This programme aims to give students the opportunity to:

• gain a formal qualification in coaching
• develop a critical perspective on coaching
• understand and apply theory to practice
• become a reflective practitioner
• work effectively in a community of practice
• develop your coaching practice
• contribute to the community of practice through research
• recognise the full extent of professional learning.

The programme is comprised of the following modules:

• GMC251: Evidenced Based Coaching Theory & Practice – Core
• GMC252: Leadership & Organisational Coaching – Optional
• GMC253: Coaching & Mentoring In Education – Optional
• GMC254: Health Based Coaching – Optional
• GMC255: Psychological Perspectives On The Self & Others – Core
• GMC256: Quantitative Research Methods & Statistics & Dissertation Part One – Core
• GMC257: Qualitative Research Methods & Dissertation Part Two – Core

The MSc requires the completion of six modules, the PG Dip four modules and the PG Cert two modules. Students studying for the MSc must complete Evidence based coaching, Psychological perspectives on the self and others, plus the two research modules, and two modules out of the three options available for study. To obtain a PG Dip students must complete Evidence based coaching, Psychological perspectives on the self and others, and two modules out of the three options available for study. For the PG Cert students must complete Evidence based coaching and one module out of the three options available for study.

The School is the first UK end-to-end coaching psychology provision offering skills training, academic qualifications at certificate, diploma and master’s level alongside PhDs. The programme is open to and supportive of applicants without an academic background in psychology.
The programme team consists of leading UK coaches with experience of undertaking coaching research and with coaching books and publications in international journals.

One of the programme team holds office within the British Psychological Society.

The programme is situated in the School of Psychology with other staff who offer relevant expertise, library, facilities and equipment, bookshop and canteen.

The School of Psychology has a:

• strong emphasis on the development of professional skills training, including coaching practice in six interview rooms with video recording and playback equipment with full technician support.
• an emphasis on reflective practice and integration of theory and practice.

Applicants for these postgraduate programmes should possess an undergraduate honours degree (or equivalent) in psychology, business, health and social welfare, counselling, education studies or education, human resources, sociology or social enterprise studies or other related disciplines with a minimum 2.2 classification (or equivalent).However, if they have relevant skills or experiences in coaching or related context and can demonstrate confidence about taking academic and practical study, a degree may not be necessary for entry.

All applicants are required to undertake a selection interview by telephone and to provide satisfactory references. For students who have studied at UEL in the past five years this should include the Programme Director for their UEL studies. The interview will assess whether candidates have the relevant previous experience in coaching/mentoring and/or the interpersonal skills/potential to benefit from the programme.

In the case of applicants whose first language is not English, then IELTS 6.5 overall, 6.0 writing and speaking, 6.0 reading and listening (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.
Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore, such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. The programme leader will review applications for prior learning, subject to review by the School APL Committee.

The University of East London actively promotes and celebrates equality and diversity and positively welcomes applicants regardless of race, gender, disability, sexuality, age, religion or social class.

Students are required to have access to individuals with whom they can work in a coaching relationship and there must be opportunities for students to practise their coaching skills. These individuals must not be family or friends. Students will use these coaching relationships to apply the theories taught in each module and will be assessed as described in the relevant module specification document that will be supplied at the time of enrolment. Students will be required to inform their individual coaching relationships that the sessions form part of their training and may be used by them for assessment. Students are strongly encouraged to disguise the identity of their coachee by changing their name to protect their anonymity and the anonymity of organisations referred to in the session.

Technical Requirements

To participate in the programme you need:

1. Regular access to a PC or Mac capable of running standard MS Office software (or equivalent) for producing word processed documents, spreadsheets and presentations. Your PC must also be capable of running the required plugins for the Virtual Learning Environment (Adobe Flash player, Adobe PDF viewer, Apple Quicktime).
2. Reliable Internet access; at least a 56K modem connection, but broadband is highly recommended. For each module that you take, you will be expected to spend approximately 3-6 hours online per week, participating in discussions and accessing resources.
3. The latest version of your chosen Internet browser. We recommend and support Mozilla Firefox 1.5+, Microsoft Internet Explorer 7+ and Apple Safari 3+.
4. A valid and reliable email address.
5. Access to a printer is recommended.

The programme is delivered exclusively by distance learning, so it is essential that students have easy and regular access to the Internet and reliable email. Each module consists of reading material and a series of self-check and interactive tasks in which students discuss the issues raised in each module in the light of their own experiences and educational background. In addition to online discussions, which involve the module tutor on a weekly basis, students also have access to the module tutor directly via our Virtual Learning Environment known as UEL Plus.

The teaching and learning methods used are designed to promote a constructive and critical reflection on a range of theoretical, practical and research issues. Teaching is concerned with identification of a wide range of issues and perspectives which students are encouraged to relate to their own knowledge, experience and actual or future working contexts. Teaching and learning will draw on the experiences, knowledge and professional backgrounds of participants, encouraging a critical reflection.

We expect that students will take responsibility for the way they learn, as they will need to sustain self-motivation as they will be working at a distance. Throughout the programme, students will be undertaking independent learning and research, including individual reading, preparation of assignments and completion of assessed programme work. The programme makes extensive use of UEL Plus which is used in a number of ways such as facilitating the online discussions described above, providing access to online resources and submitting assignments.

We will encourage students to take some responsibility for helping others to learn, through sharing experiences and learning with the group using UEL Plus, and thus allowing for new and emerging knowledge to be integrated.

Students must successfully complete assessed work for each module. There are no timed examinations. MSc students are assessed on their literature search (dissertation part 1) and their final report (dissertation part 2).

On all modules participants are encouraged to actively engage in coaching, and to reflect on their practice within their Reflective Coaching Log. This should be a continuous process throughout the programme. In addition, elements from this log form part of assessed work for modules on the programme.

Students on the MSc must undertake a piece of original research. This may be a qualitative or quantitative study and be within the area of study for the qualification; such as health, education or organisational coaching.

These programmes have been designed around ideas on the core competences of coaches proposed by the Association for Coaching (AC), European Mentoring and Coaching Council (EMCC) and the British Psychological Society (BPS).

The expertise of psychology staff within the School will be drawn upon to deliver this programme and ensure that the academic content is kept up to date.   

With the qualifications we would anticipate students would be able to work as coaches independently or secure work with professional consulting organisations offering coaching services.

It is anticipated that many students on the programme will already be working in the area of coaching or consulting and successful completion of the programme ensures they have further developed their understanding of the theories and principles which underpin their practice and secured a postgraduate qualification.

We recognise that all students will be joining the programme with different experience and qualifications. The discussion groups and materials provided as part of the programme will help students build on their existing knowledge to develop their skills and knowledge. For students without a background in psychology we will offer specific readings that will prepare you thoroughly for your studies, as well as encouraging you to share your perspectives as alternative ways of understanding.

On enrolment, you will be provided with introductory materials on the use of UEL Plus (see above) and UEL Direct (our student records system).
During your studies, you will be supported by our team of Distance Learning Student Advisors in UELconnect. These advisors act as a first point of contact for you, addressing the majority of student queries and referring only those that relate to academic matters to the module tutor.

The Student Advisors will also contact students who seem to be falling behind and will offer advice and encouragement to them.

You will receive academic support from your individual module leader. The role of the module leader is to monitor the effectiveness of your learning during the module for which they are responsible, providing feedback, encouragement and support, and any necessary remedial action.

We also provide useful advice and information in our Student Handbook which will be provided to you on enrolment and will be available online in your module site in UEL Plus.

You will benefit from specialised distance learning materials that guide you throughout your learning and allow for appropriate reflection, discussion and tutor feedback. All programme materials will be available both in printed format as well as online within UEL Plus. For any questions the Programme Leader, Module Leaders and Tutors can be contacted through the email and discussion facilities in UEL Plus.

Further specialist support (eg financial advice, careers advice, counselling and learning support) is available from our University Services. The needs of students with disabilities/dyslexia will be taken into account in compliance with the Special Education Needs and Disability Act (SENDA 2001) and the QAA Code of Practice on Students with Disabilities which states: ‘Assessment and examination policies, practices and procedures should provide disabled students with the same opportunity as their peers to demonstrate the achievement of learning outcomes’. Whenever possible, the needs of students with disabilities/dyslexia will be accommodated. In doing so, teaching staff will be relying on the support and advice from the UEL Disability and Dyslexia Unit.

The programme team has close links with employers in consulting, training and coaching, as well as the major professional bodies. This ensures access to employment opportunities as well as leading practice.

Individual members of the programme team play an active role in national coaching bodies such as the Association for Coaching and the British Psychological Society Special Group for Coaching Psychology. The team also have good international links with coaches and institutions in America (Harvard University), Australia (Sydney University) and Denmark (Copenhagen University).