning opportunity for students wanting to study educational psychology at Masters level and for those planning a career in teaching. The programmes provide a combination of core psychology courses along with modules pertaining to policy and practice in a range of classroom settings. This programme combines a broad education in Psychology with a specific attention to a specialisation in Education. Graduates of the programme will be eligible and well-prepared to either getting higher qualification in applied fields of psychology or studying a PGCE to pursue a career in Education.

Combining Psychology with another Discipline

This Honours degree programme offers students a solid grounding in Psychology but also allows specialisation in complementary areas through the various pathways available. The programme is specifically designed for those who wish to pursue a career where an understanding and knowledge of human resource management is essential. The psychology programme has a strong focus on the practical investigation of human behaviour, culminating in the opportunity to undertake an independent piece of research in the final year.

Why Study BSc Honours Psychology with Education?

Psychology with Education programme provides a combination of core psychology courses along with specific attention to a specialisation in education. The courses are designed for those who are interested to pursue either getting higher qualification in applied fields of psychology or in education. The emphasis of this programme besides equipping the students with academic reading, writing, critical thinking, researching, numeracy and use of IT is developing skills required to understand human behaviour in various cultural and social context and to appreciate individual difference in perceiving themselves and others. Learning psychology in general is exciting and when combined with a strand of pedagogy skills it adds up the enthusiasm, provides wider horizon to work with different educational set ups i.e. special need education.

BSc Honours Psychology with Education programme will prepare you to enhance your knowledge and skills in two different yet complimentary subject areas. The degree provides sound understanding of basic core courses that start at foundation level in year 1 and develops in depth and detail in year 2 and 3. The modules are designed in a way that you learn basic psychology courses along with education specific subjects. The main focus of various modules is to enhance critical thinking and evaluation of taught concepts and theories, the development of numerical and analytic skills which culminate into developing capacity to carry out independent research project i.e. dissertation in third year. For dissertation, the focus is on independent, self- managed, self-directed study within a framework of supervision.

Please refer to our Academic Calendar for further information: http://www.mdx.ac.ae/life-at-university/academic-calendar

Module and programme information is indicative and may be subject to change.

Note: Both core and optional modules are constantly updated and under review. As with most academic programmes, please remember that it is possible that a module may not be offered in any particular year, for instance because too few students opt for it. Middlesex University reserves the right to vary or withdraw any course or module.

  • Year 1

    • Preparing for Academic Success (15 Credits) - Compulsory

      This module aims to equip you with skills and knowledge about psychology, and the University, that contribute to academic success. The module also aims to help you to develop plans for your future development within and beyond your programme of study. The 'process' of being a student can be difficult and confusing. The educational institution and the academic discipline both have many assumptions and processes that can be hard to uncover and understand without some guidance.  This module will explain how relevant aspects of Psychology and Middlesex University 'work', so that you can gain the maximum benefit from your studies. It will also show you how you can apply psychological knowledge to your own development as individuals and learners, and stimulate preparations for future careers.

    • Psychological Statistics (15 Credits) - Compulsory
      This module aims to introduce you to quantitative statistical analysis as they are employed in psychological research.
    • Historical, Social and Political Perspectives on Education (30 Credits) - Compulsory
      An overview of education policy from the beginning of universal state education until the present. The philosophical ideologies that have underpinned policy and a more detailed examination of some current education issues.
    • Mind & Behaviour in Context (30 Credits) - Compulsory
      This module introduces the five core areas of psychology (cognitive, social, biological, developmental, individual differences).
    • Research Methods and Design in Psychology (30 Credits) - Compulsory
      The module aims to introduce students to the principles and practice of quantitative and qualitative psychological research. Students will develop skills in searching literature and generating hypotheses with a sound rationale, understand the principles of sound research design and data collection and be able to interpret findings and critically assess research output in psychology. They will also be provided with opportunities to develop skills in the dissemination of research results with the conventions, styles and critical approach of academic work
  • Year 2

    • Social, Personality, and Developmental Psychology (30 Credits) - Compulsory
      The module aims to develop the depth and breadth of understanding of core theory and research in developmental and social psychology whilst also explaining differences between individuals.
    • Brain, Body and Mind (30 Credits) - Compulsory
      This module aims to provide an overview of the biological bases of behaviour and the cognitive approach to psychology. After initial study of the anatomy physiology of the nervous system, attention is focused on aspects of behaviour that have a clear biological component. Through a series of practical laboratory sessions you will investigate specific central and peripheral nervous system variables and their relation to behaviour. In the second half of the module, the nature of the cognitive approach to psychology will be outlined and key theories relating to major cognitive faculties explored. Understanding of these is enhanced through a series of interactive seminars.
    • Research Methods and Ethics in Psychology (30 Credits) - Compulsory
      The module enables students to understand and evaluate psychological research and to understand how research design relates to research questions. It provides students with skills in a variety of statistical analyses and enables them to conduct ethical psychological research utilising quantitative and qualitative methods. It provides the foundation for interpretation and critical discussion of published psychological research.
    • Curriculum Studies Key Stage 2 & Beyond (30 Credits) - Optional

      This module aims to:

      • Develop a critical awareness of children’s educational experiences as a result of the aims, structure and content of the school curricula in Primary and Secondary education.
      • Be aware of the curriculum’s historical and socio-political context, pre and post 1988 (with the implementation of the NC in the UK), and of the hidden curriculum, and to determine who has influence over its aims, design and delivery. Also to consider the accountability of teachers and the role, process and reporting of inspection.
      • By referring to effective principles of learning and assessment, pedagogies, and practices, allow students to demonstrate a working knowledge of the current curriculum documentation for Primary Schools and transition year at Secondary School, by effectively planning for teaching, learning, and assessment against the aims and criteria of the National Curriculum.
      • To determine the usefulness of the NC content and structure for meeting the developmental, holistic needs of children at Primary and Secondary school.

       

    • Equality, Diversity and Inclusion (30 Credits) - Optional
      The aim of this module is to promote greater awareness and understanding of the importance of diversity issues from both a national and international perspective. This module also provides insight to the implications of diversity from a societal, organisational, and employee standpoint. A range of diversity debates, concepts and practices regarding equality, fairness and inclusion are also explored. This is used as a means for endorsing the significance of diversity management to careers and business sustainability and success. A variety of topics are covered including cross-cultural management, gender disparity, age perception, disability awareness, effective multicultural team-working, and diversity legislation.
  • Year 3

    • Psychology in Education (15 Credits) - Compulsory
      This module is designed to give you an advanced level of understanding of the way that psychological theories and research have influenced our understanding of child and adult learning and teaching in educational settings. The aim is to direct you to develop an appreciation of traditional and contemporary research, knowledge and applications in the domain.
    • Psychology Dissertation (30 Credits) - Compulsory
      Within this module, you will pursue independent study with a designated supervisor on a topic not offered in-depth among the normal range of modules. You will be expected to carry out an original investigation using a recognised psychology or cognitive science research method, and produce a dissertation based on that research. The title and methodology of this dissertation must be agreed with the supervisor in advance. Undertaking this module will enable you to develop your methodological and statistical knowledge acquired through previous research methods training. It will develop your competence in the production of coherent written reports which are clearly presented and which have an analytic and critical orientation, and it will provide the opportunity for you to become competent and self-sufficient researcher.
    • Children's Rights: Law, Policy and Practice (30 Credits) - Optional
      This module aims to provide you with the knowledge on a range of conceptual frameworks of childhood and children's rights. You will evaluate the relative balance of powers, duties and accountabilities between the key players in education as with a multi-agency approach. You will critically discuss the key principles of the UN Convention on the Rights of the Child, and evaluate the congruence between selected legislation, policy and practice and conceptualisations of childhood, child development and children's rights. You will develop the knowledge and analytical perspectives on particular areas of legislation, policy and practice that affect children.
    • Special Educational Needs, Disability and Inclusion (30 Credits) - Optional

      This module looks at special educational needs, disability and inclusion in education and concentrates on the definitions of learning difficulty and disability and the extent to which parents, pupils and students with Special Needs and Disabilities have access to the same educational opportunities as others.

    • Lifespan Issues: Impact of Life Experience (15 Credits) - Optional
      The module aims to (a) to develop students’ understanding of how theoretical, empirical and personal examples arising in the fields of academia, research and clinical practice contribute to understanding life experience and psychology and (b) to encourage students to think reflectively about the psychological relevance of social norms, expectations, stereotypes and issues of personal identity and nurture on life experience and development
    • Lifespan Stages: Adult stages of development (15 Credits) - Optional
      The module aims to explore the psychology of lifespan development using theoretical and research orientated approaches. It considers how psychological knowledge of ways in which development can be investigated and observed using research can be undertaken from a variety of perspectives, as well as how it can be understood using models of cognitive, biological, socio-ecological, psychodynamic and developmental psychology. The module aims to develop students’ understanding of how theoretical, empirical and personal examples arising in the fields of academia, research and clinical practice contribute to understanding of lifespan development and can be practically applied to Lifespan investigation.
    • The Psychology of Stress, Motivation and Work-Life Balance (15 Credits) - Optional
      This module aims to introduce students to the area of occupational psychology particularly in relation to stress, motivation and work-life balance. The module will introduce theories which underlie stress with a strong focus on the role of stress in the workplace. The students will also gain an understanding of work-life balance and the real-world applications of promoting good work-life balance. The topics will be covered in a variety of ways which will allow the students to engage with some of the critical debates around area. This will range from the complexities surrounding the conceptualisation of work-life balance, to the impact it can have on the health of employees, whilst also incorporating the role of the employer. Although, motivation and stress in the workplace are areas which have been traditionally researched in relation to workplace psychology, both of the areas, along with work-life balance are currently yielding a lot of innovative research. The module will allow students to critically engage with an emerging and increasingly popular area of occupational psychology and it will appeal to students who have an interest in occupational psychology, but specifically the links between work and home life, and how psychology has helped to shape this discipline. Since work based stress, motivation and work-life balance are all employment based topics, the content will be relevant to students beyond their degree and can be carried into their chosen areas of employment. Particularly those who are planning to go into Human Resources, Occupational Psychology or wish to pursue a postgraduate course in this area.
    • Coaching Psychology (15 Credits) - Optional
      This module offers advanced level study of topics in coaching psychology and offers students a blend of academic study, practical knowledge, and personal development. The module is designed to measure a variety of learning outcomes and to facilitate students’ development of critical thinking, independent learning, reflective learning, and listening and communication skills. It provides an introduction to basic skills of Coaching and Coaching Psychology. The module may encourage students to explore further training in Coaching and Coaching Psychology as part of their professional and career development.
    • Key Issues and Controversies in the Psychology of Elite Sport Performance (15 Credits) - Optional
      This module will aim to introduce students to the ways in which psychological theories and methods contribute to our understanding of elite sport performance, to understand the psychological, behavioural and social determinants of elite sport performance and the applications of sport psychology, from a practitioners perspective, to working with skilled performers.
    • Death, Separation and Loss (15 Credits) - Optional
      This module aims to shed light on death. Put simply, death is the cessation of all biological functions that sustain a living organism, however this module is concerned with the complex processes surrounding death, and related issues of separation and loss. It aims to understand the psychological processes involved not only after someone dies, but also to identify the different kinds of losses humans can experience and the factors involved in grief and mourning. Separation and loss are core to the notion of disenfranchised grief, where the griever or the loss itself may not be recognised (e.g. a ‘broken heart’ from a relationship break-up or divorce, miscarriage, a child as a griever, terminal illness). Classical and contemporary theories of death and bereavement will be covered (e.g. Mourning and Melancholia, Grief Stages, Dual Process, Continuing Bonds and Terror Management Theory). Students will be introduced to both evidence-based practice and practice-based evidence in the area, which will highlight expertise in the faculty, from quantitative research on death and video games, to qualitative research on suicide, to practice areas including bereavement counselling and emerging technologies for end of life management.
    • New Directions in Cognitive Science (15 Credits) - Optional
      We all have the experience of an internal dialogue; linguistically phrased commentary and reasoning that pertains to our actions in the here and now or to actions we might wish to execute. But do those sentences truly reflect how our brains collate and process information? For many years the assumption was that they do, but of late this view has been challenged.
      Cognitive science is a multidisciplinary approach to studying and understanding internal causal states for the production of behaviour (thoughts). The primary aim of cognitive science is to provide a mechanistic (how things work) and functional (why things work) account of cognition. Cognitive science has traditionally been grounded in a ‘symbolic account’ of mind – the notion that the brain, much like a computer, manipulates abstract information that has representational content (is about something). However, recent changes in our understanding of behaviour, cognition and neuroscience have challenged these underlying assumptions. This module will outline the underlying assumptions of cognitive science, how they have been challenged by recent developments and whether cognitive science can incorporate these new developments within its existing framework. Importantly, this module will teach topics from different areas of science including; psychology, ecology, neuroscience, and computer science.
    • Creativity & Imagination (15 Credits) - Optional
      The module explores psychological aspects of creativity and imagination. Students' will develop a critical understanding of psychological theory and research relating to creative productivity across a range of contexts. Additionally, students will apply theory and research to plans for developing, enhancing and/or utilising creativity and imagination in real-world contexts.
    • Critical Forensic Psychology (15 Credits) - Optional
      The module aims to explore the application of psychology to social problems in the areas of crime, conflict and violence, taking into account individual, group and social factors. It considers how individuals and groups become involved in, and perpetuate, these problematic behaviours, and also considers the consequences for victims, government and justice responses, and approaches to prevention.
    • Applying health Psychology to behaviour change (15 Credits) - Optional
      The module aims to introduce students to health psychology and the work of Health Psychologists in practice. It covers the psychological, behavioural and social determinants of health and illness, before focusing on health behaviour change interventions and chronic illness and its management. It aims to help students apply knowledge and skills to real-world health problems.
    • Neuropsychology: The healthy brain and what can go wrong with it (15 Credits) - Optional
      To introduce students to the history, principles and methods of neuropsychology with a particular emphasis on case studies
      * To introduce the causes and symptoms of major neuropsychological disorders of language, vision, memory, emotion, personality, olfaction and development, and the theories accounting for each
      * To demonstrate the extent to which case studies (in combination with data from brain imaging) inform us about the functioning of the healthy brain in these cognitive functions
      * To describe and evaluate how the effects of brain damage are assessed
      * To encourage critical thinking and oral presentation skills
      * To prepare students for postgraduate study within neuropsychology

Classes are held at our Dubai Knowledge Park campus Sunday to Thursday between 8:30am and 6:30pm. Additional sessions may be scheduled over the weekend or holiday periods and you should expect to receive notice of these in advance.

You will be actively involved in a range of learning, teaching and assessment approaches as part of your programme. These approaches ensure that you are involved and engaged by placing you at the centre of your own learning. You will be required to actively participate in learning activities and engagement with your fellow students, both individually and collaboratively. Faculty increasingly use existing and emerging technologies and your programme will be facilitated using a variety of media and online tools (My Learning on UniHub, podcasts, wikis, etc.) which will allow you access to a diverse range of online resources and learning materials. By engaging in e-learning you will also be developing skills of which are essential for your learning and highly valued by employers. Such skills including flexibility, communication, IT skills and team work.

We accept students with a diverse range of entry qualifications and from varying backgrounds. The following international qualifications are normally considered for admission:

Successful completion of the Middlesex University International Foundation Programme (IFP)*** (equivalent programmes from other Universities/Colleges/Institutes will be considered).
Indian Secondary School Certificates issued by the CBSE/ISC boards/NIOS/All State Boards may be considered: minimum grade of 70% overall
Minimum two, maximum three subjects, with grades of B,B,B (three subjects)
You must have passed the full IB Diploma. In some cases applicants will also need to have studied certain subjects at Standard or Higher Level. If you are unsure about the suitability of your qualifications or would like help with your application, please contact admissions@mdx.ac.ae for support.

Students who have completed their GCSEs are eligible to join our International Foundation Programme – a one year programme to prepare students for entry onto our Undergraduate Programmes. Please note that students must meet the British AS and A Level entry requirements in order to gain entry into the First Year of any one of our Undergraduate Programmes. Grade C in Maths

UAE’s General Secondary Education Certificate Examination Grade 12 (Tawjihiya) plus successful completion of the Middlesex University International Foundation Programme (IFP)*** or equivalent programmes
Completion of Year 1 at a recognised post-secondary institution (university / college). Candidates that have successfully completed FSC/HSC are admitted to the Middlesex University’s International Foundation Programme (IFP)***
Minimum overall grade of 12. Students completing the High School Diploma are admitted to the International Foundation Programme (IFP)***
Candidates are admitted to the International Foundation Programme (IFP)***
National Curriculum of the countries of Russia, Azerbaijan, Kazakhstan, Kyrgyzstan, Turkmenistan, Tajikistan, and Uzbekistan: Candidates are admitted to the International Foundation Programme (IFP)***
Candidates are admitted to the International Foundation Programme (IFP)***
Students with American High School Diploma are eligible to join our Foundation programme. However, if you have passed the American High School Diploma with the university required GPA and SAT or ACT or AP Scores you may be eligible for direct entry into Year 1 of the undergraduate programme. If you are unsure about the suitability of your qualifications or would like help with your application, please contact admissions@mdx.ac.ae for support.
BTEC Level 3 qualifications***** (suite of qualifications known as Nationals) may be considered for direct entry into an undergraduate programme

***** BTEC qualifications (QCF) (suite of qualifications known as Nationals) are acceptable both on their own and in combination with other qualifications. Applicants are expected to have studied for the Diploma or Extended Diploma. The Certificate, Subsidiary Diploma and 90 Credit Diploma are expected to be studied in combination to equal that of at least the Diploma (for example, the Subsidiary Diploma would need to be offered in combination with either a Diploma or two GCE A levels).

Note: *** International Foundation Programme (IFP) is a one year programme to prepare students for entry to Undergraduate programmes.

This list shows only a selection of qualifications. If your high school system does not appear here, please contact our Admissions Office admissions@mdx.ac.ae and we will be able to advise you further.

English Language Requirements (Undergraduate)

All programmes at Middlesex University Dubai are taught in English and applicants with previous education outside of English-speaking countries (such as the UK, the United States, Canada, England, Ireland, Australia, New Zealand), must demonstrate English language proficiency as follows:

English Language Test

Entry Requirement

IELTS Academic

6.0 (minimum 5.5 in each band)

TOEFL Internet-based

72 (17 in listening & writing, 20 in speaking and 18 in reading)

PearsonPTE Academic

51


Additionally, students with the following qualifications may be considered as having met the English language requirements:

English Language

Entry Requirement

GCSE/IGCSE/O-Level English

(as a first or second language)

Grade C or Higher

CBSE/ISC boards/NIOS/All state boards

Minimum grade of 65% in English

International Baccalaureate

Minimum grade 5 in English A1 (Standard or Higher Level) in IB OR a minimum of grade 5 in English B (Higher Level)

West African/Nigerian Curriculum

WAEC/WASSCE/SSSCE 

Minimum grade “C6“

TOEFL-IBT home-based test

 

Accepted for September 2020 only and in territories where standard version of the test is not available due to test centre closure  
UG: 72

Duolingo

Accepted for September 2020 only
UG: Overall 95

 

IELTS Indicator 

Accepted for September 2020 only and test certificate must be dated after 20 May 2020.

Note: this test is accepted only in territories where IELTS test centre is closed.  


For admissions related enquiries, kindly contact our admissions team on 0097143678100 / 0097143751212 alternatively you can email on admissions@mdx.ac.ae

Equipped with a wide range of academic, practical, counselling and research skills, graduates may take up roles working with children or adults in supporting learning contexts, or continue their studies to specialise in specific areas of interest within Psychology or the Social Sciences. Students who have studied Psychology can seek British Psychological Society (BPS) accreditation and are then eligible to take a conversion diploma in the United Kingdom after graduation. Postgraduate study and training is essential for those wishing to pursue the Chartered Psychology careers including: counselling; clinical; organisational; educational and forensic psychology. Further study in another subject area would enable graduates to qualify for a range of careers in early childhood areas. Our Careers and Employability Service will offer students a range of support throughout their studies and this continues after graduation.  

Middlesex University Dubai, Dubai Knowledge Park - Blocks 4, 16, 17 & 19
Admissions +971 (0)4 3678100

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