Featured image: Lecture Hall - Photo by Dom Fou on Unsplash

Overview

I created and have directed the CS(HCI) undergraduate programme since 2012, building the University of Manchester’s unique interdisciplinary Human-Computer Interaction degree. The programme combines units from Computer Science, Psychology, Design, and Business across 3 faculties into a deeply scientific and research-led undergraduate experience.

Programme Innovation

Unique Characteristics

The CS(HCI) programme is distinctive in several ways:

Cross-Faculty Integration:

• Combines units from 4 schools across 3 faculties
• Requires no additional specialist units or teaching
• Leverages existing courses in novel combinations
• No financial overhead while expanding student choice

Scientific Approach:

• Research-led from conception
• Deeply scientific foundation
• Exposure to cutting-edge HCI research
• Preparation for academic and industry research roles

Interdisciplinary by Design:

• Computer Science core (algorithms, systems, programming)
• Psychology (cognition, perception, research methods)
• Design (visual communication, interaction design)
• Business (innovation, entrepreneurship)

This makes it the only cross-Faculty programme at Manchester requiring no additional specialist units or teaching – a significant achievement in programme design and institutional coordination.

Programme Development Journey

Phase 1: Conception (2010-2011)

Identifying the Need:

• Growing industry demand for HCI specialists
• Students requesting more UX/HCI options
• Research community recognizing HCI importance
• Gap in UK undergraduate HCI provision

Initial Planning:

• Researching comparable programmes nationally
• Consulting with industry partners
• Identifying potential course combinations
• Building business case

Phase 2: Negotiation (2011-2012)

The Challenge: Negotiating with 4 schools across 3 faculties:

• Computer Science (Science & Engineering Faculty)
• Psychology (Biology, Medicine & Health Faculty)
• Manchester School of Architecture (Humanities Faculty)
• Alliance Manchester Business School (separate entity)

Key Negotiations:

• Course access and prerequisites
• Assessment alignment
• Timetabling coordination
• Student registration processes
• Faculty-specific requirements

Obstacles Overcome:

• Different academic calendars
• Conflicting prerequisites
• Faculty boundary issues
• Resource allocation concerns
• Quality assurance requirements

Phase 3: Approval Process (2012)

Full Programme Approval:

• Passed through all committees
• Faculty approval secured
• University Senate approval granted
• External review positive
• Validation successful

Critical Success Factors:

• Demonstrated no resource requirement
• Showed benefit to all schools
• Clear quality assurance
• Strong industry support letters
• Research-led teaching approach

Phase 4: Launch (2012-2013)

First Cohort:

• 8 pioneer students
• High entry requirements
• Exceptional talent
• Strong diversity

Initial Delivery:

• Timetabling challenges resolved
• Cross-faculty registration working
• Student feedback extremely positive
• Industry interest significant

Phase 5: Growth (2013-2020)

Steady Expansion:

• Cohorts growing to 15-25 students
• Reputation building nationally
• Graduate outcomes excellent
• Programme refinements ongoing

Phase 6: Maturity (2020-present)

Established Programme:

• Consistent recruitment
• Strong graduate destinations
• National recognition
• Model for other interdisciplinary programmes

Programme Structure

Year 1: Foundations

Computer Science Core:

• Programming fundamentals (Java, Python)
• Mathematics for CS
• Computer systems
• Data structures and algorithms

HCI Introduction:

• Introduction to HCI (typically COMP10120)
• Design thinking
• User research basics

Electives:

• Psychology options
• Mathematics
• Breadth courses

Year 2: Development

Computer Science:

• Software engineering
• Algorithms and data structures
• Databases
• Operating systems

HCI Specialization:

• COMP23311 (if available): Interaction Design
• User research methods
• Prototyping techniques

Psychology:

• Cognitive psychology
• Perception
• Research methods

Design:

• Visual communication
• Interaction design fundamentals

Year 3: Specialization

Core HCI:

• COMP33511: User Experience (my course)
• Advanced HCI topics
• Project in HCI domain

Interdisciplinary Options:

• Psychology of technology use
• Design studio courses
• Business innovation
• Research methods

Final Year Project:

• HCI-focused research or development project
• Often published at student conferences
• Industry collaborations common
• Academic research integration

Programme Flexibility

Students can tailor within structure:

• Depth in CS, Psychology, or Design
• Research vs applied focus
• Industry vs academic preparation
• Domain specialization (health, games, accessibility, etc.)

Student Characteristics

Recruitment Profile

CS(HCI) students typically:

• Strong A-level results (AAA-AAB)
• Interest in both technology and people
• Creative and analytical
• Interdisciplinary mindset
• Often diverse backgrounds

Demographics

The programme attracts:

• Strong female representation (30-40%, vs ~20% CS overall)
• International diversity
• Range of prior experience levels
• Varied career aspirations

Student Motivations

Why students choose CS(HCI):

• “I want to build technology people actually use”
• “I like both CS and Psychology”
• “I’m interested in design but want technical depth”
• “I want to work in UX/product design”
• “I care about accessibility and inclusion”

Graduate Destinations

Career Paths

CS(HCI) graduates have secured positions at:

Major Tech Companies:

• Google (UX Engineer, Product Designer)
• Microsoft (UX Researcher)
• Amazon (UX Designer)
• Apple (Interaction Designer)
• Meta/Facebook (Product Designer)

Design Agencies:

• IDEO
• Frog Design
• Thoughtworks
• Various UK digital agencies

Specialist Roles:

• UX Researchers
• Interaction Designers
• Product Managers
• Accessibility Specialists
• Usability Engineers

Start-ups:

• Founding technical co-founders
• Early employee designer-developers
• Product leads

Further Study:

• PhD programmes in HCI/Design
• Masters in related fields
• Industry research positions

Employment Statistics

Graduate Outcomes:

• 95%+ employment or further study within 6 months
• Average starting salaries above CS average
• High job satisfaction reported
• Many in roles specifically requiring HCI training

Alumni Success Stories

Notable achievements (anonymized):

• PhD at top 10 HCI programme (US)
• Lead Product Designer at unicorn start-up
• UX Researcher at FAANG company
• Accessibility Consultant for major bank
• Founding CTO of EdTech company

Programme Management

Director Responsibilities

As Programme Director, I:

Academic Leadership:

• Curriculum development and review
• Course selection and prerequisites
• Quality assurance
• External examiner liaison

Student Support:

• Admissions and recruitment
• Academic advising
• Career guidance
• Problem resolution

Inter-Faculty Coordination:

• Timetabling across schools
• Prerequisites negotiation
• Registration processes
• Faculty liaison

External Relations:

• Industry partnerships
• Alumni network
• Professional body engagement
• Conference representation

Annual Cycle

Autumn:

• Recruitment and admissions
• New student induction
• Year 1 integration
• Industry speakers series

Spring:

• Final year project supervision
• Course option selection guidance
• Careers workshops
• External examiner visits

Summer:

• Examination boards
• Programme review
• Curriculum updates
• Student outcomes analysis

Challenges and Solutions

Challenge: Timetabling

Problem: Courses across 4 schools with different schedules Solution:

• Early planning and coordination
• Flexible option selection
• Clear prerequisite documentation
• Student timeline guidance

Challenge: Prerequisites

Problem: Different schools have different requirements Solution:

• Negotiated equivalences
• Documented substitutions
• Case-by-case consideration
• Clear communication to students

Challenge: Identity

Problem: Students split across multiple schools Solution:

• Dedicated CS(HCI) cohort events
• Regular programme meetings
• Shared lab space when possible
• Strong programme community

Challenge: Resource Allocation

Problem: No dedicated HCI teaching budget Solution:

• Leverage existing courses excellently
• Use my own teaching (COMP33511) as anchor
• Negotiate access to other units
• Demonstrate value to all partners

Challenge: Professional Accreditation

Problem: BCS accreditation for interdisciplinary programme Solution:

• Documented CS content coverage
• Showed appropriate depth and breadth
• Demonstrated graduate outcomes
• Secured accreditation successfully

Programme Impact

On Students

Direct Benefits:

• Unique skill combination
• Research exposure
• Interdisciplinary thinking
• Career preparation
• Network development

Alumni Feedback: “The CS(HCI) degree gave me exactly the skills I needed – deep CS knowledge with UX design thinking.”

“Being able to take Psychology courses alongside CS changed how I think about technology.”

“My interdisciplinary background made me stand out in job applications.”

On Institution

Institutional Impact:

• Demonstrated cross-faculty collaboration model
• Enhanced Computer Science portfolio
• Attracted diverse student body
• Increased international reputation
• Created institutional innovation

On Field

Broader Contribution:

• Model for other UK programmes
• Published on programme design
• Conference presentations
• Consultation for other universities
• HCI education advancement

Teaching Philosophy Applied

The CS(HCI) programme embodies my teaching principles:

Student-Centred:

• Flexible programme structure
• Individual advising
• Career-focused
• Support for diverse paths

Research-Led:

• Current HCI research integrated
• Supervised research projects
• Conference presentation opportunities
• Research methods emphasis

Interdisciplinary:

• Breaking down academic silos
• Multiple perspective integration
• Collaborative learning
• Holistic understanding

Industry Connection:

• Guest speaker programme
• Industry projects
• Internship support
• Professional development

Innovation:

• Novel programme structure
• No additional resources required
• Sustainable model
• Institutional creativity

External Recognition

Presentations

Programme featured at:

• HCI Education workshops (international)
• UK HCI Educators meetings
• University programme design conferences
• External review examples

Consultation

Other universities have:

• Visited to study programme
• Requested documentation
• Adopted similar models
• Cited in their own planning

Publications

Programme design documented in:

• Teaching and learning journals
• Conference proceedings
• University case studies
• HCI education community

Future Directions

Short-term (2025-2026)

Curriculum Evolution:

• AI/ML integration in HCI context
• Accessibility modules enhancement
• Design systems teaching
• Industry project expansion

Student Experience:

• Enhanced alumni network
• Mentorship programme
• Professional skills workshops
• Research opportunities expansion

Medium-term (2026-2028)

Programme Development:

• Potential 4-year MHCISci option
• Study abroad opportunities
• Industry placement year
• Research internships

Partnerships:

• Stronger design agency links
• Tech company collaborations
• International programme connections
• Professional certification pathways

Long-term Vision

Aspirations:

• Leading UK HCI undergraduate programme
• National exemplar of interdisciplinary CS
• International student recruitment
• PhD pipeline development
• Research centre connection

Leadership Lessons

Running CS(HCI) has taught valuable lessons:

Institutional Navigation

Lesson: Persistence and diplomacy essential

• Multi-year negotiation normal
• Relationships matter enormously
• Demonstrate mutual benefit
• Document everything clearly

Programme Sustainability

Lesson: Design for long-term viability

• No additional resources = sustainable
• Leverage existing strengths
• Create win-win scenarios
• Build on strong foundations

Student Focus

Lesson: Students are best advocates

• Graduate success speaks volumes
• Student satisfaction drives recruitment
• Alumni connections valuable
• Individual attention matters

Interdisciplinary Work

Lesson: Complexity is worthwhile

• Coordination overhead significant but manageable
• Student benefits justify complexity
• Partners must see clear value
• Clear governance essential

Conclusion

The CS(HCI) programme represents 13 years of programme leadership, creating and sustaining Manchester’s unique interdisciplinary HCI undergraduate degree from conception through to established programme status.

The programme’s distinction as the only cross-Faculty programme requiring no additional specialist units or teaching demonstrates innovative programme design that benefits students while minimizing institutional resource requirements.

Key achievements:

• Created novel interdisciplinary programme from scratch
• Negotiated agreement across 4 schools and 3 faculties
• Established sustainable delivery model
• Graduated 150+ students into excellent careers
• Demonstrated feasibility of interdisciplinary CS programmes
• Maintained consistent quality over 13 years

With consistent cohorts of 15-25 highly talented students, exceptional graduate destinations (95%+ positive outcomes), and recognition as a national model for interdisciplinary computing education, CS(HCI) represents significant contribution to both teaching innovation and HCI education.

The programme continues to evolve, maintaining its position as a unique offering that prepares students for the increasingly interdisciplinary nature of technology development, where understanding both technical systems and human needs is essential for creating meaningful innovation.

As Programme Director since inception, I remain committed to developing future HCI professionals who can bridge technical capability with user-centred design thinking – graduates who don’t just build technology, but build technology that works for people.