GRADUATE STUDY IN THE

DEPARTMENT OF SOCIAL PSYCHOLOGY

2014-2015

MSc SOCIAL AND CULTURAL
PSYCHOLOGY






THE LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE


2

TABLE OF CONTENTS

Preface .p 3

1. Introduction ....................................................................................................................................... p. 6

2. How we communicate with you ........................................................................................................ p. 9

3. How we support you during your studies ........................................................................................ p. 11

4. Your learning environment .............................................................................................................. p. 15

5. Your programme details.................................................................................................................. p. 18

6. Assessment matters ....................................................................................................................... p. 23

7. Managing your student experience ................................................................................................ p. 28

8. What next? ...................................................................................................................................... p. 31

9. Research in the Department of Social Psychology ....................................................................... p. 33

10. General school information A-Z .................................................................................................... p. 41

11. Appendix ....................................................................................................................................... p. 51
1 Assignment Deadlines Overview ................................................................................ p. 52




3


Preface

Welcome to the London School of Economics and Political Science and the Department of Social
Psychology. We have compiled this handbook to guide you through your studies at the LSE. At the time
of going to press (September, 2014) all the details are correct, however, circumstances may change
subsequent to publication and the School reserves the right at all times to withdraw or alter particular
courses and syllabuses.

We would also suggest that you take time to look through the School Calendar which is available online to
all registered students at the web address:

http://www.lse.ac.uk/resources/calendar/taughtMasters.htm

The Calendar contains useful information which will help you during your studies.

We hope your time with us will be rewarding and stimulating.

New Arrivals Information and Registration

Please refer to the Guide to Orientation 2014 for information

Programme Registration

At the start of the academic year all new and continuing students need to formally register on their
programme of study. New students need to do this in person, whilst most continuing students will be
able to do so online.

To ensure that new students are able to complete this process as quickly as possible, each
programme / department is allocated a time slot in which to register. At registration, you will be asked
to provide proof of your eligibility to study in the UK in order to receive your School ID card. This card
will, amongst other things, allow you to access your library account.

For more information, including registration schedules and further details for continuing students,
please see lse.ac.uk/registration.

Student Charter

This Charter was written by LSE students and staff with the aim of helping you understand the vision and
ethos of LSE. It is not a contract. Instead, it aims to set out the Schools core principles and to signpost
key information about our structures and services. We will review it regularly to make sure that it continues
to reflect our intentions and expectations.

Our vision
to deliver challenging, stimulating research-led degree programmes in an environment that
supports learning and develops independent thinking among our students;
to ensure that our research and teaching remain at the forefront of the social sciences, addressing
the evolving challenges of society;
to be among the most internationally-oriented centres of social science excellence in the world;
to extend our engagement with society across our full academic portfolio and into key regions of
the world; and
to enrol the best students from around the world to benefit from, and contribute to, the learning
environment at the School.

The LSE Community
LSE is a unique institution which values its international and diverse community. It aims to provide an
inclusive and accessible environment, which supports learning and the pursuit and dissemination of
knowledge and ideas. Its purpose can only be achieved if students can work and conduct their business


4
peacefully, in a welcoming and non-threatening environment one that permits freedom of thought and
expression in a framework of collegiality and respect for the rights and dignity of others.

LSE aims not only to nurture debate, but also to ensure that it is conducted with mutual respect and
consideration for all those involved. At LSE respect for the cultures, opinions and backgrounds of others,
as well as for the physical environment of the institution and our neighbours, is an integral part of our
culture.

LSE is committed to promoting equality of opportunity for students and staff from all social, cultural and
economic backgrounds. The School aims to be an environment which is free from discrimination on the
basis of race, disability, gender, age, religion, belief, sexual orientation, gender reassignment and
pregnancy and maternity.

You are encouraged to be an active citizen, both of the School and the wider community, for example by
taking part in volunteering opportunities, engaging with societies and attending the public lectures
programme.

As a student at LSE you are expected to uphold the Schools reputation by behaving in accordance with its
Ethics Code and in all forms of interaction, spoken, written and virtual. We encourage those involved in
any disagreement to seek informal resolution wherever possible. However, the School has regulations on
appeals, complaints and discipline to protect both students and the community as a whole.

Teaching, learning and assessment
You will receive research-led teaching from internationally renowned academic staff. You will also be
offered individual and group support from academic advisers and supervisors.

In order to make the most of your time at the School you are expected: to attend meetings with academic
advisers and/or supervisors to discuss progress and raise concerns if need be; to seek guidance and
support from academic staff in their office hours; to attend and take part in classes, seminars, lectures and
mandatory departmental events; to inform the department of any essential absences; to manage your
learning responsibly through private study; to adhere to guidance on good scholarly practice and
assessment regulations; to submit course work by the deadline; and to seek and respond to feedback on
coursework.

Undergraduate assessment is normally by end of year examinations, while graduate assessment relies on
a combination of methods. The School is committed to high academic standards and all assessment is
rigorous.

Academic, personal and professional development
A variety of support services and programmes exists across LSE to support teaching and supervision by
academic staff. Their purpose is to enhance your academic and personal development and to help
maximise your future employability.



Support services available to you include: a programme of orientation events and transitional support (e.g.
a student mentor for all new undergraduate students) to help you adapt to studying at LSE; study skill
resources from the Teaching and Learning Centre; language teaching through the Language Centre; a
specialist Disability and Well-Being Service for students who experience permanent, long term or
temporary disability; a professional Counselling Service for students with personal difficulties; and expert
advice and recruitment events provided by LSE Careers.

You can get information on academic provision and support services via the library, websites,
documentation, LSE for You and Moodle, our virtual learning environment.


Student Engagement
LSE values your opinion, and gives you opportunities to contribute to course and programme development
and to provide feedback on academic provision and support services.

Student participation and representation on committees helps to ensure that your voice is heard across the
School and in your Department. The School expects that you will support programme representatives and
encourages you to take part in Staff Student Liaison Committees and Student Fora.


5

LSE will ask for your opinion on teaching and other issues via internal and national surveys. Your
responses give us important information about how we can improve our services for students.

LSE Students Union is an independent student-led, democratic organisation, which you will join
automatically on becoming a student at LSE. Its focus is on improving the lives of students, through
representation, campaigns and support. It exists to help students with academic, social and welfare
problems, and to provide a range of sports clubs, societies, services and social activities.

LSE and your future
The School trusts that your relationship with LSE will be enjoyable and fruitful. We also hope that it will
continue long after you have graduated, when you will join the worldwide network of our Alumni
Association.


Date last reviewed: May 2012


Director: Professor Craig Calhoun


General Secretary, Student Union: Jay Stoll




6

1. Introduction

1.1 The Department of Social Psychology Who We Are
The Department of Social Psychology (Psychology@LSE) is a thriving centre for the study of social
psychology and has an international reputation for its research-led teaching in a variety of fields. Founded
in 1964 the Department is one of the largest concentrations of social psychologists in Europe with 12 full-
time academics and 4 part-time academics, 11 visiting staff, 3 administrative staff, 3 technical staff and
over 170 graduate students enrolled on either one of four specialist Masters programmes or conducting
research towards a PhD.

The MSc degree in Social and Cultural Psychology, previously named MSc in Social Psychology,
established in 1964, was the first specialised degree in Social Psychology in the UK. The MSc in
Organisational and Social Psychology was launched in 1990, the MSc in Social and Public Communication
in 2003, and the MSc in Health, Community and Development in 2005. All our MSc programmes are
recognised by the Economic and Social Research Council as providing research training.

The Department has an active interest in a wide range of theoretical, methodological and applied issues.
Its research atmosphere still benefits from the legacy of the late Professor Rob Farr and the late Professor
Hilde Himmelweit, whose work established the LSE as a centre for the study of societal forms of social
psychology. Understanding psychological phenomena in their social and cultural contexts is a key aspect
of the research conducted in the Department. Among the range of current interests are health, social
representations, community, racism, ethnicity, culture, communications and the media, organisational
psychology, the social construction of technology, gender, economic psychology, sexuality, social identities
and risk in society. The Department also maintains active teaching and research links with LSE Health,
The Gender Institute, and the Departments of Management, Methodology, Sociology, Social Policy,
Anthropology, and International Development.

More than three-quarters of our students come from abroad, reflecting our international outlook, our
historical grounding in both American and European traditions of research, and our strong interest in
promoting interchange and dialogue between these traditions and the ideas and practices of academics
and practitioners from other parts of the world. We have distinguished academic visitors from abroad and
have well-established research and collaborative networks stretching from South and North America to
Africa, Eastern Europe and Asia. The academic staff and their research students are frequent contributors
to international meetings on all five continents. Our former students include many professors, lecturers,
researchers, professionals and policy makers in the worlds of business, media, NGOs and social and
public policy: now working in the UK, the rest of Europe, North and South America and other parts of the
world. Many of our students go on to hold academic positions in universities both in the UK and abroad.
Our alumni hold positions in a variety of international organizations including the UN and the WFP. Others
have entered a variety of occupations in areas including social development, public health and health
promotion, social research, marketing, media and broadcasting, industry, personnel, consulting and
teaching. Approximately one in five graduates from our masters programmes go on to complete higher
degrees by independent research.

In the Department you will find a lively and stimulating atmosphere with excellent computing and technical
support in which to develop your knowledge of social psychology. Located, as we are, in one of the world's
leading institutions of the social sciences brings the benefits of exploring the links between social
psychology and other neighbouring disciplines and the privilege of a world-class library. A sophisticated
multimedia laboratory provides students with the option of drawing on sound and image, as well as text, as
sources of research data. The Department also has special audio and video facilities for conducting and
recording individual and group interviews.

1.2 Contact Information
The Head of the Department, Professor Catherine Campbell, is responsible for the overall running of
the Department. The Department Manager is Daniel Linehan.



7

Members of Staff Room Phone Email
(020)
Academic Staff (full-time)
Dr Frederic Basso STC.305a 7107 5475 f.basso@lse.ac.uk
Prof Martin W Bauer COL.804 7955 6864 m.bauer@lse.ac.uk
Prof Catherine Campbell STC.387 7955 7701 c.campbell@lse.ac.uk
Dr Bradley Franks STC.307 7955 7704 b.franks@lse.ac.uk
Dr Lucia Garcia STC.311 7955 7996 l.garcia@lse.ac.uk
Prof George Gaskell COL.100 7955 7702 g.gaskell@lse.ac.uk
Dr Alex Gillespie STC.308 7955 7106 a.t.gillespie@lse.ac.uk
Dr Ilka Gleibs STC.305 7995 7709 i.h.gleibs@lse.ac.uk
Dr Caroline Howarth STC.384 7955 7339 c.s.howarth@lse.ac.uk
Prof Sandra Jovchelovitch STC.310 7955 6863 s.jovchelovitch@lse.ac.uk
Prof Saadi Lahlou STC.303 7955 6795 s.lahlou@lse.ac.uk
Dr Tom Reader STC.313 7955 7402 t.w.reader@lse.ac.uk

Teaching Fellow(s)
Dr Bankole Falade STC.366 7955 7533 b.falade@lse.ac.uk
Dr Jenevieve Mannell STC.367 7955 3612 j.c.mannell@lse.ac.uk
Dr Rochelle Burgess STC.367 7955 3612 r.a.burgess@lse.ac.uk
Dr Ai Yu STC.305 7955 7709 tbc

Visiting Academics
Dr Isabelle Goncalves-
Portelinha STC.385 7955 5113 i.goncalves-portelinha@lseac.uk
Prof Ivana Markova STC.385 7955 5113 i.markova@lse.ac.uk
Mr William Mayon-White n/a n/a w.mayon-white@lse.ac.uk
Dr Carol Mutch STC.312 n/a tbc
Dr Marcelo Ramella n/a n/a m.ramella@lse.ac.uk
Dr Susan Rifkin STC.312 n/a s.rifkin@lse.ac.uk
Mr Barry Rogers STC.312 n/a barry@liberare.com
Dr Gordon Sammut n/a n/a g.sammut@lse.ac.uk
Dr Morten Skovdal STC.386 n/a m.skovdal@lse.ac.uk
Dr Caryn Solomon STC.312 n/a c.l.solomon@lse.ac.uk
Dr Ben Voyer n/a n/a b.voyer@lse.ac.uk

Academic Staff (part-time)
Dr Jan Stockdale STC.385 7955 5113 j.stockdale@lse.ac.uk
Dr Chris Tennant STC.312 n/a c.j.tennant@lse.ac.uk

Administrative Staff
Ms Jaqueline Crane STC.302 7955 7995 j.c.crane@lse.ac.uk
Ms Terri-Ann Fairclough STC.302 7955 7700 t.fairclough@lse.ac.uk
Mr Daniel Linehan STC.304 7955 7712 d.p.linehan@lse.ac.uk

Technical Staff
Mr Steve Gaskell STC.300 7955 7715 s.gaskell@lse.ac.uk
Ms Ly Voo STC.300 7955 7715 l.voo@lse.ac.uk

Research Staff
Dr Sophie Le Bellu STC.383 7955 7721 s.le-bellu@lse.ac.uk
Mr Mark Noort STC.366 79557533 m.c.noort@lse.ac.uk
Dr Jacqueline Priego- STC.383 7955 3713 j.priego-hernandez@lse.ac.uk
Hernandez

Members of staff can be contacted without appointment, during their office hours, or via appointments
made directly with them. Messages can be left via their pigeon hole in the General Office (STC.302) which
is open between 10am and 4pm Monday to Friday. All staff are on email and it is often more efficient to
contact them in this way.



8
1.3 Social Life in the Department
London is an exciting, vibrant and colourful city with a full range of culture and entertainment to experience
and enjoy. We recognise the demands on your time but we find that our most successful students are
generally those who join in. Psychology is the sort of subject where talking over problems with others is
vitally important - you will almost certainly learn from discussing things with your colleagues. We also
hope you will make a point of attending the parties and other social occasions held in the Department,
such as the Public Lectures Series and Psychology@LSE Staff/Student Seminar Series and take the
opportunity to get to know the staff.

1.4 The LSE Environment
The School is located in a complex of buildings situated in the Centre of London (off the Aldwych). It is
close to the Royal Courts of Justice, the BBC World Service and the City of London. West End Theatres
are all nearby, along with the shops and markets of Covent Garden. The National Gallery is a short walk
down the Strand, while the South Bank Arts complex (containing the Royal Festival Hall, the Hayward
Gallery, the National Theatre and the National Film Theatre) and Tate Modern are located on the opposite
bank of the river. The Department of Social Psychology is situated on the 3
rd
Floor of St Clements
building not to be confused with Clement House which is situated on the Aldwych.

Information on finding your way around LSE is available from the webpage:

http://www2.lse.ac.uk/mapsAndDirections/findingYourWayAroundLSE.aspx


9
2. How We Communicate With You

2.1 Student Services Centre (SSC) Old Building
The Student Services Centre is located on the ground floor of the Old Building. It provides advice and
information on the following services
Admissions (drop-in service)
Certificates of Registration
Course choice and class changes
Examinations and results
Fees process fee payments and distribute cheques (drop-in service)
Financial Support Advice on scholarships, awards, prizes, emergency funding and
studentships (drop-in service)
Information for new arrivals
Programme Registration
Presentation of Awards Ceremonies
Transcripts and Degree certificates
Visa and immigration advice (drop-in service)

The SSC provides a counter service for students between 11am and 4pm every weekday.

You can also contact us by telephone. Details of who to contact and more information can be found on
our website: lse.ac.uk/ssc

2.2 Department Administration, Office Hours 10am 4pm
Administrative staff in the Department may be consulted if you cannot find answers to your queries from
the website or from the Student Services Centre. For issues relating to Masters programmes, you should
contact Jacqueline Crane (020 7955 7995, j.c.crane@lse.ac.uk). For enquiries relating to the MPhil/PhD
programme, you should contact Terri-Ann Fairclough (020 7955 7700, t.fairclough@lse.ac.uk).

2.3 LSE Email
The School will use your LSE email address to communicate with you so you should check it regularly. We
recommend that you develop a filing system, frequently deleting and archiving mail to ensure you stay
within your email storage limit. The email program Microsoft Outlook is available on all student PCs on the
LSE network. You can also access e-mail off-campus using webmail and remote desktop or on the move,
using email clients for laptops and mobile phones. For instructions on how to access your email off
campus visit http://www2.lse.ac.uk/intranet/LSEServices/IMT/remote.

2.4 LSE for You
LSE for You is a personalised web portal which gives you access to a range of services. For example, you
can:
view or change your personal details
reset your Library and network passwords
monitor and pay your tuition fees online
check your exam results

You can also access online tutorials on how to navigate and personalise LSE for You via its login page.
Use your LSE network username and password to login. Access LSE for You at: lse.ac.uk/lseforyou.

* Please keep your personal details up to date so that we can contact you if necessary.

2.5 Moodle
Moodle is LSE's Virtual Learning Environment (VLE). Moodle is a password protected web environment
that contain a range of teaching resources, activities, assignments, information and discussions relating to
your course plus general Department Infomation. The content of Moodle is the responsibility of your
teacher and so it will vary from course to course.

Moodle can be accessed from any computer connected to the internet, on and off campus. To access
Moodle go to http://moodle.lse.ac.uk/ and use your LSE user name and password to log in. This page also
has links to help and advice on using Moodle.



10
You will also find links to Moodle from a number of web pages, including the webpage for 'Staff &
Students'. If you have any technical problems with Moodle you should contact the helpdesk at
it.helpdesk@lse.ac.uk.

For the academic session 2014/15 you are required to submit all coursework via Moodle.

2.6 Noticeboards
Outside Room STC.302 there are programme specific noticeboards for all students.

2.7 Social Psychology Intranet
The Department has its own intranet pages (accessible via the Social Psychology website) where you will
find information relating to Department activities, conference information, job and study opportunities, and
scholarships if you are considering further study.

2.8 Teaching
At Masters level we teach through lectures, seminars and workshops. Lectures are for the whole student
group on a particular course, seminars tend to be for smaller groups of about twelve to fifteen students.

The details of lectures, seminars and classes are on the Timetables page of the LSE website
www.lse.ac.uk/collections/timetables. There are terminals throughout the School where you can access
the website. Information on the contact time for each course can be found in the online calendar:

http://www.lse.ac.uk/resources/calendar/courseGuides/graduate.htm

2.9 Books
Obviously you will spend a lot of time in the Library. We recommend one of the general tours which
Library staff run in the first week of term.

2.10 Staff-Student Committee
At the start of the year you will be asked if you would like to represent your programme on the Staff
Student Liaison Committee. These are important Committees as they provide a forum for feedback from
students on their programme and for discussion of issues which affect the student community as a whole.
The role of an SSLC representative is therefore central to effective quality assurance of courses and
programmes in the School and those elected or chosen as a representative will be given training.

Membership of SSLCs includes student representatives from each programme of study and appropriate
academic staff. There is normally one representative for each year of each programme, although this can
vary depending on the number of students in the Department.

The SSLC also elects one representative to attend the relevant School level Students' Consultative Forum.
More information on the Consultative Fora can be found by following the link

http://www2.lse.ac.uk/studentRepresentation/home.aspx.

2.11 WWW Site
The Department has its own website on the Internet http://www2.lse.ac.uk/socialPsychology/Home.aspx
which contains a wealth of information about the MSc programmes and the Department. Both the Library
and IT Services provide plentiful information about accessing the Internet and you are able to sign up for
short courses or teaching sessions in order to familiarise yourself with the use of these facilities.




11

3. How We Support You During Your Studies

3.1 General Advice
Once you arrive at LSE it is tempting to start with a relaxed attitude and allow yourself a long settling-in
period. You will find that, in fact, time is very short, so that it is important to dive into your work and take it
seriously from day one. It is a good idea, for example, to start early on with background reading in
preparation for lectures and seminars because it is often hard to catch up.

You may find that the style of work required is very different from what you are used to - especially if your
first degree is not in psychology. The best way of getting a feel for things is by trial and error: in particular,
by doing the course work required of you and paying attention to the feedback you get from the seminar
teacher (and possibly your peers as well).

If you feel that you need more help or help of a different kind, you can take advantage of the various types
of support programmes run by the Department and the School detailed in this section.

3.2 Academic Advisors and Office Hours
Each student has an Academic Advisor who functions as a friendly sounding board with whom students
can consider their own progress. Meetings can be formal or informal, as required. Your Academic Advisor
will be able to give you information about course options, advice on time management and career advice,
although as you get to know other members of staff you may also consult them. You are always free to
consult your Academic Advisor about any academic or personal problems which might arise. Alternatively
you may approach your Programme Director.

Academic Advisors will publish regular periods of time when they are available to meet with their Advisees,
these are known as office hours. In addition, where the circumstances so require, Academic Advisors will
make every effort to be available to see their Advisees outside these times by appointment.

The Academic Advisor-Advisee relationship rests on reciprocity. However, it is the Advisees responsibility
to arrange to meet their Academic Advisor on a regular basis, and to keep him or her informed of progress
and difficulties.

3.3 Deans of the School
The Deans have a wide range of duties relating to the School's student community. They are available to
any student who wishes to discuss academic or personal issues. The Deans will see students by
appointment or during their office hours. Appointments can be booked through their Executive Assistants.
Although the Deans are available to meet any student to discuss personal or academic matters,
students should seek the advice and support of their Academic Adviser and Departmental
Tutor/Programme Director before coming to the Deans.
Dr Peter
Howlett
Dean of Undergraduate Studies
OLD
1.07
7058 ug.dean@lse.ac.uk
Dr Sunil
Kumar
Dean of Graduate Studies
OLD
1.07
7574 pg.dean@lse.ac.uk
Mr Mark
Hoffman
Dean of the General Course
OLD
1.09
5197 gc.dean@lse.ac.uk
Ms Rosie
Jones
Executive Assistant to the Dean of
Undergraduate Studies
OLD
G.14
6860 r.r.jones@lse.ac.uk
Mr Giovanni
Graglia
Executive Assistant to the Dean of Graduate
Studies and the Dean of the General Course
OLD
G.14
7445 g.graglia@lse.ac.uk



12
3.4 Services for Disabled Students (including students who have dyslexia)
Disability equality is an important facet of the equality and diversity agenda and is the
responsibility of the whole School throughout the student journey. LSE acknowledges that
disabled students have often overcome additional barriers in order to gain a university place, and
is committed to eliminating further unnecessary obstacles and to facilitating equal access to
study and university life. The Disability and Well-being Service (DWS)runs three specialist
services, all of which are free and confidential:

The Disability Service, for students with physical/sensory impairments and those with long-term or
chronic medical conditions
The Neurodiversity Service, for students with dyslexia, dyspraxis, Asperger syndrome and other
neurodiverse conditions
The Mental Health and Well-being Service, for students with mental health concerns

The DWS can also set up Individual Student Support Agreements (ISSAs), outlining reasonable
adjustments such as extended library loans, negotiated deadlines and rest breaks in exams, and runs
several interest and support groups, for example the Neurodiversity Interest Group and the Circles
Network.

For further information please visit lse.ac.uk/disability or email disability-dyslexia@lse.ac.uk

The local Department contact for issues relating to disability and well-being is the Department Manager,
Daniel Linehan.

3.5 English Language Support
As well as degree options the LSE Language Centre provides a comprehensive programme of support if
English is not your first language and a range of extra-curricular courses designed for students of the
social sciences.

3.6 IT Support
Student IT Help Desk - first floor, Library
Contact the IT Help Desk (it.helpdesk@lse.ac.uk) for support for School-owned hardware and software on
the LSE network, network and email account issues, and general IT queries.

VITA (Virtual IT Assistance)
Double click on the 'Virtual IT Assistance icon on the desktop of a campus PC or visit www2.lse.ac.uk/vita
to get real-time assistance from an IT Help Desk Adviser during opening hours.

Laptop Surgery STC.S198, St Clements Building
Visit the Laptop Surgery for free advice and hands-on help with problems connecting to LSE resources
from personally-owned laptops and mobile devices.

LSE Mobile
Download the LSE Mobile app to access your course timetable, library information, LSE information, maps,
guides and more. Search LSE Mobile on the App Store or Google Play to download.

IT Support for students with disabilities
The School is committed to providing facilities and support for students with disabilities. Additional PCs
and printing facilities for students with disabilities are provided in the public computer areas in the Library.
Other facilities are available in three dedicated PC rooms in the Library (LRB.R25 and LRB.R26) and St
Clements Building (STC.S073). We also provide one-to-one support for students with disabilities who wish
to become familiar with assistive technologies and software. This can be arranged by contacting
Sebastiaan Eldritch-Bersen via its.disabilities.support@lse.ac.uk to arrange an appointment.

Social Media
The School has outlined guidance on the use of social media. You can find the full details here:
http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/guiSocMedStu.pdf

For contact details and further information about our support services visit www2.lse.ac.uk/imt



13
3.7 Dissertation Supervisors
In the Lent term you will be asked to identify and will subsequently be allocated a Dissertation
Supervisor. The Dissertation Supervisor will be your initial point of contact for all issues relating to
your dissertation and you are advised to meet with them on a regular basis to discuss your progress.

3.8 Student Study Advice
The LSE Teaching and Learning Centre offers study advice, with specialist provision for undergraduate
and taught Masters students. There is a series of lectures and workshops throughout the academic year
covering essay writing, time management, preparing for exams, dealing with stress, etc: see
lse.ac.uk/tlc/training. A limited number of one-to-one appointments can also be booked with a study
adviser to discuss strategies for quantitative/qualitative subjects or with the Royal Literary Fund Fellow to
improve writing style: email studentsupport@lse.ac.uk or call 020 7852 3627. You are encouraged to
register on the Teaching and Learning Centre Moodle course Learning World from the beginning of the
Michaelmas Term and to regularly check LSE Training (http://training.lse.ac.uk/) for full details of
resources and courses to support your learning.

3.9 Welfare Services/Personal Support
A variety of welfare services are available at the School.

3.9.1 LSE Student Counselling Service
This free and confidential service aims to enable you to cope with any personal or study difficulties that
may be affecting you while at LSE. As well as one-to-one appointments, there are group sessions and
workshops throughout the year on issues such as exam anxiety and stress management. For full details,
please see lse.ac.uk/counselling

All counselling sessions need to be booked in advance, but there are also a number of drop-in sessions
available each day at 3.00 pm (please see the website). You can make appointments by email
(student.counselling@lse.ac.uk), phone (020 7852 3627) or by coming in to the Teaching and Learning
Centre Reception (KSW 5.07, on the 5th floor of 20 Kingsway).

Peer Support
The Student Counselling Service runs a Peer Support Scheme. A group of 16 undergraduate students are
trained at the end of their first year to offer emotional support to all other LSE students (especially new first
year students). The scheme is mainly based within the halls of residences, but there are also a number of
campus based Peer Supporters.

Peer Support provides students with an informal space to talk to a specially selected non-judgmental peer.
It can sometimes be hard to talk to friends and family about certain issues, and some students prefer to
see a Peer Supporter to talk about anything that is troubling them.

Peer Supporters are not counsellors, but have been specifically selected and formally trained in listening,
questioning and responding skills to ensure they are able to help other students to reach their own
solutions. They are also able to provide students with information and point them in the direction of further
help.

For further information, or to contact a Peer Supporter, see:
http://www.lse.ac.uk/collections/studentCounsellingService/peersupport
http://www.facebook.com/LsePeerSupport

3.9.2 Student Union Student Advice Centre
The Students Union (SU) has a Student Advice Centre incorporating a welfare officer, housing advisor
and counsellor.

The advice centre is located in the Saw Swee Hock Student Centre on the 3rd Floor. on the second floor
of the East Building in room EAS.297. The centre is open for telephone and email enquiries, Monday to
Friday 10.30am 4.30pm. They have two drop in sessions every day from 11am to 1pm. You can drop in
for up to half an hour with an adviser. To ensure that they will be available when you wish to see them
please contact them directly to arrange an appointment, phone 020 7955 7158.. Alternatively, refer to
http://www.lsesu.com/support/.

3.10 Other Welfare/Support Services Available at the School


14

3.10.1 The Chaplaincy and Faith Centre
There were significant changes in provision for religion and belief at LSE in 2013-2014 with the opening of
the new Faith Centre in the Saw Swee Hock Building. This will bring together multi-faith facilities for prayer,
worship and faith society meetings as well as providing a contemplative space on campus available to all
staff and students. The Chaplain is also available to provide pastoral support to anyone seeking non-
judgemental conversation or advice and to support religious life and cohesion within the wider School
community.

For further information about events and services see the LSE Religion and Belief Guide or visit the
Chaplaincy website: lse.ac.uk/chaplaincy.

3.10.2 Advisers to Women and Male Students
The Adviser to Women Students offers advice and support to women students with personal problems and
is available to discuss all issues of concern to them. Please contact Dr Wendy Sigle-Rushton, Room
COL5.04E, ext 7358 or w.sigle-rushton@lse.ac.uk.

The Adviser to Male Students offers advice and support to male students with personal problems and is
available to discuss all issues of concern to them. Please contact Dr Matthew Engelke, Room OLD.609,
ext 6494 or m.engelke@lse.ac.uk

3.10.3 Financial Support
The Financial Support Office is responsible for the administration and awarding of scholarships, bursaries,
studentships and School prizes. It is located within LSE's Student Services Centre with a daily drop in
session during term time between 1pm and 2pm (Mondays, Wednesdays and Fridays during vacations).
No appointment is necessary.







15
4. Your Learning Environment

4.1 Information Technology
The rapid advances in computer technology have provoked an expansion in the range of facilities
available, both School-wide and in the Department of Social Psychology itself. The School has a large
number of PC computers, with the School's network allowing access to The Library catalogue (Unicorn) as
well as the University of London Senate House Library and catalogues of other London University college
libraries. Access is also available to a variety of information databases through the School's own
networked services and the Internet. Both the Library and IT Services provide written instructions and offer
short courses on the use of many of the popular software packages and networked services (e.g. Lexis-
Nexis, PsychLit, Sociofile, etc).

4.2 Learning Development
LSEs Teaching and Learning Centre provides a range of events, resources and services that will
complement your academic study and help you to make the most of your time here.

LSE Study Toolkit A brand new web resource, LSE Study Toolkit http://www.lse.ac.uk/studytoolkit - is
designed to help you tackle LSE-style study with confidence. Four areas identified by current students as
vital to success at LSE justifying your arguments, studying independently, communicating your ideas and
honing your quantitative skills are addressed with short films and expert guidance that provide the tools
necessary for effective and rewarding study.

Learning development events There is a year round series of workshops and lectures on topics such as
effective reading strategies, exam preparation and participating in classes and seminars. You can just turn
up, but booking guarantees you a place. More information at http://www.lse.ac.uk/tlc/development

One to one advice Study advisers are available to offer free advice on aspects of both quantitative and
qualitative subjects. LSE also hosts two Royal Literary Fund Fellows who can advise on writing style and
structure. For details on all of these, see http://www.lse.ac.uk/tlc/taughtstudents

MSc Dissertation Week For MSc students, there are five days of events at the end of the Summer Term
designed to help you plan, write and make the most of your dissertation. See
http://www.lse.ac.uk/tlc/dissertation

4.3 Library Facilities
The Library is the national library of the social sciences. It is one of the world's greatest social science
libraries and a major resource for both postgraduate teaching and research. It has recently undergone a
major refurbishment designed to improve facilities for social science researchers. The Library's collections
cover the social sciences in the widest sense and are particularly strong in economics, politics, sociology,
and the social, economic and international aspects of history. LSE students have access to the Library's
extensive research collections. The Main Collection contains books and journals in all major subject areas
of relevance to the LSE. It includes millions of books and approximately 31,000 journal titles, 10,000 of
which are current subscriptions. The interdisciplinary nature of the LSE's teaching and research interests
is reflected in the range of materials available. In addition to the Main Collection there are also many
collections of primary materials that support original research

Note that your LSE student card is also your Library card. No additional registration with the Library is
required.

To help you make the most of the Library:
See Library staff at the beginning of term for general information, your Library guide, and other
freebies. Staff are available to answer your questions.
You can download a podcast and get started with all the information you need on the Library
website at: http://www.lse.ac.uk/library/orientation/
Use Summon (http://lse.summon.serialssolutions.com/) and the Library Catalogue
(https://catalogue.lse.ac.uk/) to find both the Librarys print and electronic resources. Locations in
the Library are illustrated on an electronic map ( http://catalogue.lse.ac.uk).
Sign up to a course on how to find items from your reading list, and other training events from
across the School, at http://training.lse.ac.uk/.


16
Staff at the Help Desk on the first floor are available for any enquiries about using our collections
and electronic resources.

When inside the Library building, please remember:
Respect the zone you are in and keep noise to a minimum in Quiet and Silent zones.
You can eat in the Escape area (before the turnstiles) butonly drinks with lids can be brought into
the Library
Fully vacate your study place for others when taking a break.
Do not leave your bags unattended

Follow the Library at
www.twitter.com\LSELibrary
www.facebook.com\LSELibrary

You can also contact the Library with the online enquiry form:
http://www2.lse.ac.uk/library/enquiriesandfeedback/email.aspx

4.4 Personal Development
There are many ways in which LSE supports the personal development and wellbeing of students,
both on and off campus.

Personal development events There are lectures and group based workshops across the year on
topics such as stress management, overcoming perfectionism and coping with personal difficulties.
See http://www.lse.ac.uk/tlc/development and http://www.lse.ac.uk/counselling

One to one support LSEs Student Counselling Service http://www.lse.ac.uk/counselling offers
bookable one to one appointments and daily drop in sessions; its Peer Support scheme
http://www.lse.ac.uk/peersupport enables students to talk with fellow students if they have any
personal worries; and its Disability and Wellbeing Service http://www.lse.ac.uk/disability provides
advice to disabled students and puts Individual Student Support Agreements and Individual
Examination Adjustments in place.

LSE Personal Development Aide Memoire (PDAM) This is a record that you can access and build in
LSE for You and that enables you to keep track of the skills and experience you gain through any
extra-curricular activity you undertake while you are at LSE, both within and beyond the School. The
PDAM is automatically populated from a number of different LSE systems and can also be updated
manually. Once completed, it will enable you to provide information and evidence about what you have
done beyond your studies, making it useful for volunteering, internship and job applications. To find out
more, see http://www.lse.ac.uk/apd/PDAM

4.5 The Shaw Library
This is a small lending collection of general literature, daily newspapers and magazines, and a substantial
collection of recorded music. It is housed in the Founders Room section of the Shaw Library on the sixth
floor of the Old Building, serving as a quiet room where lunchtime concerts are held on Thursdays in the
Michaelmas and Lent terms.

4.6 Books and Course Readings
Staff distribute reading lists at the start of courses and often provide more specific readings during a
course. These reading lists are also available on the Departments Moodle pages.

4.7 Technical Facilities
The Department of Social Psychology provides advice and training to students on the use of any technical
facilities to be used in research. The facilities available include interview recording equipment, various
types of microphones, telephone recording equipment, transcription machines, camcorders, tripods, video
recorders, and computer software for running social psychology experiments (e.g., ERTS, Inquisit). Advice
will also be given in the design and writing of computer programmes to run studies.

The Department has a number of dedicated laboratories for use by students carrying out research in
social psychology these include a multimedia presentation lab, a general multimedia and interactive
computing lab, two general computing laboratories and an observational lab (with two-way mirrors). We


17
regularly use these facilities in the course Research Methods for Social Psychology to videotape students
conducting interviews and focus groups, which you can then use as feedback on your skills, and also in
preparing research students for conference presentations.





18
5. Your Programme Details

MSc Social and Cultural Psychology

5.1 Orientation 2014

General Social Psychology
Orientation 30
th
September , 1 2.30pm, East Building, room EAS.1.71

Programme Orientation 30
th
September , 2.45-4.45pm, New Academic Building, NAB.2.14
It is vital for you to attend this event. If there is any unavoidable reason why you cannot do so, please
contact Professor Jovchelovitch by email at the earliest possible time.

Informal Orientation 1
st
October, 10-11.30am, New Academic Building, NAB.1.15
As the name suggests this is an informal event aimed at helping you to get to know each other.

Term Dates
Session 2014 - 2015

Michaelmas Term
2
nd
October 12
th
December 2014


Lent Term
12
th
January 20
th
March 2015


Summer Term
27
th
April 3
rd
July 2015


The School will also be closed on English public holidays*. In 2014/2015 these will be

Christmas Closure 24
th
December 31
st
December 2014
New Year's Day Holiday

1
st
January 2015 (note: the School is also closed
on 2
nd
January 2015)
Easter Closure 2
nd
April 8
th
April 2015
May Bank Holiday 4
th
May 2015
Spring Bank Holiday 25
th
May 2015
Summer Bank Holiday 31
st
August 2015


*Some facilities, such as the Library, may not be open on some of these dates. The School will issue
updates throughout the year.

Although the MSc programme runs for a full calendar year, formal teaching is usually completed by the
end of the Lent Term. Examinations are generally held in mid to late May to mid June and the research
report is due in August. Confirmed results are then published by the School in November.

Courses offered are formatively and summatively assessed by individual and group presentations, by
written examination and by coursework. Coursework must be typed/word processed. Full details
regarding submission dates, procedures and penalties for late submission can be found in this handbook.
All issues to do with registration for specific courses, transfers between courses, marking schemes,
deferrals, referrals, repeating, results, etc will be handled through the Department, via the Student
Services Centre.

Further information is available on the website:

http://www.lse.ac.uk/collections/studentServicesCentre/


19

5.2 Full and Part-time Study
This programme can be taken either full-time over one calendar year or part-time over two. Most students
study on a full-time basis. If you study part-time it is suggested that you should take your core course,
Contemporary Social and Cultural Psychology, and option course(s) in the first year, with research
methods and the research report/ dissertation in the second year. The precise arrangements for which
courses are taken in which year can be decided with the Programme Director at the start of the academic
session. Those applying for a part-time place should note that (a) places are limited, (b) they should be
available to study and to attend courses for approximately 20 hours per week, (c) no alternative
arrangements are made for part-time students - they will have to attend the same scheduled lecture times
as full-time students and (d) it cannot be guaranteed that options available for the current session will also
be available for the following year.

5.3 Programme Aims
To provide a high-quality, research-led postgraduate education in social and cultural psychology.
To empower you to deploy your knowledge of social and cultural psychology in a variety of applied
settings.
To qualify you for MPhil/PhD research in the social sciences.
To provide knowledge of normally two specialist fields of social and cultural psychology.
To equip you to contribute to the development of pure and applied social and cultural psychology.
To develop your prior knowledge of psychology, and broaden your knowledge of social and cultural
psychology.

5.4 Programme Objectives
At the end of the programme you should be able to:
Review and critically evaluate theories, concepts and empirical research in areas of social and
cultural psychology.
Understand the relationship between theory, method and applications in social and cultural
psychology.
Understand the debate and points of tension between different paradigms in social and cultural
psychology.
Understand the strengths and weaknesses of a range of quantitative and qualitative methods for
empirical research on societal issues.
Carry out research projects using a variety of methodologies and transfer research skills to new
problems.
Design, conduct, analyse and interpret a significant social inquiry employing quantitative and/or
qualitative methodologies.
Deploy specialist knowledge of social and cultural psychology in a variety of applied contexts.

5.5 Programme Structure
The MSc programme comprises four course units. The core course and Methods course constitute the
central focus of the MSc, providing an advanced understanding of theories, concepts and methods of
research. These courses are taught by a team of lecturers. The various option courses allow you to
pursue diverse interests in social and cultural psychology, permitting a range of specialisms. In the
research report you will draw upon the Methods course to conduct original research which develops your
particular interests. Full details of each course, including preliminary reading and methods of assessment,
can be found on the following pages:

www.lse.ac.uk/resources/calendar/

MSc Social and Cultural Psychology

Compulsory Courses:
PS400 Contemporary Social and Cultural Psychology (1 unit).
PS497 Dissertation (1 unit).

And one of the following streams relating to research methods (1 unit):

PS4A1 Methods for Social Psychological Research: Fundamental Qualitative and Fundamental
Quantitative Methods.


20
PS4A2 Methods for Social Psychological Research: Advanced Qualitative and Fundamental Quantitative
Methods.
PS4A3 Methods for Social Psychological Research: Advanced Quantitative and Fundamental Qualitative
Methods.
PS4A4 Methods for Social Psychological Research: Advanced Qualitative and Advanced Quantitative
Methods.

Half-unit Optional Courses (you must do two of these):

Please note the options offered in the Department will deepen your understanding of Social and Cultural
Psychology in a variety of areas such as inter-cultural dialogue, health, public controversies and
organisation.

PS409 Political Psychology of Intercultural Relations( unit)
PS410 Social Representations ( unit)
PS415 The Social Psychology of Economic Life ( unit)
PS418 Health Communication ( unit)
PS438 Corporate Communication ( unit)
PS445 Organisational and Social Decision Making ( unit)
PS446 Issues in Organisational Social Psychology: Organisational Life ( unit)
PS451 Cognition and Culture ( unit)
PS456 Consumer Psychology ( unit)
PS458 Creativity and Innovation ( unit)
PS462 Theory and Practice of Organisational Development ( unit)
PS464 Social Influence ( unit)

In certain circumstances, and subject to timetabling and to approval by the Programme Director and other
relevant teachers, students may choose a MSc half unit option offered in the school as part of their four
units.

For a detailed breakdown of course content, teaching arrangements, assessment and reading lists refer to
the online Calendar course guides on:

http://www.lse.ac.uk/resources/calendar/courseGuides/graduate.htm

5.6 Programme Assessment
The formal assessment of the MSc in Social and Cultural Psychology comprises four units, as below.

Prior to the formal assessment, there is a diagnostic assignment, in the form of a mini-essay. This is
designed to help the Institute assess students broad areas of academic strength and weakness in relation
to the programme, and so to recommend any additional appropriate study skills support. Note that it is not
intended to assess any specific learning difficulties or disabilities that might impact on performance, which are
assessed by the Disability and Well-being Office (see page 9). The mini-essay, is due to be uploaded on
Moodle by 12 noon on Monday 27
th
October 2014.

5.6.1 Contemporary Social and Cultural Psychology (1 Unit)
This course is compulsory. It will be examined by a formative and summative essay plus a three-hour
"unseen" examination paper in the Summer Term.

The formative coursework essay will be due by 12 noon on 27
th
October 2014, and the summative
coursework essay by 12 noon on 8
th
December 2014. The summative essay will count for 50% of the
marks.

The written examination (three questions to be answered from a range of choice covering the syllabus as
taught, normally ten questions) will count for 50% of the marks.

5.6.2 Half Unit Options ( unit for each paper)

Papers should be chosen from the following list:

PS409 Political Psychology of Intercultural Relations ( unit)


21
PS410 Social Representations ( unit)
PS415 The Social Psychology of Economic Life ( unit)
PS418 Health Communication ( unit)
PS438 Corporate Communication ( unit)
PS445 Organisational and Social Decision Making ( unit)
PS446 Issues in Organisational Social Psychology: Organisational Life ( unit)
PS451 Cognition and Culture ( unit)
PS456 Consumer Psychology ( unit)
PS458 Creativity and Innovation ( unit)
PS462 Theory and Practice of Organisational Development ( unit)
PS464 Social Influence ( unit)


Any other half-unit option which is offered in the School at Masters level, subject to the consent of the
candidates teachers.

Lent Term half unit options will be examined by a formative individual essay plan of not more than
500 words which is due in by 12 noon on Monday 16
th
February 2015 and by a summative essay of not
more than 3,000 words. The date for submission for the summative PS Lent Term option essays is 12
noon on Monday 23
rd
March 2015.

5.6.3 Dissertation (1 unit)
The dissertation should be uploaded by 12 noon on Friday 28
th
August 2015. In addition you are asked to
contribute your data to the Data Archive.

This report should be no more than 10,000 words, must be typewritten (A4, double-spaced) and must
include a complete bibliography and an abstract.

Work on the dissertation will begin by the Lent Term and you will be required to present an outline of your
research in a seminar to be held at the beginning of the Summer term.

You are advised to reflect on the topic of your dissertation over Christmas and to consult a supervisor early
in the Lent Term. You will be expected to produce a 3-4 page summation during the Lent term. This should
be approved by your supervisor before Easter. We would expect you to write one chapter (probably a
literature review) during the Easter vacation and a full draft by the end of the Summer term. For advice,
you may consult MSc dissertations from previous years on Moodle.

In addition there will be two formative pieces of coursework in the form of a project plan and a progress
report. The first should be submitted in hard copy by 12 noon on Monday 26
th
January 2015 and the
second, also in hard copy, by 12 noon on Tuesday 5
th
May 2015.


For advice, you may consult MSc dissertations from previous years on Moodle.

5.6.4 Research Methods (1Unit)
All students on the MSc Social and Cultural Psychology programme must take one unit of Research
Methods, from a selection of four streams, as part of their programme of study.

Methods for Social Psychological Research: Fundamental Qualitative and Fundamental Quantitative
Methods.
Methods for Social Psychological Research: Advanced Qualitative and Fundamenetal Quantitative
Methods.
Methods for Social Psychological Research: Advanced Quantitative and Fundamental Qualitative
Methods.
Methods for Social Psychological Research: Advanced Qualitative and Advanced Quantitative Methods.

The PS component within each of the research methods streams is non-assessed. You are assessed on
the MY components.

Please refer to the Department of Methodology MY Course Guides for the assessment strategy for each of
the MY courses/components: http://www.lse.ac.uk/resources/calendar/courseGuides/graduate.htm


22



23
6. ASSESSMENT MATTERS

This section should be read in conjunction with the School Regulations and Code of Practice for Taught
Masters Degrees:

http://www.lse.ac.uk/resources/calendar/taughtMasters.htm

6.1 Assessment Strategy
Our aim is to encourage and support you to develop a sophisticated knowledge of the subject, the capacity
for independent and critical judgment, and the ability to express your ideas with clarity.

The Department is committed to transparency and clarity in its assessment criteria. These General
Assessment Criteria are intended as broad guides for what examiners will be hoping to find in written work.
Please note, however, that assessment of written work is more of an art than an exact science: These
notes are for general guidance only.

Please note that courses delivered by other Institutes/Departments may have a different assessment
strategy.

During your study, your written work will be assessed in two ways summatively and formatively.

Summative Assessment
This takes place at the end of each course of teaching and is designed to evaluate your level of academic
achievement. Each course has summative assignments, and different courses may be assessed using
different methods (further details are provided in the Course Outline for each course).
The outcome of summative assessment is a grade that does contribute to your over-all degree
classification.

Formative Assessment
This takes place during a course of teaching, and comprises assignments whose aim is to help you with
your studies and provide opportunities for feedback. These assignments take different forms in different
courses, and are designed to help you to progress in your understanding and to support your ability to
display that understanding in the type of summative assessment for that course (further details are
provided in the Course Outline for each course).

The outcome of formative assessment is feedback that may be written or oral, individual or collective, but
which does not provide a grade that contributes to your over-all degree classification.

The Department will apply the same general criteria for both kinds of assessment, though the way in which
they apply will vary from one kind of assignment to another. For example, in the case of unseen written
examinations, the restricted time will be taken into account.

Overall, assessment is carried out not according to a checklist of separate contents, but in a more
integrated way that assesses the piece as a whole and allows for deficits in one aspect of the piece to be
compensated for by particular merits in another aspect. The type of questions posed require some novel
thinking and/or synthesis across areas of the discipline. With such questions there may be some core of
important material but there are usually a number of acceptable ways of framing that material and of
introducing other relevant arguments. Moreover, since all unseen written examinations are time-limited,
and coursework essays must be of restricted length, you must decide which theories and findings are
critical to your own argument. Thus an important skill to develop is determining which content to omit, and
appropriate omissions will depend on the argument that you wish to present. As a result, there are no
"model answers" against which your written work is assessed there are many different ways of
successfully approaching any one question, and answers employing widely differing arguments may be
equally successful. Hence, all references to appropriateness, relevance, etc., of use of material in these
assessment criteria should be understood as appropriateness, relevance, etc., of use of material relative to
the argument that you present, and not relative to a model answer.


The assessment in all cases involves three primary categories: Presentation, Content, and Critical
Judgment.


24

6.2 Assessment Criteria for MSc Course Work and Examinations
In the assessment of a formative or summative assignment the writing of feedback to students on the three
criteria of content, critical judgment and presentation the examiners look for the following:

Presentation
Clarify of expression
Consistency of purpose
Explicit structure
Clear conclusion

Content
Relevance to topic
Accurate citation of references
Wide reading
Development of argument

Critical judgment
Depth of interpretation
Imaginativeness
Critical appraisal
Thoroughness of analysis

The precise ways in which these three criteria apply will depend on the nature of the specific assignment in
question.

6.3 Feedback on Written Work
Summative Assignments
For summative assignments other than unseen examinations and dissertations, feedback will be provided
prior to the examination period.

This feedback will comprise an assessment of the work according to the three criteria above
(Presentation, Content, Critical Judgement), indicating whether the work addresses these
criteria in a way that is Unsatisfactory, Fair, Good or Excellent.

No further information on marks will be available to students.
No feedback will be provided on summative assignments other than summative coursework essays.

Formative Assignments
For all formative assignments submitted before the deadline feedback will be provided within two term
weeks of submission.

The precise form of this feedback will vary according to the assignment in question (further details
are provided in the Course Outline for each course), applying the three criteria of Presentation,
Content, and Critical Judgement to the specific form of assignment.

6.4 Coursework Deadlines and Late Submissions Coursework deadlines are provided in Course
Outlines.
Summative assignments
If summative assignments are submitted after the deadline, the following penalties will normally be applied
as specified in the School Calendar:
For each day that the submission is overdue, up to a maximum of five working days, a deduction of
five marks out of one hundred for each working day the submission is late. Working days include
vacation time.
After the submission is overdue ten working days the maximum mark obtainable will be 50%.
You may normally still be entitled to feedback in the usual way.



25
Please note that the system governing late submissions and extensions in the Department of Social
Psychology is different from that noted in regulations 33 and 34 of the Schools Regulations for Taught
Masters Degrees, and is governed by a special local process of the kind noted in regulation 36 (see:
http://www.lse.ac.uk/resources/calendar/academicRegulations/regulationsForTaughtMastersDegrees.htm).
The system described below applies to all courses taught by the Department of Social Psychology,
whether those courses are taken as part of a degree within the Department of Social Psychology, or as an
outside option for a degree from another Department. Further information about this process will be
provided by the departmentduring the programme.

In situations where you do not meet a deadline:
You may submit an account of their reasons in writing, with supporting documentation (e.g., a
medical certificate, a statement from a counsellor or an Individual Student Support Agreement from
the LSEs Disability and Well-being Service).

Such supporting documentation should ideally include:
i. An account of the problem faced
ii. An account of the nature or severity of its impact on academic performance
iii. An account of the duration of its impact on academic performance
where ii and iii are sufficient to explain the delay in submission.

These written accounts will then be considered by the Departments Late Submissions Panel.
This will normally meet once a year in September and can waive or adjust the above penalties in
cases where it considers that there are sufficient grounds for a student being unable to meet a
deadline.

Students are strongly advised to plan ahead and aim to upload their coursework a few days in advance of
each deadline so that any problems arising close to the deadline can be resolved. As a general rule the
Late Submissions Panel will not support cases where the problems could have been resolved and late
submission avoided if a student had planned ahead by a few days. Any student who believes that they
may be unable to meet a deadline is strongly advised to gather appropriate documentation to support their
case before the deadline has passed, so that they can make an informed decision as to whether to miss
the deadline.

Grounds that will not normally be considered sufficient include (this is an indicative list, and should not be
treated as exhaustive):
minor ailments (coughs and colds)
non-academic work commitments
pressure of other academic work commitments
matters relating to personal or School computing facilities where the problem is not general to all
students on the programme, e.g., essay deleted by mistake, computer breaking down, problems
with recording media, inability to print
matters relating to practicalities of carrying out the task required to complete the assignment, e.g.,
unexpected difficulty in accessing respondents, unavailability of specific book in the library or
library closure, unavailability of airline flights on relevant dates
personal commitments: e.g., attending a wedding or other family or social gathering.

Grounds that may be considered relevant include (this is an indicative list, and should not be treated as
exhaustive):
serious unanticipated illness or other problem that prevented progress on the work
unforeseen major life event such as major illness or death of a close family member or close friend
foreseen but major life event, such as birth or death of a close family member or close friend

Of course, each case is unique, and not everyone will be in a position to gather information before the
deadline. The Late Submissions Committee will therefore consider each case on its own merits.

Formative Assignments
If formative assignments are submitted after the deadline, students may not receive feedback in the
normal timeframe.


26

6.5 Important Notes:

(1) Submission of written work for the Department of Social Psychology courses: All
assignments should be uploaded on Moodle by the appropriate deadline date.

Submission of Formative and Summative Assignments
When uploading assignments, work you should upload the coversheet and academic
honesty/plagiarism declaration as part of your essay, and in addition the first page of your essay
must include the following information:
The title of the essay/assignment
Course code
Course name
Your five digit candidate number
The date of submission
Your name must not appear anywhere on the document, to ensure anonymous marking
Note that the Department operates a 12 noon submission time for all assignments.

(2) Bibliography/Reference List: All written work submitted for assessment should include a
complete bibliography/reference list using an accepted referencing system, e.g., Harvard or the
American Psychological Association (APA).

(3) Overlap between coursework essays and examinations: Students are advised to avoid clear
overlap between coursework essays and examination answers and cases of excessive overlap will
be reflected in lower marks. It is to the candidate's advantage to demonstrate a breadth of
knowledge in the different modes of assessment.

(4) Academic Honesty: The work you submit for assessment must be your own. If you try to pass off
the work of others as your own, whether deliberately or not, you will be committing plagiarism.

Any quotation from the published or unpublished works of other persons, including other
candidates, must be clearly identified as such, being placed inside quotation marks and a full
reference to their sources must be provided in proper form. A series of short quotations from
several different sources, if not clearly identified as such, constitutes plagiarism just as much as
does a single unacknowledged long quotation from a single source. All paraphrased material must
also be clearly and properly acknowledged.

Any written work you produce (for classes, seminars, examination scripts, dissertations, essays,
computer programmes and MPhil/PhD theses) must be solely your own. You must not employ a
ghost writer to write parts or all of the work, whether in draft or as a final version, on your behalf.
For further information and the Schools Statement on Editorial Help, see link below. Any breach of
the Statement will be treated in the same way as plagiarism.

You should also be aware that a piece of work may only be submitted for assessment once.
Submitting the same piece of work twice will be regarded as an offence of self-plagiarism and will
also be treated in the same way as plagiarism.

Examiners are vigilant for cases of plagiarism and the School uses plagiarism detection software
to identify plagiarised text. Work containing plagiarism may be referred to an Assessment
Misconduct Panel which may result in severe penalties.

If you are unsure about the academic referencing conventions used by the School you should seek
guidance from your tutor or the Library, see link below.

The Regulations on Plagiarism can be found at the following web links:
http://www.lse.ac.uk/resources/calendar/academicRegulations/RegulationsOnAssessmentOffence
s-Plagiarism.htm
http://www.lse.ac.uk/resources/calendar/academicRegulations/statementOnEditorialHelp.htm

http://www2.lse.ac.uk/library/services/training/citing_referencing.aspx


27

For summative assignments, you are strongly advised to use computational plagiarism detection
software to compare a draft version of your assignment to available on-line sources. Details of how
to access such software are provided by ISP during the programme.

(5) Adjustments for Students with Disabilities: In keeping with the Schools commitment to
complying with the Disability Discrimination Act 1995 (DDA) and the Special Educational Needs
and Disability Act 2001 (SENDA), students with disabilities are strongly advised to contact the
Advisor to Students with Disabilities and/or Dyslexia no later than 7 weeks before the date of their
first examination. This will enable academic units to make reasonable adjustments with the aim of
ensuring parity across the student group.

For further information and sources of support and advice, please contact the LSEs Disability and
Well-being Service (see: http://www2.lse.ac.uk/intranet/LSEServices/disabilityService/Home.aspx ).

(6) Marking Frame:

0-29% Bad Fail
30-49% Fail
50-59% Pass
60-69% Merit
70% and over Distinction

For details of the over-all classification scheme for MSc degrees, including local Social Psychology
rules, please see:

http://www.lse.ac.uk/resources/calendar/academicRegulations/taughtMastersDegreesFourUnits.ht
m and http://www.lse.ac.uk/resources/calendar/LocalRules/ExamSubboard.htm.



28

7. Managing Your Student Experience

7.1 Time Commitment
We often get asked by students How many hours a week should I expect to attend LSE?. The answer is
somewhat complicated since the schedule varies between terms and across courses. Some courses
comprise a one hour lecture and a weekly one hour class; others offer a two hour lecture and no class, etc.
Some run throughout the year, one hour per week, others run only for one term.

Study at a graduate level involves a transition from undergraduate study, where you were introduced to an
established body of knowledge, to graduate studies where independent research and analysis is called
for. Consequently, you are expected to be even more responsible for your own work, for managing your
time and for independently researching essays and other coursework so that you can present your own
analysis and evaluation, with strong supporting evidence, of issues and of established conceptual
paradigms. We therefore place a high value on originality (e.g. in applying new theories to familiar
problems or critically evaluating established theoretical paradigms by applying them in novel contexts),
consistency and incisiveness in argument, clarity of expression and the organisation and marshalling of
relevant empirical evidence.

7.2 Seminars
Many courses have a series of seminars linked to the lectures and attendance is highly recommended.
The seminars are designed to supplement the lectures, by considering both practical, real-world
applications of the theories discussed in the lectures, and by scrutinising those theories in more detail.
Emphasis will be placed on how the discipline relates to the other social sciences. The locations and times
of seminars are available on the LSE website. The seminars are an integral part of the course. They
provide a major opportunity for you to raise questions and debate issues, and they also allow for the
development of novel ideas which could form the basis of your research project.

7.3 Tutorial Group
All students are invited to attend an optional weekly tutorial group run by the Department which will take
place during the MT and LT. The aim of the tutorial group is to help you make the transition to LSE and to
help you integrate theory and practice. The date and time of the tutorial group will be sent to you by email.

7.4 Essay Writing
These guidelines are advisory only: every essay is different and several different approaches to the same
essay question are acceptable.

Whilst you should base your answers to essay questions on sources selected from the reading list you
should also make use of the wide resources within the libraries to research your essay independently.
When you have completed most of the reading for an essay, before you begin to write it, you should be
able to draft an outline of your answer which indicates the main arguments you will make, the conclusions
you will draw, and, probably also, the content of the major paragraphs.

The emphasis in the essay should be on analysis and criticism; avoid excessive description and narrative.
In other words, do not make the essay a summary of your notes, but rather focus on your theoretical
argument, drawing on your notes as the grounding but not the main substance of the essay.

It may be disappointing but true that you will fare better by avoiding a journalistic style and adopting an
academic style which aims for accuracy, logic and analysis, rather than an exciting presentation. Include
an introductory paragraph in which you say how you will interpret the essay question and how your essay
will provide an answer. You will need to define key concepts as you use them. Make sure that you refer
back to the question so that the essay remains focused. It is generally helpful to provide some detailed
examples of the issues discussed. Case studies are sometimes appropriate, but these should be carefully
justified and should not dominate the essay. You should also consider alternative arguments or
contradictory evidence which raise problems for your line of argument and indicate how you might resolve
these problems.

You may include a methodological focus: e.g. what conceptual or empirical difficulties are involved in
addressing this question? You may include a historical focus: how has this problem changed over time or
how have people previously attempted to address this problem? Include a concluding section in which you



29

sum up the arguments and issues discussed in the body of the essay and link these back to the title of the
essay. This conclusion may also refer forward to future developments in research and in society.

Include a complete bibliography at the end of the essay. The bibliography should follow a standard system
of referencing so that the reader (who at some future date is likely to be you!) can retrieve the texts cited.
This means that author, title, date and place of publication, publisher and (in the case of journal articles)
page and volume numbers must be cited correctly.

Essays should be typed or word processed. Please anticipate occurrences such as flu, family visits,
computer disc failure etc. and make sure you meet the deadlines.
Please ensure you keep your own copy of assignments, especially if you require them for reference at a
later stage.

7.5 Exam Technique
Some of you may never have taken a three hour unseen examination before and, for others it may have
been a long time since doing so. We set unseen exams to assess your knowledge and capabilities over a
wide range of material and your ability to write speedily and concisely. They ensure that all students are
examined on the basis of their own work. The best preparation for an unseen examination is to thoroughly
review the whole course. You will then be able to answer any of the questions that appear on the paper.
Cutting corners in preparation for an exam and trying to spot questions will restrict your choice in the
examination hall. Observing some basic rules will help you perform well.

Take up to ten minutes to read the questions and decide which you will answer.
Read the exam requirements. Don't answer two (or four) questions if you are told to answer three.
Read all questions. Don't just skim them! Make sure you understand what the question is really
asking - not what you think it ought to ask!
Make some very brief notes sketching how you would answer questions. Select the questions you
can do best and start with the one you feel most confident about.
Make sure you spend an equal time on each question. Remember, the last 20% of possible marks
on a question are very much more difficult to get than the first 20% on another.
Allow up to ten or fifteen minutes to read, and correct, your answers before the exam ends.

7.6 Dissertation
Your dissertation will form an important part of your assessment. However, this is not something that you
need to worry about immediately. Even if you think you know now what you would like to write on, our
experience is that these pre-decisions are very often changed by the experience of studying the courses.
However, you will need to have an idea of the area in which you are going to work when you return from
the Christmas vacation. You will be responsible individually for bringing your research to a successful
conclusion and for submitting it for assessment on time and as specified in the coursework regulations.
Academic members of the Institute are here to help you to do so. You should discuss your research
proposals with staff and, with the agreement of the lecturer in question, choose a supervisor. Please
consult this handbook for information on the research interests of members of staff to help you decide
whom to approach for supervision.

You should choose the lecturer best able to assist you. Who can you get on with well enough? Who
knows about what you plan to do? Who best complements your strengths and weaknesses?

During the Summer vacation, when Supervisors are no longer available, you will have access to Project
Officer(s): PhD students in Social Psychology: 1) who have experience of designing, carrying out,
analysing and reporting their own empirical research; and 2) are available between the end of term and
the week before the final submission of the dissertation.

To succeed in submitting a good dissertation you must:
organise your time so that you get all that has to be done, done on time.
identify a topic which interests you, is researchable, is worth investigating because of its intrinsic
intellectual or practical/policy relevance and is clearly related to your course of study.


Remember, writing up is likely to take longer than you think - leave a quarter or a third of the total time for
that task.


30

Establish milestones so that you know whether or not you are on target month by month and week by
week.

7.7 Ethical Standards and Research by Students
In preparation for your research report all students, MSc and MPhil/PhD, are given an introduction to
ethical considerations in research, in the form of a lecture or part lecture.

When you submit your research proposal you should consider whether your research has ethical
implications. Your supervisor will advise you on this issue. The Departments Ethics Committee will then
check your proposal and determine whether the proposal can be approved.

This committee may either ask for clarification from you as to how any ethical concerns can be met, or ask
for specified revisions to the proposal to meet ethical concerns, or may reject the proposal. In the latter
case the committee will supply reasons for its decision so that you can, in consultation with your
supervisor, produce a new proposal.

7.8 Guideline Timetable for the Dissertation

January 2015: Discussion of possible topics with supervisor(s).

26 January 2015: 1
st
Dissertation/Project Plan (topic identified, primary and secondary
sources identified, supervisor identified and agreement secured). Two
copies need to be handed in to the General Office to be logged in and then
one will be passed to your supervisor.

5 May 2015: 2
nd
Project Plan/Progress Report (structure should be clear, gaps for further
research identified, sources known). As with your 1
st
project plan two
copies need to be handed in to STC.302 to be logged in and then one will
be passed to your supervisor.

Supervision ends at the end of the Summer Term, but there is support
available from Project Officers throughout the summer months.

28August 2015: Submission

7.9 Fieldwork Safety
If you are planning fieldwork or any other off site activity please complete the relevant risk assessment on
our website: http://www.lse.ac.uk/intranet/LSEServices/healthAndSafety/policy/FieldworkOffsiteVisits.aspx

We recognise that you may want to carry out fieldwork in areas of the world that are subject to social or
political unrest, high threat of kidnap and ransom or to areas with Foreign and Commonwealth Office
Warnings. If you do, we are there to help you achieve your aims. We can help provide specialist county or
area threat assessments to help you make an informed decision about the viability of traveling to your
destination of choice. We can also provide specialist training and equipment to help keep you safe.
Please note that the Health and Safety Team may not cover the costs of additional specialist control
measures and you may have to secure your own funding.

Please read the Fieldwork Health and Safety Guidance document for further information:
http://www.lse.ac.uk/intranet/LSEServices/healthAndSafety/pdf/Fieldwork-H&S-Guidance-May-2014.pdf

For any further information or advice, please contact the Health and Safety Team
Telephone: 020 7852 3677
Email: Health.And.Safety@lse.ac.uk


31

8. What Next?

8.1 LSE Careers
LSE Careers offers a wide range of seminars, employer presentations, fairs and face-to-face career
discussions to help you at every stage of your career planning process - from deciding what you want to do
to preparing for interviews and settling into your first job. LSE Careers also works with your department to
deliver events and services tailored to you.

LSE attracts top recruiters in many sectors who use our vacancy board to advertise hundreds of
internships, voluntary, part-time and graduate positions. You can access the vacancy board and book
career discussions and events through LSE CareerHub at careers.lse.ac.uk.

The LSE Careers website (lse.ac.uk/careers) and blog are also full of tips, advice and information about
every stage of the careers process from CV writing to interviews, and information about a wide range of
employment sectors.

You can also browse our Graduate Destinations website (lse.ac.uk/GraduateDestinations) to find out what
LSE graduates have gone on to do, organised by department or subject.

For up-to-date information about events, booking, resources, news and vacancies follow us on Facebook
facebook.com/lsecareers and Twitter @LSECareers.

The LSE Volunteer Centre is based within LSE Careers and is here to help you develop new skills and
new friendships while making an impact through volunteering. We advertise volunteering opportunities at
different charities across London and internationally, with positions ranging from one-off opportunities to
part-time internships with charities. The annual Volunteering Fair takes place at the beginning of
Michaelmas term and is a great opportunity to meet a wide range of charities and get a feel for the work
they do. You can find out more, as well as tips and advice about volunteering, on the LSE Volunteer
Centre website lse.ac.uk/volunteercentre or @LSEVolunteering.

Volunteering with LSEs Widening Participation (WP) team
WP aims to raise aspiration and attainment in young people from London state schools. We deliver a
number of projects that encourage young people from under-represented backgrounds to aim for a
university education. We need enthusiastic LSE students to be inspiring role models and to contribute to
the success of our programmes.

We need help with three particular projects: Student Ambassadors, Student Tutoring and Student
Mentoring. Mentoring and Tutoring require a weekly commitment, while being a Student Ambassadors is
flexible and you can volunteer when youre available.

There are many benefits to working with young people and volunteering your time. These include getting
involved and giving back to your local community, strengthening your C.V. and personal satisfaction.

Come and find our stand at Freshers Fair. Look out for posters around campus and attend one of our
information presentations the week after Freshers.

Visit our website lse.ac.uk/wideningparticipation or email widening.participation@lse.ac.uk.

There is also a Department of Social Psychology Careers and Alumni Development Officer, Dr Jan
Stockdale, based in STC.385, who is available for consultation by appointment. In addition the
Department holds a careers event in the Lent Term of each academic session and information on job
vacancies are kept on the Departments intranet.

8.2 After LSE
Career prospects for graduates from the Department are good. A number of our students hold
academic positions in Universities both in the UK and abroad. Others have entered a variety of
occupations including social research, marketing, media and broadcasting, industry, personnel,
consulting and teaching.




32

8.3 Further Study The Doctoral Programme: MPhil/PhD
Some of you may want to study for a research degree after finishing your MSc. You may want to do so at
LSE or somewhere else. Remember, if you want to register for a research degree you need to start
thinking about it and planning for it pretty quickly as some funding deadlines are scheduled for
January/February. This means you need to have decided where you want to study and what you want to
study before the internal deadline date. Any member of the academic staff will be pleased to advise you.
You are advised to speak to Terri-Ann Fairclough, PhD Programme Administrator, in STC.302 regarding
entry requirements.

8.4 Volunteer to Represent LSE
Although your graduation day may seem a long way off, over the next year or so your thoughts may turn to
what you will do after you leave LSE. Before you forget about your days on Houghton Street, you may be
interested to know that, as an alumnus / alumna, you can use your own experience of studying at the
School to help advise prospective LSE students. The Student Recruitment Office runs an Alumni
Recruitment Volunteer (ARV) programme which supports a network of LSE alumni around the world who
have volunteered to offer information to prospective students on what it is like to study at the School, to live
in London and the UK and to answer general enquiries on particular courses of study. Opportunities for
volunteering range from delivering a presentation to students at your old school or university to
representing LSE at a recruitment fair.

We hope that you will enjoy your time at LSE and that you will want to recommend studying at the School
to other potential students. If this is the case, please visit the Alumni Recruitment Volunteers website and
complete the application form to join our worldwide network of volunteers:

http://www2.lse.ac.uk/intranet/CareersAndVacancies/volunteerCentre/InformationforAlumni.aspx




33
9. Research in the Department of Social Psychology

The Department of Social Psychology (Psychology@LSE) develops social psychology theory and applies
theory to understand important social issues. This is a circular process; our societal form of social
psychology emerges from engagement with real-world issues. Our research is disseminated to social
psychologists, multidisciplinary social scientists, and communities of specialists in health and science with
whom our research is designed to engage and influence.

The Psychology@LSE project is to understand how individuals and groups represent the world (i.e.
knowledge, beliefs, attitudes, expectations), how these representations are shaped by contextual factors,
and how they enable/disable action. Our empirical research is global. Our research is conducted in
hospitals and healthcare units in the UK, sex-worker community organizations in India and Sub-Saharan
Africa, diaspora communities in the UK, favelas in Brazil, schools across the UK and global companies.
Our impact has been significant and international. Psychology@LSE has the following three research
groups:

Group 1: Representation and context
Psychology@LSE has led the field of social representations research for three decades and continues to
study the importance of common sense. Jovchelovitch (2008a), Garcia (2008a, 2008b), and Bauer and
Gaskell (2008) have demonstrated that rather than having a deficit in understanding compared to experts
and scientists, lay people and employees have different understandings arising out of different projects.

Linked by their interest in how representations relate to social, cultural and cognitive contexts,
Jovchelovitch (2008b, 2011, 2012) shows motivations, communication and trust to be important contexts
for the genesis of social representations; Franks (2011a, 2011b, 2011c, 2011d) integrates social
constructionist and evolutionary approaches in his exploration of the relations between culture,
communication and cognition; Garcia (2008a, 2008b, 2010a, 2010b) examines how employees represent
themselves and the organization through narratives, especially in times of change. Gillespie (2011)
theorises how peoples social position shapes their representations: moving people between social
positions is a powerful intervention. Howarths (2009, in press) work explores how representations held by
lay people and social psychologists clash in the production of identity.

Matching theoretical contributions with methodological advances, Lahlou (2010b, 2011a) has pioneered a
video methodology for studying representations and situated activity from a first person point of view,
tackling associated ethical and privacy issues (2008). This has been applied to organizational change e.g.
in information technology or nuclear industry (Lahlou, 2011b, 2012). Reader (in press) has developed a
novel methodology for assessing cultures within an organization. Gillespie (2010) has proposed a method
to study the interaction between representations.

Group 2: Science and society
The Science and Society Research Group actively contribute to the academic discipline of social
psychology and to the interdisciplinary field of Science and Technology Studies.

Bauer (2008; Bauer & Gaskell 2008) examines the frictions resulting from interpenetration of common
sense and science, the impact of techno-scientific controversies on public beliefs, and the role of the mass
media (Bauer, 2012). They explore the mobilisation of scientists for science outreach and communication
(Bauer & Jenson, 2011), highlighting how this threatens scientific autonomy (Bauer, 2012).

Gaskell designs and analyses Eurobarometer surveys mapping the publics view on the life sciences
(2011), the governance of technological innovation (2012), public policy and public ethics in relation to
stem cell research (2012), and innovative methodological explorations risk perception (2008).

Group 3: Health and community
Using practical challenges of health promotion and health care as a lens to explore the impacts of social
relationships on health, this group examines the role of representation in three sets of health-relevant
relationships: relationships between communities and other stakeholders in grassroots participatory health
programmes, relationships between carers and people living with cognitive disabilities, and relationships in
health care teams in clinical settings.

Campbell and Cornish explore the representations and interactions underpinning efforts to build HIV
competent communities in South Africa (Campbell, 2012a, 2012b), Zimbabwe (Campbell, 2010, 2011) and


34
India (Cornish, 2009, 2010). This research arises from their involvement in the design, management and
evaluation of programmes to promote the health of marginalised groups. Comparative research highlights
the material, symbolic and institutional contexts that facilitate or hinder effective relationships for health
(Campbell and Cornish, 2012b, Cornish and Campbell, 2010).

Reader and Gillespie similarly explore the role of social relationships in enabling effective health
interventions in smaller scale settings in the UK. Gillespie (2010) examines interactions between family
carers and care receivers. Reader (2009) explores the interactions of intensive care teams, with reference
to how leadership, communication and group decision-making processes influence patient care (2011a,
2011b) and how organisations care for workers in hazardous environments (2008).

References
Bauer, M. (2008). Social influence by artifacts. DIOGENES, 55, 68-83.
Bauer, M. (2010). Public attention to science 1820-2010 a longue duree picture, in: Rdder, S.,
Franzen, M. and P. Weingart (2012) The Sciences' Media Connection. In S. Rdder, M. Franzen &
P. Weingart (Eds.), Yearbook of Sociology of Science the Medialisation of Science.
Bauer, M. (2012). The Science Culture Index (SCI): construction and validation. In M. Bauer, R. Shukla &
N. Allum (Eds.), The Culture of Science How the Public Relates to Science across the Globe. .
New York: Routelage.
Bauer, M., & Gaskell, G. (2008). Social representations theory: a progressive research programme for
Social Psychology. Journal for the Theory of Social Behaviour, 38, 335-353.
Bauer, M. W., & Jensen, P. (2011). The mobilization of scientists for public engagement. Public
Understanding of Science, 20, 3-11.
Campbell, C., & Cornish, F. (2012). How Can Community Health Programmes Build Enabling
Environments for Transformative Communication? Experiences from India and South Africa. AIDS
and Behavior, 16, 847-857.
Campbell, C., Nair, Y., Maimane, S., Sibiya, Z., & Gibbs, A. (2012). Dissemination as Intervention:
Building Local HIV Competence through the Report Back of Research Findings to a South African
Rural Community. Antipode, 44, 702-724.
Campbell, C., Skovdal, M., Madanhire, C., Mugurungi, O., Gregson, S., & Nyamukapa, C. (2011). "We, the
AIDS people. . .": How Antiretroviral Therapy Enables Zimbabweans Living With HIV/AIDS to Cope
With Stigma. American Journal of Public Health, 101, 1004-1010.
Campbell, C., Skovdal, M., Mupambireyi, Z., & Gregson, S. (2010). Exploring childrens stigmatisation of
AIDS-affected children in Zimbabwe through drawings and stories. Social Science and Medicine,
71(5), 975-985.
Cornish, F., & Campbell, C. (2009). The Social Conditions for Successful Peer Education: A Comparison
of Two HIV Prevention Programs Run by Sex Workers in India and South Africa. American Journal
of Community Psychology, 44, 123-135.
Cornish, F., Campbell, C., Shukla, A., & Banerji, R. (2012). From brothel to boardroom: Prospects for
community leadership of HIV interventions in the context of global funding practices. Health &
Place, 18, 468-474.
Cornish, F., Shukla, A., & Banerji, R. (2010). Persuading, protesting and exchanging favours: strategies
used by Indian sex workers to win local support for their HIV prevention programmes. AIDS Care,
22(sup2), 1670-1678.
Franks, B. (2011a). Culture and cognition: Evolutionary perspectives. Basingstoke: Palgrave Macmillan.
Franks, B. (2011b). Evolution and communication. In D. Hook, B. Franks & M. Bauer (Eds.), Social
psychology of communication (pp. 229-246). Basingstoke: Palgrave Macmillan.
Franks, B. (2011c). Pragmatic theory and social relations. In D. Hook, B. Franks & M. Bauer (Eds.), Social
psychology of communication.
Franks, B., & Attia, S. (2011). Rumours and gossip as genres of communication. In D. Hook, B. Franks &
M. Bauer (Eds.), Social Psychology of Communication (pp. 169-186). Basingstoke: Palgrave
Macmillan.
Franks, B., & Dhesi. (2011). Pragmatic theory and social relations. In D. Hook, B. Franks & M. Bauer
(Eds.), Social Psychology of Communication (pp. 229-246). Basingstoke: Palgrave Macmillan.
Garcia-Lorenzo, L. (2008). Stories and collective decision-making: Supporting collective action after a
major organisational change. Journal of Decision Systems, 17, 63-78.
Garcia-Lorenzo, L. (2010). Framing uncertainty: narratives, change and digital technologies. Social
Science Information, 49, 329-350.
Garcia-Lorenzo, L., Nolas, M., & de Zeeuw, G. (2008). Telling stories and the practice of collaboration. .
International Journal of Sociology and Social Policy, 28, 9-19.


35
Gaskell, G. et al. (2011). The 2010 Eurobarometer on the life sciences. Nature biotechnology, 29, 113-
114.
Hohl, K. & Gaskell, G. (2008) European public perceptions of food risk: Cross national and
methodological comparisons. Risk Analysis, 28, 2, 311-324.
Gaskell, G. e. a. (In Press-a). How Europes ethical divide looms over biotech law and patents. Nature.
Gaskell, G. et al. (In Press-b). Publics and Biobanks: European Diversity and the Challenge of
Responsible Innovation". European Journal of Human Genetics.
Gillespie, A., & Cornish, F. (2010). Intersubjectivity: Towards a Dialogical Analysis. Journal for the Theory
of Social Behaviour, 40, 19-46.
Gillespie, A., Murphy, J., & Place, M. (2010). Divergences of perspective between people with aphasia and
their family caregivers. Aphasiology, 24, 1559-1575.
Gillespie, A., & Richardson, B. (2011). Exchanging social positions: Enhancing perspective taking within a
cooperative problem solving task. European Journal of Social Psychology, 41, 608-616.
Howarth, C. (2009). I hope we won't have to understand racism one day: Researching or reproducing race
in social psychological research? British Journal of Social Psychology, 48(3), 407-426.
Howarth, C., Wagner, W., Magnusson, N., & Sammut, G. (In Press). 'It's only other people who make me
feel black': Acculturation, identity, and agency in a multicultural community. Political Psychology.
Jovchelovitch, S. (2008a). The Rehabilitation of Common Sense: Social Representations, Science and
Cognitive Polyphasia. Journal for the Theory of Social Behaviour, 38, 431-448.
Jovchelovitch, S. (2008b). Trust and social representations: Understanding relations between self and
other in the Brazilian public sphere. In I. Markova & A. Gillespie (Eds.), Trust and Distrust:
Sociocultural Perspectives. (pp. 105-121). Charlotte, NC: IAP.
Jovchelovitch, S. (2011). Communicative action and the dialogical imagination. In D. Hook, B. Franks & M.
Bauer (Eds.), Social psychology of communication. (pp. 127-151). Basingstoke: Pagrave
Macmillan.
Jovchelovitch, S., & Glaveanu, V. (2012). Motivations and social representations. In R. Harre & F.
Moghaddam (Eds.), Psychology for the Third Millennium: Integrating Cultural and Neuroscience
Perspectives.
Lahlou, S. (2008). Identity, social status, privacy and face-keeping in digital society. Social Science
Information, 47, 299-330.
Lahlou, S. (ed). (2010b) Designing User Friendly Augmented Work Environments. London: Springer.
Computer Supported Cooperative Work Series (347p)
Lahlou, S. (2011a). How can we capture the subjects perspective? An evidence-based approach for the
social scientist. Social Science Information, 50, 607-655.
Lahlou, S. (2011b). Socio-cognitive Issues in Human-centred Design for the Real World. In G. Boy (Ed.),
The Handbook of Human-Machine Interaction.
Lahlou, S, Nosulenko, V, & Samoylenko, S. (2012) La numrisation du travail: Thories, mthodes et
exprimentations. Paris: Lavoisier, coll. EDF R&D (327p)
McKenna, S., Garcia-Lorenzo, L., & Bridgman, T. (2010). Managing, managerial control and managerial
identity in the post-bureaucratic world. . Journal of Management Development, 29, 128-137.
Mearns, K., Kirwan, B., Reader, T., Jackson, J., Kennedy, R., & Gordon, R. (In Press). Development of a
methodology for understanding and enhancing safety culture in Air Traffic Management. Safety
Science.
Mearns, K., & Reader, T. (2008). Organizational support and safety outcomes: An un-investigated
relationship? Safety Science, 46, 388-397.
Reader, T., Flin, R., & Cuthbertson, B. (2011). Team leadership in the Intensive Care Unit. The
perspective of specialists. Critical Care Medicine, 39, 1683-1691.

9.1 Academic Staff Research Interests

Dr Frdric Basso, ENS (Cachan, France), B.A. (Rennes 1, France), Agrgation (France), MSc
(Nantes, France), PhD (Rennes 1, France), Assistant Professor in Social Psychology/Economic
Psychology
Embodied/situated/grounded cognition; categorisation and inferences; conceptual metaphor theory;
perspective-taking (first/third person); consumer psychology; corporation-induced diseases (e.g., obesity,
poisonings, tobacco); sustainability; embodied economics; implicit cognition; social neurosciencesDr

Professor Martin W Bauer, Lic Phil (Bern), PhD (London), Professor in Social Psychology and
Research Methodology
Resistance to change; organizational learning; culture of science; public understanding of science; science
communication and public relations of science; social influence and public opinion; design, motivation and


36
stress; media monitoring; text analysis, experience sampling and introspection-based methods.

Professor Catherine Campbell, MA Clin (Natal), MA Res (Natal), PhD (Bristol), Professor of Social
Psychology
Health; community participation; partnerships; social development; public health and health promotion;
health service-user interface; schools and pastoral care and protection of children; HIV/AIDS; maternal
health; mental health; gender-based violence; local-global contexts of health; collective action; social
change;agency; power and empowerment; social capital; political will; social exclusion and social
inequalities; health inequalities and social identities of gender and age (especially children and youth); UK;
Africa.

Dr Bankole Falade, Bsc, MBA, MSc and PhD, LSE Fellow Social Psychology
Communication (science, risk, social, public and corporations); science and society; representations,
resistance and the transformation of common sense; social change; social movements; mass media
studies; and computer assisted text analysis.

Dr Bradley Franks, BSc, MSc (Edinburgh), PhD (Edinburgh), Associate Professor in Social
Psychology
Cognitive and social psychology; meaning; cognition and culture; communication and pragmatics;
representations of natural and social world, religious beliefs; philosophical issues; evolutionary psychology.

Dr Lucia Garcia, BSc, MSc (Pais Vasco, Spain); PgCert in Group Analysis (IGA); PhD (LSE)
Associate Professor in Organisational and Social Psychology
Organisational change and culture; knowledge processes in organisations; networking, collaborative work
and new ways of organising; group dynamics and complexity theory and research methods in
organizations.

Professor George Gaskell, BSc, PhD, Professor of Social Psychology
Science, technology and social values; risk and trust, economic values; ethical, legal and social aspects of
genomics; qualitative and survey research methods.

Dr Alex Gillespie, BA, MSc, PhD, Associate Professor in Social Psychology
Intersubjectivity, coordination, joint activity and perspective taking; trust, distrust and misunderstanding;
interaction, contact and conflict; technology, distributed cognition, assistive technology for cognition and
tool use; dialogue, divergences of perspective, internal dialogues and dialogical analysis.

Dr Ilka Gleibs, Dipl-Psych (Berlin), PhD, Assistant Professor in Social Psychology/ Organisational
Psychology
A range of interests in social psychology ( e.g., organisational change; well-being; leadership; intergroup
relations) with a main focus on consequences of multiple identities (bicultural identities, divergent roles)
and identity change (due to life transitions, organisational change). Research activities include multiple
identities as a resource for understanding and impacting behaviours in the digital world.

Dr Caroline Howarth, BA (Cambridge), MSc, PhD, Associate Professor in Social Psychology
Inter-cultural relations, multiculturalism, contemporary identities (particularly for children and young
people); racialisation and prejudice; whiteness; intersectionality, social representations; resistance;
community; inclusive practices at school; political psychology; critical psychology; qualitative research; art
and research methods; participatory research.

Professor Sandra Jovchelovitch, BSc (PUC-RS, Brazil), MSc (PUC-RS, Brazil), PhD, Professor in
Social Psychology
Social representations; the social psychology of public spheres; community development and participation;
social exclusion; life trajectories under developmental adversity; cognitive polyphasia; situated cognition;
common sense; children and public spheres; resilience; Brazil, Latin America.

Professor Saadi Lahlou, ENSAE (France), PhD (EHESS, France), HDR (Univ. Provence, France),
Professor in Social Psychology
Social sustainability; learning organisations; inter-subjectivity, subjective evidence-based ethnography,
the management of innovation; social representations; cognition and behaviour; installations and
technology.


37

Dr Jenevieve Mannell, BA, MSc, MPhil PH (Toronto), PhD, LSE Fellow in Social Psychology
Social policy; gender; sexualities; health and health inequalities; global public health; development
organisations; policy networks; forms of capital; social change; community mobilisation and
participation; power; women's agency; post-colonialism; HIV/AIDS; intimate partner violence; drinking
behaviours; Canada; southern and eastern Africa; UK.

Dr Tom Reader, MA, PhD. Assistant Professor in Organisational and Social Psychology.
Teamwork; leadership; decision-making; shared cognition; human error; organisational culture; risk
perception; organisational safety. Research activities include investigating and applying organisational
and social psychology theory in high-hazard work setting (e.g. emergency medicine, energy, aviation),
with a particular focus on developing structured tools for measuring attitudes and behaviour.

Dr Ai Yu, BSc, MSc, MRes, PGcert, PhD, LSE Fellow in Organisational and Social Psychology
Critical and postmodern theories; dynamics of organisational, inter-organisational, and socio-institutional
practices; longitudinal research design; European context and China.


9.2 Public Lectures and Psychology@LSE Research Seminar Series
Academics from elsewhere in the UK and abroad are invited to contribute to the student experience
through a number of seminars. Students are encouraged to attend these public lectures and seminars
which take place throughout the year.

Dates for the 2014/15 academic session will be announced on the Institute website.

9.3 Dissertations of Recent Students
Copies of dissertations which obtained a merit and distinction grade, are available on Moodle and these
include the titles:

2012-2013)
Behind the moustache: A social representational approach to Movember UK.
Placing Ourselves: Investigating Categories of Belonging and Integration.
Through My Eyes: Perceptions of self and the world by female survivors of child sexual abuse in
India.
Change initiated by online patient story: transformative dialogue in healthcare services.
Same and Different: Representations of Same-Sex Marriage as a Mediator of Identity in Young
Gay Men.
"And if we didnt know that its not harmful, we wouldn't do it. We are no sadists, and no
masochists, and also were not crazy.": Debating religious circumcision in Germany, 2012.
Can Sustainability Be Luxurious?: Investigating Attitudes Towards Sustainable Luxury
Consumption Through A Social-Psychological Framework.
Intergroup behaviour and leader endorsement: A social identity perspective on how socio-
structural variables influence followers choice, support and perceived prototypicality of a leader.
Why are we moral? The effect of free will on moral decisions and judgments.
Using a subjective camera for virtual perspective taking: an experiment.
'We Cant See The Sun': Palestinian Children Draw The Wall.
Exploring the Representations of the Kurdish People on the Kurdish Issue in Turkey.
The attitudes towards the Greek refugees from Asia Minor and Constantinople: exploring identity
and collective memory in the immigration context.
"If youve got it, flaunt it": Looking at Pakistanis appeal of the 'foreign'.
Social Representations of End-of-Life Care, Challenges and Coping Strategies within a Palliative,
Outpatient Care Nursing Team: A Qualitative Study.
Individualistic in English but Collectivistic in Indonesian?: Cultural Frame Switching of Self-
Construal.
An Urban Legend: Exploring the social representations of an urban milieu, the case of Exarchia
neighbourhood in Athens, Greece.
When Beauty Becomes the Beast: The role of media and celebrities in influencing the
selfperceptions of young women of India.
"I'm So Used To It That It Feels No Different Viewing It Without The Lens": A Social-Psychological
Exploration Of Photographing Childhood In The Digital Age.
"La cana": representations of life experiences inside jail. An approach from inmates' view in


38
Santiago, Chile.
Online Interpersonal Influence on Consumer's Offline Purchase Intention: A Study of Loyalty
Program Members.
Cultural Aspects Of Expressing That Which Is Emotionally Distressing.
Mental Health Self-Help Groups: A Greek Case Study.
The Effect of Facebook Impressions on Face-To-Face Interaction: A Research conducted with
Austrian High School Students.
Susceptibility to mental accounting in the function of different decisional mindsets.
Exploring social position exchange: The role of empathy in perspective-taking.
Social Representations of Intuition in Urban and Rural Mexico: Methodological explorations for
perspectives comparison.
The Interactive Impact of Terror Management and Norm Salience on Consumer Attitudes and
Behaviour.
Party Identity in Troubled Times: The German Social Democratic Party Negotiating its Identity.

2011-2012)
Error Management Theory and the Misperception of Commitment Levels in Romantic
Relationships
Decision-making processes in political mobilization: An examination of strikes and demonstrations
in Greece
Remembering the Second World War in Germany: A social-psychological approach to
generational engagement with a historical event
Diasporic Virginities: Social representations of premarital female virginity and identity formation
amongst British Arab practising and non-practising Muslim females
Extending Milgram: Using cyranoids to study the relationship between age and persuasion
Representations of Theory of Mind in Massively Multiplayer Video Games
Suspended Futures: Social Representations of Asylum Seeking and the Future in Malta
Choice in Context: Cultural and Identity Factors in Short-term versus Long-term Preferences
The journey to the shelter: A study of physically abused women in Lahore, Pakistan
'You're both so different, so you're the same': Exploring identity formation in cross-cultural children
Using the Implicit Relational Assessment Procedure to Measure Attitudes towards Capitalism and
an Alternative Economic Model
Malaysian Women and Their Cursed Slippers: A Quantitative Approach to Traditional Female
Roles
Exploring Bilateral Trust Relationship between the Poor Borrowers and Micro Finance Institutions
Dialogical Self and Social Representations: The Process of Identity Formation and Maintenance
among Bruneian Students in the UK
A Cross-Cultural Study on Susceptibility to Emotional Contagion: The Effect of Self-Construal and
Other Factors
Dialogue in democratic institutions: A dialogical analysis of the French parliamentary debates on
immigration of 2006
Knowledgeable Care: A study exploring perspective shifting when health professionals become
patients
Extreme conflict: a social psychological study in police-favela relations in Rio de Janeiro, Brazil
Social dance as a medium for intergroup cohesion and positive identity construction
Anti-Secular Prejudice: An integrated threat perspective on Christian natives' and migrants'
prejudice in the secularised Netherlands
Debating the Media Allochtoon: A Flemish Case Study
Let The Right One In: Social Inclusion And Exclusion In Rural Sweden
Taste conversion: the association among age, cultural identity and aesthetic taste
FALSE-IDOL and the Elusive Search for the Happy Self: An affective forecasting study in career
and education

(2010-2011)
Mind The Gaps: a social-psychological perspective of economic inequality in London
Me and You and Everyone We Know: Cross-cultural comparison on the use social networks and
the representation of "networking" amongst Dutch and Chinese university students
The Social Psychological Factors that Facilitate or Hinder Parents' Decision to Circumcise their
Daughters: An Egyptian Case Study
Fate or Fiction towards Success or Failure: Exploring Cultural Variations in Fate Attributions
The Sex Monsters, The Mentally Ill And The Childlovers: Discourses On Paedophilia


39
Welcome to Paradise: How Brazilians explain Brazilianness and how they use it to justify their
identity and country
Deadly Risk: Probability and Harm in Moral Judgment
A Woman Did That?: An Analysis of British Media Representations of Female Sex Offenders
LSE's Reputation Flux: A university's image in the eyes of its students and the media
Word Laundering: The Effects of Terminology on Perception and Judgment
Care-giving in context: Experiences of caring for elderly family members in Britain's Gujarati-Hindu
community
Multi-dimensional identity in a modern society: A case study of Chinese workers in England who
have graduated from a UK university
It Happens To EveryoneDoesn't It?: An exploration into the effects on culture on experiences of
menstruation of Nigerian women living in Nigeria and the UK
Cross Cultural Differences In Consumer Perspective Of Corporate Social Responsibility: A
comparative study between India & the United Kingdom
A Cross-Cultural Analysis of Economic Decision Making under Risk: Self-Construal, Sensation
Seeking, and Risk Attitude
"Can you read hieroglyphics?" No, but I eat pork: Identity negotiation in the Coptic diaspora and
European media representation of the 'Arab world'
The Reverse-Cinderella Effect: A Social Identity investigation into economic recession in Ireland
Third Culture Kids: What It Means to be 'Culturally Confused'
Euroscepticism in Croatia: Its image and the reasons behind the division between rural and urban
representations
Making A Point: A Laughing Matter Or Scary Business? A Study On How Affective States Influence
Cognition
South Asian Stereotypes in 21st Century Britain: A Study of Prejudice, Perception and
Endorsement
Don't Facebook Me: A qualitative study of resistance towards the social network
The Russian Soul: A discourse analytical perspective
The Social Psychology of Practicing International Development: Exploring the Reflections of Dutch
Development Practitioners
Representation(s) of the Turkish-Cypriot Demonstrations in Four Greek-Cypriot Newspapers
'Not taking yourself too seriously': Cultural Consciousness in Australian and British English

(2009-2010)
A CrossCultural Study of "Face" and its Influence on Luxury Brand Consumption: Comparison
between British and Koreans
Let Me Tell You About My Journey: A socio-psychological voyage into tourism
Introducing Symbolic Weightism: Discourses of Agency and Morality in Obesity Stigma
Identity And Collective Memory In The Immigration Context: An exploration into post Soviet
Russian Jewish emigration to Germany
Communicating Trust: How 16 year old Students Communicate Trust
Against all Godds: Coping with contradictions between Science and Religion
Trans-Formation: Identity formation and social representations of sex and gender in transsexuals,
cross-dressers and non-transgenders in the Netherlands: an inter group comparison
A Social Identity approach to exploring the importance of sexuality to breast cancer patients
When thin ideal images are not promoted by the media: The Cuban case
Nostalgia in Post-Socialist Eastern Germany: A Grounded-Theory Investigation
A Critical Gerontological Analysis Of Successful Aging Discourse In Egyptian Social Policy
Investigating Institutional Loneliness At The London School Of Economics
Psychosocial Understandings of Schizophrenia Amongst Undergraduate Medical and Nursing
Students
Mixed-Race Matters Put in Place: Construction of 'New' Racial Meaning Within and Between
Public Spheres
Does ideology influence media framings of climate change? A content and metaphor analysis of
four UK Newspapers
Media discourse and the public: the Toyota case
Traditional Family Values In China's Only-Child Family: An Exploratory Study
Representing Attributions: The Case Of Ireland' S Recession
The Muslim Headscarf: Representations, Identity and Resistance
Women in Academia: A Cross-Cultural Perspective on Work/Life Balance
Who Do You Think You're Tweeting To? An Analysis Of Social Identity Processes On Twitter


40
Professional Grief: A social representations approach to death amongst medical students and
doctors
Personal Values of Chinese Adults: Individualism, Collectivism, Confucianism, and
Postmaterialism
Living In A Traditional Community In A Modern World: A Case Study Of The Representations Of
The Dawoodi Bohra Residing In The UK
Participation and Resistance: Developing Relationships in an NGO Intervention in Kolkata Slums
Young Professionals and Their Expectations in the Workplace
Comparing Fans and Non fans: The Role of Arsenal Fandom in Non British London Residents'
Attitudes to the Self defined Londoner Identity
The role of face in the link between Social comparison orientation and Individualism-Collectivism

(2008-2009)
Unpacking empowerment: A Case Study of the Colombian Pilot Project on Sexuality and
Citizenship Education
Mexican Democracy from a Psychosocial Perspective
Uncle Napoleonism: The Discourse of Conspiracy in 1978-79 Iran
The Self and Second Life: A Case Study Exploring the Emergence of Virtual Selves
Immigrant Identity and Community Construction: The Case of Brazilians Living in London
Literacy and Word Meanings: Reading, Writing and Metalinguistic Knowledge
Representations of Ethnic Identity Among Sinti Gackane Adolescents
Why Volunteer?
The Image and Reputation of LSE in Hong Kong
Scared to Death and Getting Angry: American Conservative Representations of the Changing
Role of Government in the Economy
Radio Totally Normal: A Case Study Challenging Social Representations of Mental Illness in
Sweden
Beyond Impairment: Navigating Adversity and Challenging Misconceptions of Disability in Kenya
Recovery Online: A Representational Study of Anorexia Nervosa
Childrens Perceptions of the Consequences of Deviant Behaviour
Branding the Soul: Understanding Corporate Branding from the Perspective of the Employees
Spatial Identities: A Heterotopology of Gated Communities in Istanbul
When Keeping it Real Goes Almost Wrong: A Psychoanalytic Approach to Racism through
Discourse Analysis of Chappelles Show
Social Representations of Terrorism in Ireland
The Effects of Cultural Environment on Attitudes Concerning the UK Banking Crisis





41

10. GENERAL SCHOOL INFORMATION A to Z

10.1 Accommodation Office
The LSE Accommodation Office (V210, Tower 2) can provide advice on finding accommodation in London
for you and your visitors. You can e-mail accommodation@lse.ac.uk or telephone 020 7955 7531.

More information can be found at: http://www.lse.ac.uk/accommodation

10.2 Alumni Association
LSEs Alumni Association is the official voice of LSE's global alumni community, comprising more than
108,000 people in over 190 countries, 53 country groups, nine special interest groups and 24 contact
networks.
Its primary role is to support the alumni programme co-ordinated by the LSE Alumni Relations team by a)
developing and supporting the network of international and special interest alumni groups and contact
networks, and, b) representing the voice of the alumni community within the School.
You automatically become a member upon graduation. Membership is free. By registering with the
Houghton Street Online community, you will be able to stay connected with former classmates and the
School after your graduation. You will receive a monthly e-newsletter, LSE Alumni Echo, and the biannual
alumni magazine, LSE Connect.

LSE alumni also have access to:
Alumni Professional Mentoring Network
LSE Careers for up to two years after graduation
An email forwarding address to continue using an LSE email address
The Librarys printed collections on a reference basis, and can borrow free of charge

For more information about the benefits and services available to alumni, please contact the Alumni
Relations team on alumni@lse.ac.uk.

10.3 Auditing Courses
You may wish to audit some courses which are not part of your programme, and for which you will not gain
credit. You may audit the lectures of any courses in the School in which you are interested subject to the
approval of the teacher responsible, but you may not normally attend the associated seminars if you are
not registered on the course. It is courteous to introduce yourself to the teacher responsible for any course
you intend to audit regularly.

10.4 Business Continuity Management
Business continuity management in the LSE is concerned with:
Planning to ensure that the School runs as normally as possible during known or predicted major
events and occurrences such as the 2012 Olympic and Paralympic Games; predicted pandemics such as
flu
Planning the Schools response to and recovery from the impact of possible major incidents causing
the loss of access to the site (such as a bomb threat), or a major loss of infrastructure or facilities (such as
power failures, IT outages)
Managing other less serious occurrences and events which may adversely affect the work of the
School, such as adverse weather conditions or disruption to travel from the weather or other causes,
industrial disputes. These occur from time to time and we do all we can to keep the School running and
keep you informed about what action is being taken.

The main method of communication with students and staff during all disruptive incidents is the LSE
website and it is therefore important that you check the website regularly lse.ac.uk. We may also try to
contact you by other means, such as LSE mobile, text or e-mail. Departments will be informed of
developments and we may advise you to contact staff in your department during these periods.

In any emergency the key messages are to keep calm, follow instructions issued by the School, and to
remain in touch with your department.

The School seeks to manage all disruptive incidents swiftly so that work can return to normal as quickly as
possible.


42

10.5 Careers Service
The LSE Careers Service provides a varied and comprehensive careers guidance and employment
service for students and staff seeking information on graduate employment and further study. For more
information see Section 8 or go to: http://www2.lse.ac.uk/careersService/Home.aspx

10.6 Catering Services
LSE operates a number of catering outlets across the School to suit all tastes and pockets. LSE Catering
prides itself on the fact that it was the first London university to achieve Fairtrade status in 2004 and
Fairtrade refreshments are available in all the School's catering outlets.

For detailed information on Catering Services is available on:

http://www.lse.ac.uk/collections/cateringServices/venues/Default.htm

10.7 Certificate of Registration
A certificate of registration provides proof to organisations, such as the Home Office, council tax offices
and banks, that you are registered as a current student at the School.

Once you are formally registered with the School you will be able to print out your certificate instantly via
LSE for You (LfY) under the Certificate of Registration option (Please note it can take up to 4 hours for
your change in Registration Status to be picked up by LfY).

If you require a certificate with information beyond what is on the Certificate of Registration, please email
registry@lse.ac.uk. Your enhanced certificate should then be available for collection from the Student
Services Centre (SSC) within five working days.. Additionally, should you require an LFY-produced
certificate to be signed and stamped, staff at the SSC will be happy to do this for you.

For more information please see lse.ac.uk/certificateOfRegistration.

10.8 Change of Address
If you change your term-time address, you must inform the Student Services Centre and your personal
tutor. This change can be made by you, using LSE for You, located on the front page of the LSE website.
Your address is protected information and will not be disclosed to a third party without your permission
unless it is for reasons of official School business. It is important that you keep us informed of your private
address (and telephone number).

10.9 Codes of Good Practice
The Codes of Practice for Undergraduates and Taught Masters Programmes explain the basic obligations
and responsibilities of staff and students. They set out what you can expect from your Departments and
what Departments are expected to provide in relation to the teaching and learning experience. The
Codes cover areas like the roles and responsibilities of Academic Advisers and Departmental Tutors; the
structure of teaching at the School; and examinations and assessment. They also set out your
responsibilities, i.e. what the School expects of you.

Undergraduate students:
http://www.lse.ac.uk/resources/calendar/academicRegulations/codeOfGoodPracticeForUndergraduatePro
grammesTeachingLearningAndAssessment.htm

Postgraduate students:
http://www.lse.ac.uk/resources/calendar/academicRegulations/codeOfGoodPracticeForTaughtMastersPro
grammesTeachingLearningAndAssessment.htm

We recommend that you also read the Schools Student Charter and Ethics Code.

The Student Charter sets out the vision and ethos of the School
http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/stuCha.pdf


The Ethics Code highlights the core principles of LSE life
http://www2.lse.ac.uk/intranet/LSEServices/policies/pdfs/school/ethCod.pdf.


43

General School and Programme Regulations
The School has Regulations, policies and procedures covering many aspects of student life and you
should familiarise yourself with them.

Some of the regulations explain the organisation and conduct of your academic study. These include
information about the structure of programmes, assessment, graduation and what to do if illness affects
your studies.

The following web searches/web links detail the Schools Programme Regulations.

Regulations for Diplomas
Regulations for First degrees
Regulations for Short Courses and Summer School
Regulations for the consideration of appeals against decisions of boards of examiners for taught
courses
Regulations for research degrees
Regulations for Taught Masters degrees (before 2009/10)
Regulations for Taught Masters degrees (entering in or after 2009/10)
Research degrees - see Regulations for research degrees
Regulations on assessment offences: other than plagiarism
And the following web link gives you an A-Z list of relevant regulatory documents where you can find
further details of all School Regulations.
http://www2.lse.ac.uk/intranet/LSEServices/policies/home.aspx

10.10 Course Capping
Any student wishing to take a capped course should apply via LSE for You.

A full list of capped graduate courses can be found via the Student Services website:

http://www2.lse.ac.uk/intranet/students/studentServicesCentre/Home.aspx

10.11 Course Choice (Postgraduate), Seminar Sign Up and Personal Timetables
Information about postgraduate course choice and seminar sign up can be found on the Student
Services Centre web page: lse.ac.uk/coursechoice.

Many courses will have controlled access and you will need to apply to the department teaching the
course for permission to take it, before you can select it. If such an application is required, it will be
indicated on the LFY course choice system.

All course choices are subject to the approval of your home department.

The deadline for course choices for postgraduate students is 20
th
October 2014.

If you wish to change your course choice after the online system has been switched off, you can do so
using a late course change form (available from the Student Services Centre).

For more information please see
http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/Registration/home.aspx

You use LSE for You to select your courses and seminar groups. Personal Timetables can then be
viewed in LSE for You.

Timetables Office
The Timetables Office is responsible for scheduling and allocating rooms to all of the Schools taught
courses.


44

Seminar registration for postgraduate students is co-ordinated by the department teaching the
course; therefore please contact them directly with any queries.

For more information please see: lse.ac.uk/programmeregistration.

10.12 Equality and Diversity at LSE
The School seeks to ensure that people are treated equitably, regardless of age, disability, race, colour,
nationality, ethnic or national origin, gender reassignment, pregnancy and maternity, marriage and civil
partnership, religion and belief, sex, sexual orientation or personal circumstances.

In practice, this means we expect you to:

Actively oppose all forms of discrimination and harassment;
Reflect on prejudices, including examining the use of inappropriate language and behaviour;
Strive to create an environment in which student goals may be pursued without fear or intimidation;
Not victimise any fellow student who has complained, or who has given information in connection with
such a complaint;
Challenge and/or report unacceptable behaviour which is contrary to equality legislation and principles;
Treat all peers fairly and with respect;

For further advice or information on Equality and Diversity, please visit the Schools Equality and Diversity
website (lse.ac.uk/equalityanddiversity).

We have also set up the Equality and Diversity at LSE blog (blogs.lse.ac.uk/diversity). To stay up to date,
you can follow us on Twitter - @lsediversity.

10.13 Examinations
Examinations for all courses take place during the Summer Term (May/June). The examination timetable
will be available at the end of the Lent Term. It is published on the LSE Website, and students can access
their personal examination timetables through LSE for You. For detailed information on the examination
and assessment process, see:

http://www2.lse.ac.uk/intranet/students/studentServicesCentre/examinationsAndResults/Examinations.asp
x

10.14 Fees
The School offers two options for payment of fees. You can either pay them in full prior to Registration
or by Payment Plan one third of your fees on the 28
th
October 2014, 28
th
January and 28
th
April 2015.
If you do not know the cost of your fees, please see the Table of Fees at lse.ac.uk/feesoffice.

Full fee information, including how to pay, can be found here:
http://www.lse.ac.uk/intranet/LSEServices/financeDivision/feesAndStudentFinance/Pa
ing%20fees/How_to_Pay.aspx

10.15 Financial Support Office (FSO)
The Financial Support Office (FSO) is responsible for the administration and awarding of
scholarships, bursaries, studentships and School prizes. It is located within LSE's Student Services
Centre with a daily drop in session during term time between 1pm and 2pm (Mondays, Wednesdays
and Fridays during vacations). No appointment is necessary.

FSO provide information about funds such as the Student Support Fund, the Access to
Learning Fund and the Postgraduate Travel fund.

Full details and application forms are available from;
http://www2.lse.ac.uk/intranet/students/moneyMatters/financialSupport/Home.aspx

10.16 Fire Safety
Basic information on the action to take in the event of a fire is given below; this information is also given on
Fire Action Notices, which are posted on each floor and adjacent to emergency exits.


45
Everyone has an important role in ensuring that the Schools measures to prevent fire operate
effectively.
The School has sophisticated fire safety systems installed in its buildings. It is a criminal offence to
misuse or tamper with them!
Do not block fire escape routes; it may result in persons being unable to exit the building safely in the
event of a fire.
Do not wedge open fire doors, these are designed to protect escape routes and prevent the spread of
toxic smoke and fumes. (The majority of deaths in fires are the result of inhalation of toxic smoke &
fumes).
Do not overload electrical sockets, or tamper with plug fuses.
Take care with portable heating appliances; always check with the Estates Department to ensure the
buildings electrical supply is capable of taking the load. Radiant heaters i.e. fires with an exposed
element or flame must not be used.
LSE operates a No Smoking Policy throughout the School. For the avoidance of doubt, smoking is not
permitted in any public areas, toilets, lecture theatres, meeting rooms, seminar rooms, common rooms
and offices.

On Discovering a Fire:
Operate the nearest fire alarm (break glass call point) and dial 666:
Give the precise location of the fire.
Do not attempt to tackle the fire unless you have been trained to do so.
If you have been trained, attack the fire if possible using the appliances provided, but without taking
risks.
Proceed to the assembly point.

On Hearing the Fire Alarm:
Proceed to your assembly point, using the nearest available fire exit route.
Close the doors behind you as you leave and if possible close windows too.
If you are a wheelchair user or have mobility difficulties that prevent you from using the stairs make
your way to the nearest fire refuge point.

Use the telephone in the refuge point to let the Control room know where you are; wait in the refuge
area for further instructions.

Know:
Your means of escape routes, primary and secondary.
Your nearest Fire Alarm break glass call point.
Where your assembly point is for your building.
Know who the Fire Marshals are for your work area.

In the Event of Fire:
Remain Calm.
Leave quietly without stopping to collect your belongings, without rushing and without attempting to
pass others.
Lifts must NOT be used.
Follow the instructions of the Fire Marshal or Warden or the Security Staff.
If there is not a designated Fire Marshall for your particular floor or work area, on arriving at the
assembly report to the Senior Fire Marshal and let them know which floor or work area you have come
from and whether or not it has been cleared.
Remain at the designated Assembly point until you receive further instructions.
DO NOT re-enter the building until you are told it is safe to do so by a LSE Fire Marshal.

10.17 Health and Safety
The London School of Economics and Political Science is a relatively low risk environment, nevertheless
the School is committed to achieving the highest standards of health and safety for its workforce, students
and visitors to the School. The School has a Safety policy, which has been endorsed by the Academic
Board, which sets out health and safety responsibilities and the Schools arrangements for complying with
relevant health and safety legislation.

Each Head of Department is required to appoint a Safety Co-ordinator (usually the Departmental /Institute
Manager) to co-ordinate health and safety issues for the department. Accidents or any enquires


46
concerning health and safety matters should be made to the Safety Co-ordinator in the first instance.

The School also employs a full time Health and Safety Officer, whose role is to give advice on any health
and safety issue, advice on best practice when devising and implementing health and safety measures
and to monitor the operation of the Schools health and safety arrangements. Ann OBrien, the Health and
Safety Officer can be contacted on extension 3677 or by email: ann.obrien@lse.ac.uk

Information on the Schools health and safety procedures is available on:

http://www.lse.ac.uk/collections/healthAndSafety/

10.18 International Student Immigration Service (ISIS)
ISIS provides detailed immigration advice for International Students on their website which is updated
whenever the immigration rules change. They can advise you by e-mail (if you complete a web query
form on the ISIS website) or at the drop-in service in the Student Services Centre reception. ISIS run
workshops to advise students applying to extend their stay in the UK; and in complex cases, they will
make individual appointments.

For more information including drop in times and dates of workshops go to: lse.ac.uk/isis

10.19 Interruption / Deferral / Withdrawal
Interruption: with approval from your department you can interrupt your programme by taking an authorised
break in your studies, normally from the end of one term and for one calendar year.

Deferral: if you complete the teaching year but have difficulties during the examination period then in
exceptional circumstances you can apply to defer an examination(s) to the following year.

Withdrawal: withdrawing means that you are permanently leaving the programme. Before withdrawing you
may want to consider interruption so that you have some time to consider your options.

For more information, please see lse.ac.uk/registrationChanges

10.20 LSE Day Nursery
The LSE Day Nursery is registered under the Early Years sector; and our Ofsted registration allows us to
provide care and learning for 63 children in total, aged between 3 months and 5 years.

We are located in the basement of an LSE Hall of Residence on Wild Street. We primarily serve students
and staff of the LSE. We offer full-time and part-times spaces.

We base our curriculum on the Revised Early Years Foundation Stage Framework (EYFS). The nursery
was rated Good on the last Ofsted Inspection in January 2012.

The nursery has four main rooms. There are two baby rooms, which can take up to 23 babies aged 3
months to 2 years. We can accommodate up to 26 toddlers aged between 2 to 3 years, and 16 pre-school
children aged between 3 to 5 years.

The nursery is opened from 8:45am-6:15pm. It is open for 50 weeks of the year, except for bank holidays
and a week at both Christmas and Easter.

There are always places available and we welcome enquiries from interested parents, both students and
staff.

The Nursery welcomes viewings any week day at 10.30am or 3.00pm by appointment, please email
nursery@lse.ac.uk or call 0207 107 5966

10.21 Paid employment during your studies
Having to take paid employment during the academic year will not normally be accepted by examiners as a
legitimate mitigating circumstance in the event of a performance at a lesser level than could otherwise
have been expected. In the event that a student has no choice but to take some paid employment, under
School regulations the total hours cannot exceed 15 per week.



47
10.22 Presentation Ceremonies
Presentation ceremonies are held twice a year: in July for students who have followed undergraduate or
nine or ten-month taught postgraduate degree programmes, and in December for students who have
followed twelve-month taught postgraduate degree programmes. MPhil/PhD research students are
presented at both the July and December ceremonies.

The ceremonies take place on campus in the Peacock Theatre. Invitations, which include details of the
ticket booking process, are emailed to eligible undergraduate and taught postgraduate students three to
four months before the ceremonies are scheduled to take place. MPhil/PhD research students are invited
once their degrees have been awarded. The ceremony itself usually lasts between one and one and a
quarter hours and is immediately followed by an on-campus drinks reception.

For more information please see lse.ac.uk/ceremonies.

10.23 Public lectures
Throughout the year there are special School lectures, open to everyone, usually held in the Old Theatre.
Upcoming lectures are advertised on the large computer screens around the School and on the School
homepage under Events. You can also keep up to date with the latest information through the LSE
Events email information service which enables you to receive email notification of new events and public
lectures at LSE when they are announced.

Detailed information on all public lectures can be found on:

http://www2.lse.ac.uk/newsAndMedia/videoAndAudio/channels/publicLecturesAndEvents/Home.aspx

10.24 Quality Assurance
The Schools approach to quality assurance is set out in the document Strategy for Managing Academic
Standards and Quality:

http://www2.lse.ac.uk/intranet/LSEServices/TQARO/InternalQualityAssurance/StrategyForManagingAcade
micStandards.aspx

It sets out broad principles and processes for assuring academic standards and for enhancing the quality
of educational provision.

Student Teaching Surveys
The Teaching Quality Assurance and Review Office (TQARO) conducts two School-wide surveys each
year to assess students opinions of teaching, one in each of the Michaelmas and Lent Terms. They give
students the opportunity to give feedback on their lectures, on class/seminar teaching and on courses.
They provide lecturers and teachers with important information about the perceived quality of their
teaching, and the School with a measure of general teaching standards. They are conducted via paper
questionnaires which are distributed in classes and lectures.
Teaching scores are made available to individual teachers, heads of departments, and the Director of the
Teaching and Learning Centre and Pro-Director (Teaching and Learning). In addition to producing reports
for individual teachers, TQARO produces aggregated quantitative data for departments and the School,
which provide important performance indicators. These can be found on the TQARO website:
http://www2.lse.ac.uk/intranet/LSEServices/TQARO/TeachingSurveys/Results/Home.aspx

Results of the 'course' section of the surveys are made available to students through the online course
guides.

10.25 Results and Transcripts of Results
The School releases confirmed marks once the relevant School Board of Examiners has ratified them. For
further information, please see lse.ac.uk/results.

To ensure that your results are released as scheduled, please . check your balance on LSE for You to
see if you have any outstanding tuition, halls or library fees. You should contact the Fees Office on
fees@lse.ac.uk if you have any queries, as the School will not release your results if you have an
outstanding debt.

Transcripts for finalists are issued digitally within five working days of final results being officially published.


48
Continuing students will be able to request an 'intermediate transcript' of results as soon as they are
officially published.

For more information, please see lse.ac.uk/transcripts.

10.25.1 Classification Schemes
Undergraduate and graduate degrees are classified according to the classification scheme appropriate to
the year in which the student commenced their programme of study. Classification schemes are applied
by the Boards of Examiners at their meetings in July and October/November each year.

Please refer to the weblink below for further details.

Graduate
All schemes for graduate programmes: http://www.lse.ac.uk/resources/calendar/taughtMasters.htm

Staff in the Student Services Centre can provide you with guidance on the School's academic regulations
and degree classification schemes.

10.25.2 Graduate Ceremonies
Graduation ceremonies are held twice a year: in July for students who have followed undergraduate or
nine- or ten-month taught postgraduate degree programmes, and in December for students who have
followed twelve-month taught postgraduate degree programmes. MPhil/PhD research students are
presented at both the July and December ceremonies, in July for those awarded by 30 April and in
December for those awarded by 30 September.

For more information, including the dates of future ceremonies and details of the Schools overseas
ceremonies, please see lse.ac.uk/ceremonies.

Degree Certificates

The degree certificate gives your full name, level of award, programme of study, and class of degree or
other award obtained.

It will be available for collection on the ceremony days of the relevant graduation period in July or
December. If you dont collect it at the ceremony, it will be posted to your home addresses within four to six
weeks. It is therefore essential that you keep your details up-to-date on LSE for You.

For more information, please see lse.ac.uk/degreeCertificates.

10.26 Seminar Registration
Seminar registration for postgraduate students on PS prefixed courses is handled directly via self sign-up
on LSE for You.

For further detailed information, please see the following link:

http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/Registration/Course/home.aspx

10.27 Student Tutoring Scheme
All students are invited to take part in the LSE student tutoring scheme, which will run from early November
2013.

The scheme has been running for more than 16 years and involves volunteers from the LSE acting as
classroom assistants in primary and secondary schools in the London area. Students can choose the type
of school they wish to volunteer in and which subject they would like to assist with. Students must commit
to a minimum of half a day for 12 weeks in order to qualify. Training and guidance is provided and
Tutors receive an induction at their school before starting.

The main purpose of the scheme is to provide state school pupils with a positive role model and help with
their academic work, whilst under the supervision of the classroom teacher. By doing so, Student Tutors
help to raise aspirations, encourage pupils to aim for higher education when they leave school, and
increase the amount of contact time they experience in the classroom. The personal benefits for the


49
Student Tutors include developing their communication, organisational and problem-solving skills, gaining
important work experience and taking part in a valuable community programme.

The scheme has proved to be a great success over the years and all pupils, teachers and students
involved have found it helpful, enjoyable and rewarding.

The LSE Coordinator is Joanna Tolfree (J.Tolfree@lse.ac.uk). If you are interested in finding out more,
please contact Joanna via email. Alternatively, further details of how to apply and dates of forthcoming
information sessions will be emailed to all students in mid-October. There will also be a stall at the
Freshers Fair in October where you can pick up information and speak to Joanna in person.

10.28 Students Union
www.lsesu.com

We believe that LSE has one of the most active student communities at any university, and is being led by
students. The Students Union is independent from the School. Well help you out if you get into trouble,
tell you how you can meet students with similar interests and views, and provide opportunities to have the
sort of student experience you want.

Here are some of the ways in which we do it:

Student activities the Union funds and supports over 200 societies, sports clubs, Media Group
societies and Raising and Giving charitable fundraising
Campaigns and democracy getting students together to take action on and influence the issues
they care about within the School and wider society
Representation led by a Student Executive, working with representatives across the School, you
influence and shape the decisions and direction of the School
Welfare and student support our independent, legally-trained advice workers offer free,
confidential advice when things go wrong or you need help
The Union runs a bar, some shops and the only gym on campus all designed for LSE students.

You will be part of one of the most important chapters in our history, where we go now and what happens
next for your union is up to you.

10.29 Timetabling
The Timetables Offices is responsible for scheduling and allocating rooms to all of the Schools
Undergraduate, Masters and Research taught courses. The timetable of all taught courses can be viewed
on the Timetables web page:

http://www2.lse.ac.uk/intranet/diaryAndEvents/timetables/Home.aspx

(The timetables web page refreshes overnight and any changes made to teaching will appear the following
day.)

Graduate students use LSE for You to select their courses and seminar groups. Personal Timetables can
then be viewed in LSE for You.

Notification of changes to teaching arrangements is done via email.

Graduate Personal Timetables
You use LSE for You to select your courses and seminar groups. Personal Timetables can then be viewed
in LSE for You.

10.30 Transcripts and Degree Certificates
For up to date information on obtaining a copy of your results transcript, please see:

http://www2.lse.ac.uk/intranet/students/registrationTimetablesAssessment/certificationDocumentation/Tran
scripts/home.aspx

The degree certificate details your full name, level of award, programme of study, and class of degree or
other award obtained.


50

Your certificates will be available for collection on the day of the School's presentation ceremonies. If you
are unable to attend the ceremony, it will be posted out to you within four weeks of the ceremony.
Certificates are sent to students' home addresses so please ensure that your home address is complete
and up-to-date on LSE for You before the ceremonies.

For further information on degree certificates, please see:

For more information, please see lse.ac.uk/degreecertificates

10.31 Volunteering with LSEs Widening Participation (WP) Team
WP aims to raise aspiration and attainment in young people from London state schools. We deliver a
number of key projects that encourage young people from under-represented backgrounds to aim for a
university education. We need enthusiastic LSE students to be inspiring role models and to contribute to
the success of our programmes.

We require help with three particular projects: Student Ambassadors, Student Tutoring and Student
Mentoring. Mentoring and Tutoring require a weekly commitment; Student Ambassadors is flexible; you
can volunteer when youre available.

There are many benefits to working with young people and volunteering your time. These include getting
involved and giving back to your local community, strengthening your C.V. and personal satisfaction.

Come and find our stand at Freshers Fair, look out for posters around campus and attend one of our
information presentations the week after Freshers.

Visit our website lse.ac.uk/wideningparticipation or email widening.participation@lse.ac.uk.




51

11. Appendices


52
Appendix 1
Assignment Deadlines Overview 2014/2015*

Michaelmas Term (MT) 2 October 12
December
Lent Term (LT) 11 January 18 March and
Recess
Summer Term (ST) 27 April 3 July and Recess
Assignment October November December January February March April May June July August
Mini-Essay 27 October
Week 4
(formative)

Core Course

8 December
Week 10
(summative)

PS443
Societal
Psychology
17 November
Week 7
(formative)
12

January
Week 1
(summative)

All
Department
option
courses (LT)
16
February
Week 6
(formative)
23 March
Recess
(summative)

Dissertation 1
st
Plan
26

January
Week 3
(formative)
2
nd
Plan/
Progress Report
5 May
Week 2
(formative)
28

August
Recess
(summative)



Please note that these deadline dates are for option courses with a PS prefix only.
*Correct at the time of going to press (September, 2014)



53
Notes


54
Notes

55
Notes

56
Notes

57
Notes


58
Notes

59
Notes