This programme is aimed at students working towards a career in research.  Two thirds of this programme is spent in the execution of a supervised individual research project within one of the research groups in the School of Health, Sport and Bioscience. The remaining third of the programme consists of a research skills module and an optional module which may be selected from a list containing further research skills or subject related academic modules.

Studying for an MRes at UEL you will benefit from:

• a thriving research environment
• the opportunity to contribute to existing ongoing research projects
• excellent laboratory and library facilities
• dedicated postgraduate research space
• proximity to other major libraries and resource centres in London

• An undergraduate honours degree (or equivalent) in a relevant discipline from a UK University with a minimum 2.2 classification (or equivalent).
• A written statement in support of your application of a maximum of 1,500 words outlining academic and professional background, career objectives and reasons for choosing the MRes in Health Science Programme
• In considering applicants we will look for evidence of a candidate’s ability and background knowledge in relation to the proposed field of study.
• Two supporting references, one of which is preferably academic.

In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

The programme consists of two 30 credit taught M level modules, one of which is a core module and one of which is selected from a range of possible options. The remainder of the programme (120 credits) consists of an independent research project at M level.

The core module is:

• Essential Research Skills

Optional modules include:

• Designing and implementing survey research
• Quantitative data analysis
• Creating and analysing qualitative data
• Research to evaluate quality, impact and effectiveness
• Research and Epidemiology for Health Professionals
• Public Health: Theory and Practice
• Public Health: Policy and Strategy
• Health Promotion: Theory and Practice   
• Core Themes and Structures in Health Promotion
• Health Promotion: Challenges and Solutions
• Promoting Mental Health and Wellbeing
• Impact of Globalisation on Health and Development
• Evaluation of Interventions in Practice
• Muscles, Movement and Exercise
• Gait, Balance and Posture
• Managing the Healthy Athlete
• Sports Rehabilitation: Injury to Optimal Performance

Teaching methods will include lectures, workshops, seminars, discussion groups and meetings with your supervisory team.  Project work will be performed in our recently refurbished laboratories and in the context of an existing research group for support. Taught modules are supported by online material and activities in our virtual learning environment, UELplus.

Assessment methods vary across the programme to ensure that students develop and are assessed against the full range of learning outcomes and to enable all students to showcase their skills.

Methods used for assessment across the core areas of the programme include

• an annotated bibliography with critical appraisal
• a professional research proposal
• an appropriate risk assessment
• a contemporaneous record of research
• an interim written report
• a presentation to the journal club
• a poster presentation
• a final dissertation or research paper
• oral defence of the dissertation/paper

Assessment methods for the optional modules are extremely variable and include amongst other things

• written examinations
• essays
• data assignments
• case studies

This programme provides excellent training for those seeking a career in the increasingly competitive research environment and should provide an excellent base for anyone contemplating further study to MPhil or PhD level.

Unlike traditional MSc programmes, the MRes in Health Science is designed specifically to provide students with the maximum opportunity to develop and demonstrate key research skills.  As such the majority of the programme consists of independent project work under the direction of a Director of Studies.

Registration of the research component can only take place following a recommendation from the School Research Degrees Sub-Committee to the university Research Degrees Subcommittee of the suitability of the candidate to undertake research, of the programme of research, of the supervision arrangements and of the research environment.  These approvals require appropriate academic judgement to be brought to bear on the viability of each research proposal.   

The examination of the research component of the Professional Doctorate has two stages: firstly the submission and preliminary assessment of the research; and secondly its defence by oral examination. 

• good laboratory and library facilities
• staff with extensive experience of both quantitative and qualitative research
• be part of an existing research team
• online support available

This programme is aimed at students wishing to pursue a career in scientific research possibly through subsequent PhD study.  The skills acquired would however equip students for a wide range of careers requiring motivated individuals with good independent and team working skills and proven ability in the creation, synthesis, analysis and communication of information and/or data.

TheGraduateSchoolis responsible for providing a focus to the support of our postgraduate research students and for our institution’s research and scholarly strategy.

MRes students will have at least two and not normally more than three supervisors, who together demonstrate an appropriate range of academic and professional experience.  One supervisor shall be the Director of Studies with responsibility to supervise the candidate on a regular and frequent basis.

In addition:

• The programme leader will ensure that you receive the relevant and necessary information about the programme and what is required to succeed.   
• On arrival you will be provided with an induction/ orientation programme which will ensure that you are aware of the support available to you and how to access it.  
• On enrolment you will be allocated a supervisory team, taken from members of our academic staff with relevant research experience, who will guide and support you through the programme.  One member of the team will be allocated as your personal tutor who you will be able to consult for pastoral as well as academic advice.  Throughout the programme there will be group meetings and opportunities to share experience with your peers and members of academic staff.
• Taught modules provide additional support materials online through UELplus
• The University has a wide range of student support services on hand to help with issues such as finance, health and wellbeing, employability etc.

• proximity to central London and a wide range of library facilities

The design of the programme has been informed by the Researcher Development Framework and aims to support students to acquire:

• The knowledge, intellectual abilities and techniques to carry out research
• The personal qualities and approach required to be an effective researcher
• The knowledge of the standards, requirements and professionalism to do research
• The knowledge and skills to work with others and ensure the wider impact of the research

 At the end of this programme students will be able to:

Knowledge

• Demonstrate their ability to effectively conduct a piece of independent research
• Demonstrate an awareness of, and ability to implement, good research practice

Thinking skills

• See connections between their own work and that of others
• Exercise critical judgement and thinking
• Make sound and realistic judgements on the basis of evidence

Subject-Based Practical skills

• Carry out effective and critical reviews of literature in a specialised field of research
• Understand, select , justify and utilise appropriate methodologies for data collection and analysis

Skills for life and work (general skills)

• Demonstrate their ability to work alongside others and contribute to team goals
• Maintain accurate records of work undertaken
• Communicate and disseminate information effectively using appropriate formats and language

The typical duration for this programme is one year full-time or two years part-time.

The teaching year is divided into semesters. Students may enter the programme at the start of either semester A, in September, or semester B, in February.  Taught modules may be delivered in either semester A or B.  Independent project work runs throughout the full 12 month period for full time students or equivalent for part-time students.

Students will be expected to undertake the Essential Research Skills module in their first semester of study.  For full-time students this will run concurrently with the research project, part-time students must complete the skills module prior to commencing their project.  The optional module will normally be taken during the second semester of study for full-time students.  Part-time students may take the optional module at any point after the first semester.  Research work is carried out throughout the year.

Knowledge is developed through

• Attendance at lectures, workshops and seminars
• Background reading
• Discussion with your supervisors and peers

Thinking skills are developed through

• Planning your research
• Problem solving throughout your research
• Analysing and interpreting your data
• Evaluating evidence
• Critical appraisal of your own and others work

Practical skills are developed through

• Selection and implementation of research methods and techniques
• Use of appropriate analytical tools

Skills for life and work (general skills) are developed through

• Maintenance of accurate contemporaneous records
• Presentation of your work in a variety of formats
• Time management

Knowledge is assessed by

• written reports
• oral and poster presentations
• oral examination
• possibly written exams , essays or case studies

Thinking skills are assessed by

• Written reports
• Oral and poster presentations
• Oral examination
• Annotated bibliography
• Possibly written exams, essays, data assignments, case studies

Practical skills are assessed by

• Written reports
• Annotated bibliography
• Contemporaneous record of work

Skills for life and work (general skills) are assessed by

• Meeting of deadlines
• Standards of presentation of work

Before this programme started, the following was checked:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards);
• statistical information (considering issues such as the pass rate);
• student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the quality assurance procedures.

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future.

The following methods for gaining student feedback are used on this programme:

• Module evaluations
• Student representation on programme committees (meeting 3 times  year)
• Research group meetings
• Annual student surveys

Students are notified of the action taken through:

• circulating the minutes of the programme committee
• notification of actions on the programme UELplus site

The following methods are used for gaining the views of other interested parties:

• Annual student satisfaction questionnaire
• Employer Liaison committee