QMU-Undergraduate-Prospectus- UG Prospectus 2019 - Page 129

Why QMU? Our approach to learning and teaching Bringing together the disciplines of psychology and sociology at QMU provided an exciting opportunity to enrich our courses and to root them firmly in the ethos of the Psychology and Sociology division. Their design and delivery allows opportunities for students to realise their potential as learners and co-producers and to develop skills as critical and evaluative thinkers. Students learn through a range of methods including traditional lectures, research seminars, workshops, student-led sessions and self-directed learning. Students will learn how to acquire and utilise knowledge for themselves, through identifying existing knowledge as well as discovering new knowledge. Students develop skills in information retrieval, practical investigation, data collection and analysis. In addition, students develop academic study skills, information technology skills and social and interpersonal skills. Through engagement with both academic disciplines, students explore how psychology and sociology contribute to how we understand psycho-social events and phenomena occurring in our everyday lives and how each profession interacts with society and communities. We offer a BSc/BSc (Hons) Psychology, which is accredited by the British Psychological Society, and a BSc/BSc (Hons) Psychology and Sociology. We also offer a BSc/BSc (Hons) Public Sociology, the first such course in Scotland. These courses offer a fully integrated learning experience and the modules which students take are not part of any other awards. Staff in the Division of Psychology and Sociology are research active and committed. Their research interests and professional activities inform their teaching and they provide a learning environment which is challenging and relevant. Our academics offer students opportunities to gain hands-on experience by working directly with them on their research or by engaging with their networks and interface with communities. As well as learning how and why these disciplines are vital for 21st century life, students will explore their historical origins, development and limitations. While developing detailed and up-to-date knowledge and understanding of specialist areas of psychology and sociology, students explore practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis applied in each of the disciplines. Students will also engage with debates about the relevance and value of our disciplines for different communities and publics. community work, consumer and social research, marketing, education and human resource management. All our programmes have a strong employability focus and students have access to information and support in building their employability skills and becoming job market-ready. Students are assessed in a range of ways. In addition to traditional exams and essays, students will submit scientific reports and critical reviews and make live presentations and poster presentations. In the later years of the courses, students have a range of optional modules to choose from. These reflect areas of specialisation and contemporary interest and provide an interface with the research interests and activity of the academic staff. Research Academic staff in the subjects of psychology and sociology at QMU are involved in a range of research interests. Their research activities employ diverse methodologies and some collaborations have international partners as well as other Scottish and UK universities. Academics are engaged in the impact and applications of their work to real world contexts and 21st century issues and many of our research undertakings involve collaborations with NGOs, humanitarian, social enterprise and community groups. Career prospects Around 20% of psychology graduates choose to become professional psychologists and undertake further academic study. Other graduates go on to work in education, social serv X\[\KX\][ݙ\Y[Y[Y\[HYYXKX[BXH[[HܘYX]\[ܚ[\X\X\X[[L’\XHHB ۜHXB'H\H[XYYHYH[ܙHق]XH\X][B[Hو\X\[ۛYHH[^ܙK]\YH\^[BوۛYH]H[[\\[ܙ[XXK[^H\YX\B\XHZH\[[Y[&BڙX^\[Y[[[\X\[ܙHX]]XH\X\\˜X] ۙH[\X[\[Y][\HH\Y\[][\[[ݙ\\][ \ۛH\\XZY^H[XYB^[[[\\[ܙ[XœXH[H\XH\[HX[]\HH[][ۈ܈^BX\\و\X\ T\H\\˸'