In this module Students become acquainted with the building blocks of good research design in both experiments and quasi-experiments, and qualitative methods such as interviewing and focus groups. Students also learn how to write research proposals for funding, and learn the key ethical considerations in research design as set out by the British Psychological Society. These skills equip students in understanding what research is and why it is important for psychology learning.

Key taught SDG content:

3. Good Health & Well-being – consider how empirical research can be used in health-related interventions that positively impact on individuals, social health and well-being (e.g., mental and physical).

4. Quality Education – providing British standards in education. For example, in terms of quality and consistency (in line with British Psychological Society markers) of subject specific material (e.g., on the various types of qualitative and quantitative psychological research and related empirical research), transferrable skills (e.g., ethical practices in the workplace, writing for different stakeholders), and soft skills (e.g., keeping motivated, overcoming challenges), and applied to externally and to oneself.

5. Gender Equality – the gendered dimensions of research and its impact were considered, especially in relation to health, education, social justice etc. so that students understand that research should have measurable social benefits for societies both in Egypt, the region, and beyond. Exploring the gendered dimensions and research impact enables students to deploy their learning to their own life contexts and workplace in their chosen trajectory.

10. Reduced Inequalities – consider how psychological and interdisciplinary can positively impact legal, government policy, changing social attitudes and relations etc. interventions to reduce inequalities.