MSc Business Psychology degree

Entry requirements
2:1 +
Full-time
1 year
Part-time
2-4 years
Start date
September 2020
UK / EU fee
£9,300
International fee
£19,100
Location
Loughborough
Application status
Open

Overview

Our MSc Business Psychology programme is accredited by the Association for Business Psychology and is designed for students wishing to develop a career in business psychology, human resource management or as a business consultant.

Taught by experienced researchers and practitioners, you will be given in-depth training to equip you with the ability to apply the science of psychology to a wide range of important business issues including: change management; employee selection and development; leadership; and work motivation, well-being and performance.

The strong emphasis on developing skills in critical thinking, consultancy, and working with organisational stakeholders will enable you to operate effectively at all levels within organisations. You can choose to extend and cement your practical skills by completing a research project that allows you to apply your knowledge to an organisational issue.

Alternatively, you may conduct a focused literature review that examines how psychological research and theory may be applied to a contemporary business problem.

A blended learning, block teaching approach is used to make our Master's in Business Psychology equally accessible to both full-time students and part-time students in full-time employment looking to further develop their career.

On successful completion of our MSc Business Psychology programme, you should be able to:

  • communicate effectively to a wide range of different stakeholder groups and in a number of different formats
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • develop and utilise the advanced research skills needed to work with complex data and research / practical agendas
  • work effectively and confidently both as an individual and as part of a small team within constrained time-frames
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Who should study this programme?

Our MSc Business Psychology programme is ideal for graduates without a BPS-accredited undergraduate degree who are looking to develop a career in business psychology, human resource management or as a business consultant. It is fully accredited by the Association for Business Psychology.

Why you should choose us

Why you should study this degree

What makes this programme different?

  • accredited by the Association for Business Psychology        
  • opportunity to complete a research project
  • a blended learning, block teaching approach
  • develop skills in critical thinking and consultancy
  • study at a top 10 UK business school.

What you'll study

The following information is intended as an example only and is based on module information for the 2019/20 year of entry. Modules are reviewed on an annual basis and may be subject to future changes. Updated Programme and Module Specifications are made available ahead of each academic year. Please see Terms and Conditions of Study for more information.

Gathering and using Evidence in Work Psychology (15 credits)

This module will introduce you to the range of data and sources of evidence accessed and used by psychologists in work settings which allows them to identify and use these data to analyse and solve problems. You will also examine the properties of different types of data in a way that allows you to make appropriate and ethical choices when using practical techniques to collect and analyse evidence across the problem-solving cycle.

Module content

Topics studied may include:

  • types of evidence and data in work psychology
  • paradigms in psychology
  • research design
  • choosing and executing data gathering methods
  • the application of basic statistical tests to issues in work psychology
  • advanced quantitative methods and their application to work psychology
  • basic qualitative methods and their use in work psychology
  • advanced qualitative methods and their application in work psychology
  • the application of ethical principles in applied psychology
  • intervention design through the integration of scientific and practical agendas
  • application of research methods to the evaluation of interventions
  • feedback to stakeholder groups.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • the guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts, including an understanding of key practitioner skills and advanced quantitative and qualitative research methods
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised in both research and practice in work psychology
  • build strategies for the assessment of work-related issues through psychological enquiry and to critically evaluate the suitability of different strategies for the implementation and evaluation of interventions
  • use your psychological literacy to communicate effectively about all aspects of their work to a range of different stakeholder groups
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture across the whole of the curriculum
  • reflect upon the development of knowledge and skills relevant to their progression as an occupational psychologist
  • identify and apply a variety of assessment methods to gather evidence relating to work-related issues and problems across a range of different domains within work psychology and across all parts of the problem-solving cycle
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical theory-based techniques used in work psychology
  • use, when appropriate, a range of practical skills commonly deployed by work psychologists (eg interviewing techniques, critical incidents, repertory grid, questionnaire design etc.)
  • identify areas of practice and work-related issues that could benefit from research; design, conduct and evaluate an appropriate investigation
  • integrate different activities across the problem-solving cycle (e.g. problem assessment, intervention design and evaluation of solutions) in an appropriate and ethical way.

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 2 x 2,000-word individual coursework assignments: 100% (50% each)

Leadership and Performance Management (15 credits)

This module will develop your awareness of the essential theories of leadership, including a critical understanding of the quality of research and its implications for leadership development and workplace practices. You will also develop an understanding of the key features of the performance management process focusing on the application of psychological principles to the measurement, discussion and evaluation of work performance.

Module content

Topics studied may include:

  • trait and style theories of leadership
  • contingency theories of leadership
  • transformational and charismatic leadership
  • leadership across cultures
  • the nature of work performance
  • measuring work performance
  • interventions to enhance work performance
  • employee coaching and mentoring
  • the impact of leadership behaviours on work performance
  • high performance work practices.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • the essential features of leadership theories, including the implications of these for the identification and development of leaders and the management of a range of work issues
  • approaches to measuring and managing work performance and employee motivation focusing on the utility of psychological theory
  • professional codes of conduct, including the British Psychology Society (BPS) code of conduct, Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and other relevant ethical principles and guidelines as they apply to the module content.

You should also be able to:

  • critically evaluate theories of leadership and of workplace performance
  • discuss the ethical issues associated with using theories of leadership and workplace performance to guide intervention within organisations
  • apply tools and methods used in leadership and performance management research and practice
  • integrate knowledge of workplace diversity and culture into the discussion of leadership and performance management
  • assess the suitability of techniques to change leadership behaviour and employee performance taking into account both research evidence and ethical considerations
  • use research methods to identify behaviours relating to effective performance in a variety of work roles including leadership positions
  • use the research on employee performance and effective leadership to analyse, identify and communicate the implications for practice
  • communicate effectively orally, electronically and in writing to a wide range of different stakeholder groups and in a number of different formats
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation in the face of uncertainties and an incomplete evidence base.

Teaching and learning

  • supervised time in workshop (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 5,000-word integrated assessment portfolio: 100%

Employee Engagement, Motivation and Voice (15 credits)

This module will examine and integrate a range of different theories of motivation and the implications of these for different stakeholders in organisations. You will also develop an understanding of how work can be shaped to be engaging and fulfilling including a consideration of employee initiative, participation and voice in motivational processes.

Module content

Topics covered may include:

  • overview of employee motivation
  • the application of basic core psychological theories and principles to work motivation
  • critical evaluation of a range of theoretical approaches to motivation
  • employee engagement
  • goal-setting
  • the nature and impact of participation at work
  • the concept of employee voice
  • employee relations across cultures
  • psychological contract and social exchange theories
  • the impact of employee engagement and motivation on work performance.

Learning outcomes

On successful completion of this module, you will be able to demonstrate knowledge and understanding of:

  • approaches to measuring and managing work performance, employee motivation, and employee participation
  • the measurement and determinants of work-related attitudes, health and well-being, linked to an understanding of the processes and outcomes of various workplace interventions
  • the psychological influences on employees¿ responses to different types of work, different work environments and different management practices
  • professional codes of conduct including the British Psyhcological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • critically evaluate knowledge, theory and practice across a the topics of employee motivation, engagement and voice
  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised by theories covered in the module
  • use your psychological literacy to communicate effectively about the module topics to a range of different stakeholder groups in organisations
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture to the module topics
  • reflect upon the development of knowledge and skills relevant to their progression as an occupational psychologist
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical interventions that are emerge from the study of employee motivation
  • use, when appropriate, a range of practical skills commonly deployed by work psychologists to investigate and intervene in issues relating to employee motivation and participation
  • identify areas of practice and work-related issues that could benefit from research, and design, conduct and evaluate an appropriate small-scale investigation of employee experiences

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 15-minute group presentation: 25%
  • 4,000-word individiual assignment: 75%

Well-being and Work (15 credits)

This module will introduce you to a range of concepts related to the psychological and physical well-being of employees, including the impact of a range of work practices and significant events within the employment lifecycle. You will also develop an awareness and clear understanding of how employee well-being can be evaluated and managed using a variety of different intervention techniques.

Module content

Topics studied may include:

  • theories of work stress and research showing how work influences psychological and physical well-being
  • the application of psychology to the management of health and safety issues
  • the impact of well-being on work ability and work performance
  • the development of resilience, psychological resources and the application of positive psychology
  • emotions in the workplace and their role in the links between work and well-being
  • well-being throughout the employment lifecycle
  • work-life balance
  • bullying and harassment at work
  • interventions to improve work-related well-being.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • approaches to measuring and managing work performance, employee motivation, and employee participation
  • the measurement and determinants of work-related attitudes, health and well-being, linked to an understanding of the processes and outcomes of various organisational change interventions
  • the psychological influences on employees¿ responses to different types of work, different work environments and different management practices
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • critically evaluate theories that link experiences of work to employee well-being, both positive and negative, and physical and psychological
  • critically evaluate, synthesise and reflect upon professional and ethical issues raised when intervening to have an impact on employee well-being
  • apply key theoretical principles to a range of work-related health and well-being issues in a variety of different work settings
  • build strategies for the assessment of work-related well-being and health and critically evaluate the suitability of different strategies for the implementation and evaluation of interventions
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture to the study of well-being at work
  • identify and apply a variety of assessment methods to gather evidence about the causes and consequences of work-related health and well-being from problem assessment to intervention evaluation.
  • use, when appropriate, a range of practical skills commonly deployed to examine work-related health and well-being (eg interviewing techniques and questionnaire design)
  • identify aspects of the study of work and well-being that would benefit from further research and suggest approaches to filling these gaps
  • integrate different activities across the problem-solving cycle (e.g. problem assessment, intervention design and evaluation of solutions) in an appropriate and ethical way to improve work-related health and well-being
  • communicate effectively orally, electronically and in writing to a wide range of different stakeholder groups with an interest in employee well-being and health
  • apply constructive and structured approaches to solving complex work-related health and well-being issues including intervention evaluation
  • understand the consultancy skills and personal capabilities needed to apply a knowledge of work and well-being effectively in complex work settings.

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 1,000-word individual coursework assignment: 20%
  • 2 x 2,000-word individual coursework assignments: 80% (40% each)

Work Design, Organisational Change and Development (15 credits)

This module will introduce you to a range of theories and concepts that describe how the work setting activates and influences a number of important psychological processes. You will also examine the interactions between the wider environments within which organisations function and key issues within work psychology.

Module content

Topics covered may include:

  • organisational design and structure
  • the interactions between political, technological, economic and social factors and organisational functioning
  • approaches to the design, delivery and evaluation of organisational change and development
  • leading and managing change
  • the impact of change on employees
  • risk management processes
  • safety at work
  • job design and re-design
  • the application of principles of environmental and human factors psychology.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • the implications of leadership theories for the management of a range of work issues
  • the measurement and determinants of work-related attitudes, health and well-being, linked to an understanding of the processes and outcomes of various organisational change interventions
  • the psychological influences on employees' responses to different types of work, different work environments and work cultures and different management practices
  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts including an understanding of key practitioner skills and advanced quantitative and qualitative research methods
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • critically evaluate knowledge, theory and practice from work psychology and business research
  • apply key theoretical principles to a range of work-related problems and issues in a variety of different work settings and across cultural contexts
  • build strategies for the assessment of work-related problems and risks through psychological enquiry and to critically evaluate the suitability of different strategies for the implementation and evaluation of interventions
  • integrate, evaluate and apply your knowledge of the topics diversity, fairness, gender and culture (eg globalisation) to the module content
  • reflect upon the development of knowledge and skills relevant to your progression as an occupational psychologist
  • identify and apply a variety of assessment methods to gather evidence relating to work design and change interventions across all parts of the problem-solving cycle
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical theory-based techniques used to re-design jobs, work settings and organisational processes
  • critically and reflectively analyse various sources of evidence and identify both new and established implications for practice relevant to the module content
  • integrate different activities across the problem-solving cycle (eg problem assessment, intervention design and evaluation of solutions) in an appropriate and ethical way
  • communicate effectively orally, electronically and in writing to a wide range of different stakeholder groups and in a number of different formats
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • work effectively and confidently both as an individual and as part of a small team within constrained time-frames
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided indepdent study: 115 hours

Assessment

  • group presentation: 25%
  • 1,500-word individual essay: 25%
  • 2,500-word individual teachnical report: 50%

Gathering and using Evidence in Work Psychology (15 credits)

This module will introduce you to the range of data and sources of evidence accessed and used by psychologists in work settings in a way that allows them to identify and use these data to analyse and solve problems. You will also examine the properties of different types of data allowing you to make appropriate and ethical choices when using practical techniques to collect and analyse evidence across the problem-solving cycle.

Module content

Topics studied may include:

  • types of evidence and data in work psychology
  • paradigms in psychology
  • research design
  • choosing and executing data gathering methods
  • the application of basic statistical tests to issues in work psychology
  • advanced quantitative methods and their application to work psychology
  • basic qualitative methods and their use in work psychology
  • advanced qualitative methods and their application in work psychology
  • the application of ethical principles in applied psychology
  • intervention design through the integration of scientific and practical agendas
  • application of research methods to the evaluation of interventions
  • feedback to stakeholder groups.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts including an understanding of key practitioner skills and advanced quantitative and qualitative research methods
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised in both research and practice in work psychology
  • build strategies for the assessment of work-related issues through psychological enquiry and to critically evaluate the suitability of different strategies for the implementation and evaluation of interventions
  • use your psychological literacy to communicate effectively about all aspects of their work to a range of different stakeholder groups
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture across the whole of the curriculum
  • reflect upon the development of knowledge and skills relevant to their progression as an occupational psychologist
  • identify and apply a variety of assessment methods to gather evidence relating to work-related issues and problems across a range of different domains within work psychology and across all parts of the problem-solving cycle
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical theory-based techniques used in work psychology
  • use, when appropriate, a range of practical skills commonly deployed by work psychologists (eg interviewing techniques, critical incidents, repertory grid, questionnaire design etc.)
  • identify areas of practice and work-related issues that could benefit from research and design, conduct and evaluate an appropriate investigation
  • integrate different activities across the problem-solving cycle (eg problem assessment, intervention design and evaluation of solutions) in an appropriate and ethical way
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • develop and utilise the advanced research skills needed to work with complex data and research/practical agendas

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 2 x 2,000-word individual coursework assignments: 100% (50% each)

Psychological Assessment in Organisations (15 credits)

This module will introduce you to the application of psychological theory to the assessment of people in work settings, from job analysis through to the evaluation of the effectiveness of assessment processes. You will develop an awareness and clear understanding of best practice in psychological assessment across a range of individual differences, including knowledge, skills, abilities, attitudes and other work-related competencies.

Module content

Topics studied may include:

  • job analysis and the identification of competencies
  • the application of psychological theory in employee selection processes
  • the importance of reliability, validity, fairness, utility and stakeholder perceptions of acceptability in psychological assessment
  • theories of individual differences in personality and ability
  • the links between employee selection and development
  • description and analysis of a range of common selection methods
  • validation processes.

Learning outcomes

On successful completion of this programme you will be able to demonstrate knowledge and understanding of:

  • key theories and contemporary practices relating to the use of psychological principles to the assessment of individuals¿ knowledge, skills, abilities, goals and other constructs in various work-related contexts and cultures
  • important and influential research-based theories of personal development including the application of a range of psychological theories to individual- level learning, development and knowledge management
  • the psychological influences on employees¿ responses to different types of work and different work environments
  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in psychological assessment including an understanding of key practitioner skills and advanced quantitative and qualitative research methods
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • critically evaluate knowledge, theory and practice from the employee selection and assessment research literature
  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised in employee assessment processes
  • apply key theoretical principles of psychological assessment to a range of different individual difference and work roles
  • use their psychological literacy to communicate effectively about all aspects of psychological assessment to a range of different stakeholder groups
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture to all aspects of psychological assessment
  • reflect upon the development of knowledge and skills in psychological assessment by examining how these apply to modules already studied in the programme
  • identify and apply a variety of assessment methods to gather evidence throughout the employee assessment process
  • make appropriate evidence-based and ethical choices about the suitability of a range of assessment practices
  • use, when appropriate, practical skills commonly used in psychological assessment such as structured interviewing and the interpretation of quantitative data relating to individual differences
  • identify areas of psychological assessment that would benefit from research; suggest how to design, conduct and evaluate an appropriate investigation to meet research needs
  • integrate different activities across the assessment cycle (including job analysis, choice of assessment methods, implementation of assessment methods and evaluation of assessment outcomes) in an appropriate and ethical way
  • apply constructive and structured approaches to complex psychological assessment problems and suggest approaches for evaluating proposed solutions even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • develop and utilise the advanced research skills needed to work with complex data about individual differences and competencies in order to address both research and practical agendas
  • work effectively and confidently both as an individual and as part of a small team within constrained time-frames to construct a selection process based on case study information.

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 15-minute group presentation: 25%
  • 4,000-word individual report: 75%

Career Development (15 credits)

This module will:

  1. introduce and evaluate a variety of theoretical and practical approaches to understanding the forms that careers take and the career choices that people make
  2. examine career management interventions from multiple stakeholder perspectives
  3. apply career theory and research to the careers of a range of people in a range of contexts.

Module content

Topics studied may include:

  • careers in the contexts of different demographic groups, changing workforces and changing organisations
  • occupational choice
  • different forms of careers
  • determining career success
  • lifelong career development
  • career management
  • interventions in the career process
  • ethical issues in career management.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • key theories and contemporary practices relating to the use of psychological principles to the assessment of individuals' knowledge, skills, abilities, goals and other constructs in a career development context
  • important and influential research-based theories of career and personal development including the application of a range of psychological theories to individual- and group-level learning, development
  • the psychological influences on employees' responses to different types of career environments, work cultures and management practices
  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in career contexts including an understanding of key practitioner skills
  • professional codes of conduct, including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more relevant ethical principles and guidelines.
  • the applicability (or otherwise) of career theories and practices across countries, cultures, genders and ages.

You will also be able to:

  • critically evaluate knowledge, theory and practice from the careers literature
  • apply key career theories to a range of client issues from a variety of different work settings
  • build strategies for the assessment of career issues through psychological enquiry and critically evaluate the suitability of different strategies for intervention and evaluating impact
  • integrate, evaluate and apply your knowledge of the topics diversity, fairness, gender and culture into the career theories
  • identify and apply a variety of assessment methods to gather evidence relating to important aspects of workers' career choices
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical theory-based techniques used in career management, guidance and counselling
  • use, when appropriate, basic practical skills used by work psychologists when working with clients on career-related issues
  • integrate different activities across the problem-solving cycle (eg assessment, intervention and evaluation of solutions) in an appropriate and ethical way, including the identification of unethical career practices.
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Teaching and learning

  • supervised time in workshops: 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 5,000-word integrated assessment portfolio: 100%

Learning, Development & Knowledge Management (15 credits)

This module will examine a range of individual, group and organisational-level theories of learning, development and knowledge management. You will develop an awareness of the application of theories across from the assessment of needs to the evaluation of interventions.

Module content

Topics covered may include:

  • the application of sociological and psychological theories and processes to learning, training and development within organisations
  • training needs analysis, the identification of competencies and the importance of trainability
  • the content of the training cycle and its practical application
  • individual and cultural differences and their impact on learning and training processes and outcomes
  • training evaluation and transfer
  • coaching and mentoring
  • knowledge management
  • innovation and creativity in organisational contexts
  • team training and organisational learning.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • key theories and contemporary practices relating to the use of sociological and psychological principles to the assessment of individuals' knowledge, skills, abilities, goals and other constructs in training, learning and development
  • important and influential research-based theories of individual, team and organisational development including the application of a range of sociological and psychological theories to individual- and group-level learning, development and knowledge management
  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts including an understanding of key practitioner skills and advanced quantitative and qualitative research methods
  • professional codes of conduct and more general ethical principles and guidelines.

You will also be able to:

  • critically evaluate knowledge, theory and practice from psychology relating to skill development and learning
  • apply key theoretical principles to a range of training, development and knowledge management issues in a variety of different work settings
  • build strategies for the assessment of training needs, delivery and training evaluation through psychological enquiry and to critically evaluate different alternatives at individual-, group-, and organisational levels
  • use your psychological literacy to communicate effectively about various aspects of the learning, development and knowledge management to a range of different stakeholder groups
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture to the module content
  • reflect upon the development of knowledge and skills relevant to their progression as an occupational psychologist
  • make appropriate evidence-based and ethical choices about the suitability of a range of practical theory-based techniques used in learning, development and knowledge management
  • use, when appropriate, a range of practical skills commonly deployed during individual, group and organisational-level learning and development
  • critically and reflectively analyse various sources of information from different stakeholder groups about learning and development needs to identify both new and established implications for practice
  • integrate different activities across the training cycle (eg problem assessment, intervention design and evaluation of solutions) in an appropriate and ethical way
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Teaching and learning

  • supervised time in workshops (online activities): 3 hours
  • practical classes and workshops: 12 hours
  • lectures: 20 hours
  • guided independent study: 115 hours

Assessment

  • 5,000-word integrated assessment portfolio: 100%

Choose one

Empirical Research Project in Work Psychology (60 credits)

This module will see you plan and conduct an original empirical research study using the knowledge gained from other modules in your master's programme.

Module content

You will agree the subject area and terms of reference of your project with your academic supervisor in the spring term. Your choice of topic and research design will be discussed as part of a workshop that provides intensive preparation for the research process.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts, including an understanding of key practitioner skills and/or advanced quantitative and qualitative research methods
  • professional codes of conduct including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised in both research and practice in work psychology
  • apply key theoretical principles to a specific issue in the BPS curriculum
  • build a strategy for the assessment of a specific work-related issue through psychological enquiry
  • use your psychological literacy to communicate effectively about all aspects of the research work to a range of different stakeholder groups
  • integrate, evaluate and apply your knowledge of diversity, fairness, gender and culture when conducting research
  • reflect upon the development of knowledge and skills relevant to your progression as an occupational psychologist
  • make appropriate evidence-based and ethical choices about the suitability of practical theory-based techniques for the investigation of a specific research issue
  • use practical skills commonly used by work psychologists to gather, evaluate and analyse evidence
  • identify areas of practice and work-related issues that could benefit from research and design, conduct and evaluate an appropriate investigation
  • communicate effectively orally, electronically and in writing to a wide range of different stakeholder groups and in a number of different formats
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • develop and utilise the advanced research skills needed to work with complex data and research/practical agendas
  • work effectively and confidently both as an individual and as part of a small team within constrained time-frames
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Teaching and learning

  • practical classes and workshops: 5 hours
  • project supervision (one-to-one meetings): 15 hours
  • guided independent study: 580 hours

Assessment

One individual piece of coursework (11,000 words), comprising of:

  • a research proposal: 10%
  • a research paper: 70%
  • an end-user summary: 10%
  • an oral presentation: 10%

Dissertation in Business Psychology (60 credits)

For this module you will plan and conduct an original review of how research and theory from psychology can be applied to the investigation and solution of a defined business issue/problem, using the knowledge gained from other modules in your master's programme.

Module content

You will select a topic of your choice from the MSc Business Psychology curriculum and focus on a particular issue or problem of importance to work organisations. You will analyse and use published research to examine how psychological theories and principles can be applied to the investigation and solution of the issue. You are expected not only to make use of knowledge gained from other modules in the programme but also to extend that knowledge.

Learning outcomes

On successful completion of this module you will be able to demonstrate knowledge and understanding of:

  • guidelines for development, implementation and evaluation of theory-based problem-solving processes in work-related contexts including an understanding of key practitioner skills and / or advanced quantitative and qualitative research methods
  • professional codes of conduct including the British Psychological Society (BPS) code of conduct, the Health and Care Professions Council (HCPC) standards of conduct, performance and ethics, and more general ethical principles and guidelines.

You will also be able to:

  • apply your knowledge and understanding to critically evaluate, synthesise and reflect upon professional and ethical issues raised in both research and practice in work psychology
  • apply key theoretical principles to a specific issue in the BPS curriculum
  • build a strategy for the assessment of a specific work-related issue through psychological enquiry
  • use your psychological literacy to communicate effectively about all aspects of the research work to a range of different stakeholder groups
  • integrate, evaluate and apply their knowledge of the topics diversity, fairness, gender and culture when conducting research
  • gather evidence relating to work-related issues and problems across a range of different domains within work psychology and across all parts of the problem-solving cycle
  • make appropriate evidence-based and ethical choices about the suitability of practical theory-based techniques for the investigation and solution of a specific business issue
  • communicate effectively orally, electronically and in writing to a wide range of different stakeholder groups and in a number of different formats
  • apply constructive and structured approaches to complex problem-solving and intervention evaluation even in the face of uncertainties and incomplete information
  • manage personal learning efficiently and effectively through an appreciation of the skills and capabilities needed to apply psychology effectively in work settings
  • develop and utilise the advanced research skills needed to work with complex research and practical agendas
  • work effectively and confidently both as an individual and as part of a small team within constrained time-frames
  • work independently in a way that stimulates continued professional development by using the available support strategically and effectively.

Teaching and learning

  • practical classes and workshops: 5 hours
  • project supervision (one-to-one meetings): 15 hours
  • guided independent study: 580 hours

Assessment

One individual piece of coursework (11,000 words) comprising of:

  • a research proposal: 10%
  • a research paper: 70%
  • an end-user summary: 10%
  • an oral presentation: 10%

How you'll be assessed

All modules are assessed by coursework. A mix of group and individual assignments is used. All assignments require students to examine the links between theory and practice. Skills relevant to applied practice in organisations are developed through the assessed work.

How you'll study

  • Lectures
  • Seminars
  • Tutorials
  • Independent study
  • Group work
  • Supervision
  • Workshops
  • Practical sessions

Your personal and professional development

Our School of Business and Economics is committed to helping you develop the skills and attributes you need to progress successfully in your chosen career.

Future career prospects

Many large organisations have their own teams of psychologists who provide specialist advice across their business functions. Graduates will be well-equipped to bring specialist expertise to leadership and management roles in both private and public sector organisations.

Roles in human resource management, selection and assessment, talent identification and development, employee counselling, the management of employee wellbeing, organisational development and business consulting are particularly well-suited to those with knowledge and skills in business psychology.

Graduate destinations

Many large organisations have their own teams of psychologists who provide specialist advice across their business functions. Graduates will be well-equipped to bring specialist expertise to leadership and management roles in both private and public sector organisations.

Roles in human resource management, selection and assessment, talent identification and development, employee counselling, the management of employee wellbeing, organisational development and business consulting are particularly well-suited to those with knowledge and skills in business psychology.

Your personal development

As part of our ongoing commitment to supporting you with your personal and professional development, all our Business and Economics postgraduate students have the opportunity to attend an impressive range of extra-curricular masterclasses and public lectures – all on campus and free of charge.

Entry requirements

Our entry requirements are listed using standard UK undergraduate degree classifications i.e. first-class honours, upper second-class honours and lower second-class honours. To learn the equivalent for your country, please choose it from the dropdown below.

Entry requirements for United Kingdom

A 2:1 honours degree (or equivalent international qualification) with a substantial business, management or cognate social science component, and evidence of numerical proficiency demonstrated through the study of mathematical or statistical subjects. Applicants with a 2:2 or from a different discipline may be considered with relevant work experience.

Afghanistan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Masters 95% 85% 70%

Albania

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diplomë e Nivelit të Pare (First Level (University) Diploma (from 2010) 9.5 8.5 8

Algeria

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licence (4 year) / Diplome d'Inginieur d'Etat / Diplôme d'Etudes Supérieures 16 14 12

Argentina

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Argentina 8.5 7.5 6.0

Armenia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bakalavri Kochum 90% 80% 70%
Magistrosi Kochum 3.9 3.5 3.0

Australia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Honours degree (AQF level 8) First Class, 80% Upper Second, 70%, H2A Lower Second, 60%, 2B
Ordinary degree - AQF Level 7 pass (mark 46 or 50) High Distinction (80% or 85%) Distinction (75% or 80%) Distinction (70% or 75%)

Austria

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree/ Diplomstudium / Magister degree A (or 1.5) mit Auszeichnungbestanden 60% or B or 3.0 (or 2) 50% or C or 2.7 (or 3)

Azerbaijan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bakalavr Diplomu 4.5 4 3.5
Diplomu (Specialist Diploma) 90% 80% 70%

Bahamas

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree from University of the West Indies only 1st (GPA 3.6) 2:1 (GPA 3.0) 2:2 (GPA 2.5)

Bahrain

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.8

Bangladesh

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
BUET or 'Good Private' University - 4 year degree BUET - 1st (70%) / 3.5 BUET - 2nd (60%) / 3.0 BUET - 2nd (55%) / 2.75
Other universities - Masters (1-2 years) following a 3 or 4 year degree 80% / 4.0 65% / 3.25 50% / 2.5

Barbados

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Barbados - Degree from University of the West Indies only 1st (GPA 3.6) 2:1 (GPA 3.0) 2:2 (GPA 2.5)

Belarus

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Specialist Diploma (5Yr) 9 7 5

Belgium

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bachelor degree Magna Cum Laude Cum Laude 60%/12
Licenciaat 80% 70% 60%
Licencie 17 14 12

Belize

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree from University of the West Indies only 1st (GPA 3.6) 2:1 (GPA 3.0) 2:2 (GPA 2.5)

Benin

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Maitrise 18 15 or Bien 12 or Assez Bien

Bermuda

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree from University of the West Indies only 1st (GPA 3.6) 2:1 (GPA 3.0) 2:2 (GPA 2.5)

Bolivia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
A Licenciado, 4 years Private (public/private) 85/78 75/66 67/55

Bosnia and Herzegovina

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diploma Visokog Obrazovanja / Diplomirani 10 9 8

Botswana

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's degree A or 80% B or 70% C or 60%

Brazil

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Brazil - 4 yr Bacharel or Licenciado/Licenciatura or Título Profissional 8.5 (A) 7.5 6.0

Brunei

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Brunei First Upper Second (60%/B/3.1) Lower Second (50%/C/2.7)

Bulgaria

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
5 yr Diploma za Zavarsheno Visshe Obrazovanie (Diploma of Completed Higher Education) 6 5 4

Cambodia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 years 90% or 9 or 4.0 80% or 8 or 3.5 70% or 7 or 3.0

Cameroon

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bachelor degree or Diplome d'Etudes Superiures de Commerce 1st or 15 2:1 or 14 2:2 or 12.5
Diplome d'Ingenieur or Diplôme d'Ingénieur de Conception or a Maitrise or a 4 year Licence 20 or GPA 3.7 20 or Bien (GPA 3.4) 20 or Assez Bien (GPA 3.1)

Canada

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0/percentage scale 3.7/85% 3.3/75% 2.7/68%
Out of 9 8 6 5
Out of 12 10 8 6

Chile

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Grado de Licenciado / Título (Profesional) de [subject area] (4 years) 6 5.5 5

China

Students are required to have a bachelor degree (4 years) for entry to a postgraduate programme. The University uses the Shanghai Academic Ranking of World Universities to identify the required final mark, as outlined on the table below:

First class (70%) Mid 2:1 (65%) 2:1 (60%) Mid 2:2 (55%) 2:2 (50%)
Shanghai Rank Top 250 85% 81% 80% 78% 77%
Shanghai Rank 251-500 89% 84% 83% 81% 80%
Shanghai Rank 501+ 92% 87% 86% 85% 82%

Affiliated colleges

The University will consider students from Affiliated Colleges in the following way:

Applicants from colleges affiliated to universities in the top 250 Shanghai rankings will considered if they have achieved or are likely to achieve final marks of 80%-84%.

Applicants from colleges affiliated to universities which are 251-500 in the Shanghai rankings will considered if they have achieved or are likely to achieve final marks of 82%-87%.

Applicants from colleges affiliated to universities which are above 500 in the Shanghai rankings will considered as follows:

  • School of Business and Economics: not considered
  • All other programmes if they have achieved or are likely to achieve final marks of 82%-87%.

Universities given special consideration

Applicants from a small number of Chinese universities that specialise in business, management, finance or creative arts will be given special consideration by the University. The full list of these universities and the Shanghai band under which they will be considered can be found in the PDF below.

Download the list of Chinese universities given special consideration here

Students who do not meet the above requirements may occasionally be considered if they have a relevant degree, can show good grades in relevant subjects, and/or have substantial relevant work experience.

Colombia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciado / Título de [subject area] 4.5 3.75 3.2

Costa Rica

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciado 9 8 or 80 7 or 75

Croatia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Baccalaureus / Prvostupnik 4.5 3.8 3.0

Cuba

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4-year Titulo de Licenciado / Licenciatura 5 4 3

Cyprus

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Cyprus 8.5 7.0 6.5

Czech Republic

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bakalár (after 2001) 6 yr integrated Magistr 1 1.5 2

Denmark

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
5 year Candidatus/Candidata Magisterii or Bachelor degree (7 point scale) 12 10 7

Dominican Republic

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 year Licenciado 3.8 Magna Cum Laude 3.5 Cum Laude 3.2
Título de [subject area] - 85% 82%

Ecuador

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Título de Licenciado 8.5 8 7
Título de [subject area] 85% 80% 70%

Egypt

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Egypt 3.5 3.2 2.8
Universities only BA 90%, BSc 85% BA 80%, BSc 75% BA 65%, BSc 65%

El Salvador

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
5 year Licenciado 8.5 7.5 6.5
Título de Ingeniero 85% 75% 65%
Arquitecto - Muy Bueno Bueno

Estonia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bakalaureusekraad or Magister or Magistrikraad 5 or A 4 or B 3 or C

Ethiopia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's A/GPA 4.0 A/GPA 3.5 B/GPA 2.8

Finland

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Kandidaattii/Kandidat (out of 3) 3 2 1
Maisteri/Magister (out of 5) 4.5 3 2.5

France

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licence (3 years)/ Maitrise/ Diplôme d'Ingénieur 14 12 11

Georgia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4-year degree (% = new system) 5 (95%) 4.5 (85%) 4 (75%)

Germany

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
German Bachelor/ Diplom, Magister Artium / Zeugnis über den Zweiten Abschnitt der Ärztlichen Prüfung 1.5 2.5 3.0

Ghana

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Ghana First Upper second/60% Lower second/50%

Greece

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
AEI 8.5 7.0 6
TEI 8.5 7 6.5

Grenada

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree from University of West Indies - classification 1st 2:1 2:2
Degree from University of West Indies - grade / percentage A B / 75% C / 55%
Degree from University of West Indies - GPA 3.6 3.0 2.0

Guatemala

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Liceniado / Titulo de (subject area) - 4years 90% (public university) / 95% (private university) 80% (public university) / 85% (private university) 60% (public university) / 70% (private university)

Guyana

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's GPA 4 GPA 3.5 3.0

Honduras

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Título de Licenciado / Grado Académico de Licenciatura (4 year degree) - GPA out of 5 GPA 5 or 90% GPA 4 or 80% GPA 3.5 or 70%

Hong Kong

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.5

Hungary

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Alapfokozt or Egyetemi Oklevel / Bachelor 5 4 3

Iceland

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Baccalaurreatus degree or Kandidatsprof/Candidatus Mag 8.5 7.5 6.5

India

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Institutions listed on the Indian Ranking of Higher Educational Institutions Framework 65% (First) 60% (First) 55% (Upper second)
All other Indian institutions 70% (First with distinction) 65% (First) 60% (First)

Indonesia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Sarjana I (S1) from A (or B) credited Universities 3.7 (4.0) 3.3 (3.7) 3 (3.3)

Iran

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Iran 17 15 13

Iraq

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Iraq 80% 75% 70%

Ireland

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Republic of Ireland First (70%) Upper second (60%) Lower second (50%)

Israel

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
3 yr Bachelor Degree 90% 80% 70%

Italy

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diploma di Laurea 109/110 104/110 (or 27) 100/110 (or 26)

Ivory Coast

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures 16 14 (Bien) 12 (Assez Bien)

Jamaica

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
For degrees studied at The University of West Indies or degrees accredited by UCJ and CCCJ 1st (GPA 3.6) 2:1 (GPA 3.0) or B 2:2 (GPA 2.0) or C

Japan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Japan 85% 80% or B or 3.0 70% or C or 2.0

Jordan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3 or 3.5/5 or 75% 2.8 or 65%

Kazakhstan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 5.0/percentage scale 4.5 or 90% 4 or 85% 3.5 or 80%
GPA 4.33 scale 3.9 3.7 3.2
GPA 4.0 scale 3.7 3.4 3

Kenya

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Kenya First / 70% / A Upper second / 60% / B Lower second / 50% / C

Kosovo

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Kosovo 10 9 8

Kuwait

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.6 3.0 2.8

Latvia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Latvia 9 7 6

Lebanon

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
American 90% (3.5) 80% (3.2) 70% (2.8)
French 18 15 12

Liberia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's 4.0 or 90% 3.5 or 85% 3 or 80%

Libya

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
BSc Engineering, Architecture, Medicine 85 (3.6) 75 (3.0) 65 (2.5)
Other bachelor's degree from a university 90 (4.0) 85% (3.6) 75% (3.0)

Lithuania

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Lithuania 9 8 7

Macau

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Macau 1st or GPA 3.7 2:1 or GPA 3.0 2:2 or GPA 2.5

Macedonia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Macedonia 10 9 8

Malawi

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's only MSc 75% MSc 70% MSc 65%

Malaysia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Classification First Class 2.1 2.2
GPA 4.0 scale 3.5 3.0 2.8

Malta

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Malta 1st (80%) 2:1 (70%) 2:2 (55%)

Mauritius

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Mauritius 1st or 70% 2:1 or 60% 2:2 or 50%

Mexico

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Mexico 9 8 7

Moldova

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diploma de Licenţă (Diploma of Licentiate) 10 9 8

Mongolia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Диплом Специалиста (Specialist Diploma) 90% or 3.5 80% or GPA 3.2 70% or GPA 3.0

Morocco

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Morocco 17 15 13

Mozambique

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 year Licenciatura 16 14 12

Myanmar (Burma)

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
2 year Master's degree 5 or 85% 5 or 75% 4.5 or 65%

Namibia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Namibia 80% or A 70% or B 60% or C

Nepal

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's (after 3 year bachelor degree) 90% or 3.9 GPA 80% or 3.8 GPA 65% or 3.3 GPA

Netherlands

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Netherlands 8 7 6

New Zealand

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 Year Honours degree (480 credits) - Level 8 First (7.0) Upper Second (6.0) Lower Second (4.0)

Nicaragua

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciatura (4 year) 90% 80% 70%

Nigeria

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
7 point Scale 6 5 4
5 point scale 4.5 3.8 3.5
4 point scale 3.5 3 2.5

Norway

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Norway A B C

Oman

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.5

Pakistan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Public Universities 4 Year degree only First with distinction (75%) / 4.0 First (65%) / 3.2 Second (59%) / 2.6
Private Universities 4 Year degree only First with Distinction (85%) First (75%) First (65%)
2 or 3 year bachelor's plus Master's First (60%) Second (55%) Second (50%)

Palestine

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bachelor Degree A / 90% / 3.7 B+ / 85% / 3.3 B / 80% / 3.0

Panama

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 Year Licenciado / Título de [subject area] 91 (A) 81 (B) 71 (C)

Papua New Guinea

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Papua New Guinea 1st 2:1 2:2

Paraguay

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Paraguay - 4 3.5

Peru

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 Year Título de Licenciado / Título de [subject area] 14 13 12

Philippines

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Degree from prestigious state universities or Centres of Excellence (COE) Summa Cum Laude 4.0 / 96% / 1.0 Magna cum Laude 3.5 / 92% / 1.5 Cum Laude 3.0 / 87%/ 2.0

Poland

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bachelor Degree (post 2003) Magister (pre- 2003) 5 4.5 / 4+ 4

Portugal

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Portugal 18 16 14

Qatar

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.8

Romania

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diploma de Licenta/ Diploma de Inginer 9 8 7

Russia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Russia 4.5 4.0 3.5

Rwanda

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
4 year bachelor (Hons) degree (480 credits) 1st, 16/20 (80%) 2:1,14/20 (70%) 2:2, 12/20 (60%)

Saudi Arabia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.8
GPA 5.0 scale 4.5 3.75 3.5

Senegal

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees 16/20 or Tres Bien 14/20 or Bien 12/20 or Assez Bien

Serbia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Diplomirani/ Bachelor's degree 9 8 7

Sierra Leone

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Classification - 2:1 2:2
Percentage grading - 60-69% 50-59%
Letter grading - B+ B

Singapore

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Classification First Upper second Lower second
GPA 4.0 scale 3.7 3.0 2.7
GPA 5.0 scale 4.5 3.5 3.0

Slovakia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Slovakia 1.5 or B 2.0 or C 2.5 or C/high D

Slovenia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Slovenia 9.5 8.5 7

South Africa

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Classification 1st 2:1 2:2
Percentage scale 75-100% 70-74% 60-69%

South Korea

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA out of 4.5 4.0 / A 3.5 / B 3.0 / C+
GPA out of 4.3 4.0 / A 3.0 / B 2.7 / C+

Spain

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciado / Título de Ingeniero / Título de Arquitecto 8.5 7 6.5
UCM grading 3.0 2.0 1.5

Sri Lanka

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Sri Lanka 70% 60% 55%

Sudan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Sudan (North and South) 1st or 70% or B+ 2:1 or 66% Mid 2:2 or 60% or B

Sweden

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Sweden - Overall grade of VG with a minimum of 90 credits at VG Overall grade of G with a minimum of 90 credits at G

Switzerland

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Switzerland 6 5 4

Syria

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
State universities 4 years of study 80% 70% 60%
Private universities 4 years of study 90% 80% 70%

Taiwan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Category 1 (4 year degree) 80% 75% 70%
Category 2 (4 year degree) 85% 80% 75%

Tajikistan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Tajikistan - 4.5 4

Tanzania

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Tanzania 1st 2:1 2:2

Thailand

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.2 2.8

Trinidad and Tobago

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
For degrees studied at The University of West Indies or degrees accredited by ACTT 1st or B+ or 70% 2:1 or B or 65% 2:2 or B- or 60%

Tunisia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licence, Maîtrise, Diplôme National d'Ingénieu 15 (tres bien) 14 (bien) 11 (assez bien)

Turkey

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Lisans Diplomasi or a Műhendis Diplomasi 3.5 3 2.5

Turkmenistan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Turkmenistan - 4.5 4

Uganda

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Uganda 1st or 4.4 2:1 or 3.8 2:2 or 3.0

Ukraine

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Dyplom Magistra or a Bachelors degree (11 / 5) 11 or 5 9 or 4.5 8 or 4

United Arab Emirates

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.0 2.6

United States of America

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
GPA 4.0 scale 3.5 3.2 2.8

Uruguay

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciado (4 year) 10 9 8

Uzbekistan

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Bakalavr Diplomi / Diplomi (Specialist Diploma) 90% or GPA 4.5 80% or GPA 4.0 70% or GPA 3.0

Venezuela

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Licenciado/Professional title. (4 year) 18/20 or 8/9 16/20 or 7/9 14/20 or 6/9

Vietnam

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Vietnam 8.0 7.0 6.0

Zambia

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
Master's A or 4.0 or 80% B+, 3.5 or 70% B or 3.0 or 60%

Zimbabwe

First-class honours (70%) Upper second-class honours (60%) Lower second-class honours (50%)
3/4 year degree 1st or 75% 2:1 or 65% 2:2 or 60%

English language requirements

Applicants must meet the minimum English Language requirements. Further details are available on the International website.

Fees and funding

UK / EU fee

Full-time degree per annum
£9,300

International fee

Full-time degree per annum
£19,100

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. University fees and charges can be paid in advance and there are several methods of payment, including online payments and payment by instalment.

The fee stated is for a full-time student undertaking a master’s programme of 180 credits. Part-time students should divide the published fee by 180 credits and then multiply by the number of credits they are taking to calculate their tuition fees.

Find out more about master's degree funding