Psychology at Ulster University promises high quality teaching in a supportive learning environment.
BSc Psychology can be taken on a part time basis (up to six years duration with an extra year for the optional placement).
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
On this course you can expect to learn interesting new perspectives on how we engage with the world we inhabit. Why do you sleep? Why do people fight? How do we learn? How can we treat mental illness, or care for those in despair? There are many ways to approach such questions, and to this end we provide a comprehensive programme on the major areas of psychology. The programme will emphasise the causes and development of behaviour across the lifespan, and the ways in which people interact with and influence each other. Particular features include training in the scientific methods of enquiry and how psychology can be applied in professional settings. You will attain research skills through laboratory-based practical classes and develop statistical and computer competence.
The course is taught by a dedicated team of enthusiastic psychologists, many of whom have achieved research excellence. The majority are Fellows of the Higher Education Academy, some of whom have received special recognition for their teaching.
Lectures and related activities are conducted in lecture theatres and laboratories on campus. The timetable requires attendance across the working week. Part-time students and full-time students are taught together during the normal working day.
Part-time students normally take between two and four modules each year.
At Levels 4 and 5 you will take a range of core modules that provide coverage of psychology in sufficient breadth and depth to meet the requirements of professional recognition. You are required to complete all modules at the lower level before attempting modules at the next level. At Level 6 you will study two core modules, one of which will be your research project, along with four optional modules.
Level 4 (FT Year 1)
You study Introductory modules in Psychology, Introduction to Research Methods, Research Procedures in the Behavioural Sciences, Psychological Perspectives on Wellness and Resilience, and Psychology Applied to Health.
Level 5 (FT Year 2)
You study Individual Differences, Cognitive Psychology, Psychobiology, Developmental Psychology, Social Psychology, and Advanced Research Methods.
Level 6
At the final level, you will design and complete an independent research project as well as take the Psychology at Work module where you will use psychology to help solve real world problems. You will also be able to choose from a range of optional modules concerned with advanced topics in psychology. Topics covered include theoretical and applied issues in social psychology, the development of social behaviour, understanding sport and exercise psychology, health psychology, psychopharmacology, behavioural neuroscience, applied behavioural analysis, forensic psychology, and clinical & counselling psychology.
Content
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Attendance and Independent Study
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. A course handbook is also made available.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Assessment
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
Cromore Rd, Coleraine, BT52 1SA
A laid-back campus at the heart of a global tourist attraction.
Find out more - information about accommodation (Opens in a new window)
Our Campus in Coleraine boasts a variety of indoor and outdoor facilities that are open all year round to students and members of the public.
Find out more - information about sport (Opens in a new window)
At Student Wellbeing we provide many services to help students through their time at Ulster University.
Find out more - information about student wellbeing (Opens in a new window)
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
The focus of this module is to introduce psychological perspectives on health-related behaviour to examine contemporary issues in health psychology. The module will introduce students to the field of health psychology and provide an awareness of the role of psychological theory to understand health behaviour and health-related behaviour change. Important themes are the relationships between human behaviour and health outcomes and the importance of psychological processes to understand and change health behaviours. Key skills such as self-reflection, interpersonal communication and ethical thinking are introduced and embedded in the assessments.
Year: 1
Status: C
This module builds on PSY131 and offers students a further introduction to some of the main subject areas of psychology. The module is rooted in scientific research and covers the major theoretical aspects of individual differences, cognitive, mental health.and learning. Alongside PSY131 it serves as a supportive knowledge base for later modules in the course.
Year: 1
Status: C
The purpose of this module is to introduce students to the concept of resilience and in so doing teach them skills for having resilience in the face of commonly experienced stressors and difficulties. In so doing, the module will provide students with a personalized set of strategies and skills for self-care which should optimize their academic and social experiences while at University and beyond.
Year: 1
Status: C
The purpose of this module is to introduce students to main subject areas of psychology. The module is rooted in scientific research and covers the major theoretical aspects of psychology, with specific reference to areas such as genes, environment, social psychology, developmental psychology, applied behaviour analysis and psychobiology. Alongside PSY111 it serves as a supportive knowledge base for later modules in the course.
Year: 2
Status: C
This module establishes a foundation of basic research skills by introducing key concepts of the scientific method; research designs used in the behavioural and social sciences; a range of graphical and descriptive statistical techniques; statistical inference; hypothesis testing; and, the application of IBM SPSS in data analysis. Teaching methods are lectures and practical classes.
Year: 2
Status: C
Consolidating on PSY105 this module further develops students' knowledge, skills and competencies with regards to Psychological research methods. The emphasis throughout will be on relating methodological concepts to applied psychological research contexts, in particular the psychology experiment and qualitative methods. The module aims to equip students with the basic experimental, statistical inference, and qualitative methodological skills necessary to understand, conduct and evaluate psychological research.
Year: 3
Status: C
This module introduces students to current knowledge of biological, cognitive and psychosocial development. The module includes lectures, laboratory classes and both individual and group work from the outset.
Year: 3
Status: C
The module will develop the students' knowledge and understanding of social psychological explanations related to common behaviours such as attitude formation, prejudice and discrimination, interpersonal attraction, social influence, and aggression.
Year: 3
Status: C
This module presents methods relating to measurement, design and data analysis in the research process. Issues relating to qualitative methods, experimental and non-experimental designs, and statistical analysis will be addressed during lectures. In addition, experience in the use of multivariate statistical techniques and phenomenological approaches is gained through practical sessions. Students will also be introduced to single case methodology.
Year: 4
Status: C
This module presents the core concepts in contemporary cognitive psychology with an emphasis on the empirical basis of knowledge in the area, on links with other areas of psychology and on everyday applications.
Year: 4
Status: C
Psychobiology is a core area of psychology and introduces students to the biological basis of behaviour. The module is structured so there is a wealth for information on signal transmission, brain structures, genetic inheritance prior to the introduction of behaviours where a biological basis is well understood. There is an emphasis on real world applications of knowledge obtained from various methodologies from case reports, to FMRI of the living brain.
Year: 4
Status: C
This module will discuss the nature and origins of individual differences in major psychological attributes, involving a range of individual difference abilities and personality traits. It will attempt to provide a grounding in the theory and practice of psychological assessments, including interpretation of psychometric test scores. Attention will be paid to the ethical and historical context of the topics and introduce the contemporary literature and research directions.
Year: 6
Status: C
Students will complete an independent empirical investigation on a psychological topic and present it as a dissertation. The project will be individually supervised and constitutes a culmination of the methodological teaching within the degree.
Year: 6
Status: C
The module addresses aspects of professional psychology and affords students the opportunity to use the skills learned, both in this module and their wider degree to investigate a real-world problem and make recommendations to an organisation.
Status: O
Year: 6
This module is optional
This module will introduce the student to the field of health psychology. Due to changing population demographics and changing patterns of morbidity and mortality and a move towards promoting health and preventing ill health, the area of health psychology is developing rapidly. The current module will include the background to health psychology, how psychological theory contributes to our understanding of health and illness, how it is applied to intervention strategies and techniques employed to prevent ill health and maintain well-being.
Status: O
Year: 6
This module is optional
This module will develop knowledge of Evolutionary Psychology and its place in contemporary mainstream Psychology. It will combine Biological and Cognitive Psychology to explain behaviour from the perspective of survival and adaptation to environmental demands. It offers students the chance to develop critical thinking skills in attempting to dismiss or support a controversial theory.
Status: O
Year: 6
This module is optional
This module is designed to explore worker behaviour in organisations. It addresses the relationship between the organisation and the personnel on social issues inherent in organisations. It also elucidates the organisational structures and procedures that help predict human work behaviours. It will emphasise research designs which have advanced our understanding of work and organisational psychology.
Status: O
Year: 6
This module is optional
This module extends students' understanding of behaviour analysis by providing in-depth coverage of its epistemology as well as its application to the analysis of social behaviour.
Status: O
Year: 6
This module is optional
In this module, students will explore the development of social behaviour in children and young people from a variety of theoretical perspectives, examine the environmental factors that influence social development in the home and beyond, look at some real-world issues and problems that impact young people's lives, then explore lifespan development from adolescence to old age. The theory and research examined will illuminate real world issues and problems. The module will also consider how knowledge based on research into the study of social development can be applied in clinical and educational settings. It builds on modules in Year 2, particularly Social Psychology and Developmental Psychology.
Status: O
Year: 6
This module is optional
This module will develop knowledge of the principles of behavioural neuroscience, the relationship between neuroscience and the behavioural sciences, and contemporary experimental techniques derived from the amalgamation of these disciplines. Teaching involves lectures, and assessment is via an essay, three MCQ quiz sessions, and an unseen written examination.
Status: O
Year: 6
This module is optional
This module is for psychology degree students. It builds on the module, Topics in Behaviour Analysis. Emphasis in the module is given to the extension of the principles of behaviour analysis to areas of language and human cognition, and to providing a solid grounding in methodological aspects of applied behaviour analysis, as well as key areas of application to human behavioural problems, including autism and other important topics in clinical psychology.
Status: O
Year: 6
This module is optional
This module will develop knowledge of the principles of drug action, the medical use of psychoactive drugs and drug misuse. It will foster understanding of the place of drugs in society and of pharmacological processes. Teaching involves lectures, and assessment is via an essay, three MCQ quiz sessions, and an unseen written examination.
Status: O
Year: 6
This module is optional
Social psychology is the study of how the thoughts, feelings and actions of individuals are influenced by the actual or perceived thoughts feelings and actions of others. Social psychological research is central to our understanding of society. The module introduces students to applied social psychology by exploring how social psychological theory can be applied to solve real-world problems.
Status: O
Year: 6
This module is optional
This module will build on students existing knowledge of developmental psychology, advancing their knowledge in complex theories, empirical results and debates within the literature. This module will also link developmental psychology research findings to practice. Students will gain practical research skills and hone their communication through completing coursework activities.
Status: O
Year: 6
This module is optional
The module introduces students to the conceptualisations of mental health and the key psychological approaches to intervening a person with a mental health problem.
The module aims to prepare students to aspects of clinical practice related to the practitioner psychology professions such as Clinical Psychology, Counselling Psychology, and other graduate Psychology roles, such as the Psychological Well-being practitioner. It is hoped that the module will stimulate students' interest in pursuing these specialisms as professional options within Applied Psychology.
Status: O
Year: 6
This module is optional
This module provides students with a comprehensive insight into current debates and issues in the field of mental health research and practice. An emphasis is placed on prioritising psychological and social factors (as opposed to biology) to help conceptualise mental wellbeing and psychological distress. It will be relevant for students with an interest in the area of mental health, particularly those who intend to pursue a postgraduate career in professional psychology.
Status: O
Year: 6
This module is optional
This module explores the application of psychological theory and research to areas such as offender profiling, victimisation, confessions, sexual and violent crimes, and risk assessment. Students will explore the role that mental illness, social learning, and cognitive processes play in explaining criminality; they will also explore the application of psychology to investigative processes and preventative initiatives for self-harm and suicide in the criminal justice system.
Status: O
Year: 6
This module is optional
This module will introduce the student to the fields of sport and exercise psychology. It will provide students with an understanding of the key topics in sport and exercise psychology. The key areas of study will include an introduction to anxiety and stress in sport, motivation, cognitive processes in sport, the social psychology of sport, motor skills, expertise, motivational and dual-mode theories in exercise psychology, and mental health and wellbeing.
Status: O
Year: 6
This module is optional
Positive Behavioural Support (PBS) is an approach to supporting people who may be at risk of presenting with behaviours that challenge. The individual's needs are at the centre of any intervention strategies that are put into place, and those interventions are only considered successful once they lead to measurable changes in the person's quality of life. This includes skill development and enhancement of positive social interactions across work, school, recreational, and community settings as well as a reduction in behaviours that challenge. This PBS module aims to introduce participants to the key concepts surrounding behaviours that challenge and increase their ability to work more confidently with people who display these behaviours across a variety of settings and contexts.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
You must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE in English Language at grade C or above (or equivalent).
The Subject Committee will consider a range of qualifications, experience and other evidence of ability to complete the course satisfactorily when considering applications for part-time study.
QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of DDD
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of DDM
QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of DD plus A Level Grade B
RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile of DM plus A Level Grade B
QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of D plus A Level Grades BB
RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of D plus A Level Grades BB
120 UCAS Tariff Points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 if studied at Higher Level or O4 if studied at Ordinary Level
Overall profile of 65% overall with 65% in each level 3 module (NI 120 Credit Access Course).
Pass GB Access to Higher Education course with 24 Distinctions and 21 Merits
GCSE Profile to include Grade C or above in English.
Essential Skills Level 2 Communication will be accepted as equivalent to GCSE English.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Students at Ulster University, in other universities, and Further Education Colleges who have taken modules similar to those in Year 1 may be eligible for entry into Year 2. If student numbers allow, transfer between Psychology courses within the University is also permitted.
In this section
Graduates from this course are now working for:
With this degree you could become:
Graduates are eligible to enter further training and careers in professional psychology, including educational psychology, clinical psychology, occupational psychology, counselling psychology, and forensic psychology. Graduates will also have acquired knowledge and competencies that will serve as a foundation for other careers that involve working with people and a knowledge of human behaviour, such as teaching, social work, advertising and marketing, the probation service, and personnel management. Many psychology graduates also enter careers in social research and the information technology industry.
Placement Opportunity/Study Abroad (optional)
You will have the opportunity to apply for a place on an extended work experience placement on completion of Level 5 leading to a separate diploma. Alternatively you can opt to study abroad, outside the UK and Republic of Ireland, for a year. Again, successful study abroad leads to a separate diploma. If you do not wish to apply, or are not successful in gaining a placement or do not wish to study abroad, you proceed directly to Level 6.
Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS).
The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.
For modules commenced in the academic year 2024/25, the following fees apply:
| Credit Points | NI/ROI Cost | GB Cost | International Cost* |
|---|---|---|---|
120 | £4,750 | £9,250 | £16,320 |
60 | £2,375 | £4,625 | £8,160 |
30 | £1,187 | £2,312 | £4,080 |
20 | £792 | £1,542 | £2,720 |
NB: A standard full-time undergraduate degree is equivalent to 120 credit points per year.
*Please note our on campus part-time undergraduate courses are not open to international (non-EU) students.
The British Psychological Society Undergraduate Award is an annual prize for the final year student with the highest overall degree performance.
The Dr David Shaw Placement Prize is awarded to one student each year in acknowledgment of outstanding work whilst on placement.
The Professor Ed Cairns Award for Social Psychology is awarded to one second year student in acknowledgement of outstanding work in Social Psychology.
The Gordon Rae Memorial Prize is awarded to one first year student in acknowledgement of outstanding work in research methods.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Causeway Women’s Aid have benefited greatly from our relationship with the School of Psychology at Ulster University. We have had the experience of hosting a student who was well equipped for her placement as a result of the preparation module delivered within the university. The student placement was part of a wider piece of research, “Every Voice Counts”, which was very well planned, executed and launched. This has given us so much valuable information that will inform our future service delivery and lobbying activities.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
