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As one of the most established MAs in Creative Writing in the country, Chichester has a long record of student successes.All our courses are taught by practising novelists, short story writers, poets and dramatists. Read more
As one of the most established MAs in Creative Writing in the country, Chichester has a long record of student successes.All our courses are taught by practising novelists, short story writers, poets and dramatists. In addition to this, there are regular visits by other writers. The final taught module includes a session given by agents and editors. Staff are also willing to advise on professional issues of placing work.

The MA in Creative Writing is designed to give students a structure within which they can develop both their writing and imaginative critical skills, experimenting with the wide range of possibilities available to the contemporary writer. It is possible to write prose fiction (the novel or short story), poetry and drama. We are interested in literary fiction in all its forms.
Our MA Creative writing students 'read as writers', explore their reading in group discussions and engage in writing exercises designed to enlarge and stimulate their practice.
In the intensive MA workshops, students share work, learn to write to deadlines, learn how to redraft, polish, edit imaginatively and find the creative thread which, when followed, reveals how their own writing will achieve its optimum level.
All written assignments are accompanied by the writing of a commentary on the process; the commentary speeds and makes explicit a writer's discoveries, and so aids future practice.
Recent guest readers include: Simon Brett, Mavis Cheek, Helen Dunmore, Vicki Feaver, Ed Hogan, Susanna Jones, Adam Marek, Bernard O'Donoghue, Michele Roberts, Jo Shapcott, Robert Shearman, Matthew Sweeney and Nick Warburton.

Home Tuition Fees for 2017

1 Year full time: £6300.00

Part time - Module Fee £1050.00. Dissertation Fee £2100.00

Alumni Discount 10% for students applying within five years of completion of an undergraduate course at Chichester.

Overseas Fees 2017 £10,920.00


Many of our writers go on to publish and win prizes. For instance, Isabel Ashdown's novel Glasshopper, written during the MA, was hailed as one of the five best debut novels of 2009 in The Observer. MA graduate Wendy French won the £5000 2010 Hippocrates Prize for Poetry and Medicine. These are just two recent examples of the success of our graduates.

The annual Publishing Panel of six specialists has regularly welcomed literary agents from agencies such as David Godwin Associates, Rogers, Coleridge and White, United Artists, Greene & Heaton, Janklow and Nesbitt, RAFT and Lucy Luck Associates. Agents join literary editors for a discussion of the publishing world today and how to approach an agent or editor. We have welcomed literary editors from Penguin/Hamish Hamilton, Chatto&Windus, Myriad Editions, Simon & Schuster, Pighog Press, the Frogmore Papers and producers from BBC Radio.

Student Successes

Jane Rusbridge’s first novel, The Devil’s Music, was published by Bloomsbury in the summer of 2009. It is described as ‘a beautifully told story of family secrets and betrayal, involving knots, Harry Houdini and the shifting landscape of memory.’ The novel was started as part of her MA dissertation project. Jane's second novel, Rook, was published in 2012 and was a Guardian Readers' Book of the Year. Jane has won or been placed in several national and international short story competitions, including the WritersInc ‘Writer of the Year’ award (2005), the Ilkley literature Festival competition (2005), the Bluechrome Short Story competition (2005), the Bridport (2003, 2005) and the Fish Prize (2006). Jane's website can be found at http://janerusbridge.co.uk/

All these stories were written while studying on the MA. MA assignment poems have featured in The Interpreter's House, Red Hot Fiesta, New Beginnings, First Time, and the Surrey Poetry Competition anthology. Jane’s story ‘Sputnik’ was published in Mslexia (2006) and ‘The Devil’s Music’ – a chapter from the novel – was published by Route (2006).

On the Third Day by Kate Betts won Channel 4’s ‘The Play’s The Thing’ script-writing competition in 2006. The play was performed in The New Ambassadors Theatre, London. Michael Billington, renowned theatre critic for The Guardian, wrote, ‘Betts reveals a bold theatrical sense’ and ‘a gift for wry humour’ while Charles Spencer of The Telegraph praised the ‘emotional candour and generosity’ of the script. Kate featured each week in the major Channel 4 serial documentary, The Play’s The Thing.

Bethan Roberts' fourth novel, Mother Island (Chatto and Windus), was winner of Jerwood Fiction Uncovered Award in 2015. Bethan's first novel, The Pools, which evolved from her MA dissertation, was published by Serpent's Tail in the summer of 2007.

While on the MA, Bethan was selected for the prestigious Arvon/Jerwood mentoring scheme for writers under 35. Entry was highly competitive, with only 9 creative writers chosen from MA courses throughout the country. As part of the scheme, Bethan completed her novel under the guidance of an experienced novelist. Bethan has also published short stories, all written for the MA, including 'Family Portrait' (MsLexia, 16, 2003). She won The Olive Cook Award (Society of Awards) for another short story in 2006. Bethan's website can be found at http://bethanrobertswriter.co.uk/

Gabrielle Kimm wrote her first novel, My Last Duchess (Sphere 2010) on the MA in Creative Writing. Since then Sphere have gone on to publish The Courtesan’s Lover (2012) and The Girl with the Painted Face (2013). Gabrielle's website can be found at http://gabriellekimm.co.uk/

Indicative modules
The MA comprises four taught modules and a creative dissertation:

The Writing Studio enables writers to experiment in any genre prose, poetry or drama, while exploring key features of those genres. This first module also serves as induction to the MA and to the distinctive methods of the 'Chichester workshop'.

Metaphor and the Imagination encourages innovation and experimentation, pushing writers beyond their usual boundaries.

Sources and Transformations engages writers with the essential writerly skills of transforming both outer research and inner biographical concerns into fiction.

Launching the Manuscript encourages autonomy, sustaining the longer project, learning about the publishing industry and includes guest readers and the publishing panel.
The Manuscript (a creative dissertation of 20,000) allows writers to develop a longer piece of work through one to one tutorials with a tutor as a consultant reader.

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In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace. Read more

Why choose this course:

• In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace.
• You'll gain knowledge and understanding of the Control of Noise at Work Regulations 2005, and associated guidance documents.
• You'll develop your knowledge of fundamental noise control methods.
• We're one of the leading centres in delivering short courses in noise, with over 20 years of experience.

About the course:

If you're a health and safety manager or work within health and safety, this course is for you. It's also increasingly popular with people working in noise consultancies.

The course will start on a Monday and will take five days to complete. You'll take a practical exam on the Friday. There's also a written exam that is normally held on a Friday about two weeks after the course.

We've divided the course into six key areas:

Basic concepts of noise

You'll receive an overview of the basic definitions and principles of sound, noise indices and units, and learn how to undertake basic calculations involving decibels.

Measurement and instrumentation for noise assessment

You'll go through the basic features and properties of an integrating sound level meter, the calibration of meters and the properties of a dosimeter.

Noise exposure assessment

You'll review measurement strategies, including the limitations of data collection and the calculation of personal noise exposure levels.

Hearing, hearing loss measurement and protection

You'll focus on the structure of the ear and the hearing mechanism, and review hearing defects and their social implications. You will also look at the types of hearing protectors, their limitations and advantages, and their performance.

Overview of legal aspects

It's vital to be up to date with legislation so you'll consider primary legislation (Health and Safety at Work Act 1974) and other regulations and codes of practice. You'll also review the Control of Noise at Work Regulations 2005.

Noise reduction techniques

You'll look at the basic methods of noise control in the workplace, from its source to its transmission path and, finally, to the receiver.

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Founded in 1988, CEMS MIM is the only truly global, top-ranked Master’s in Management in the World (FT 2005-2012) with;. 29 Member Schools across 5 continents. Read more
• Founded in 1988, CEMS MIM is the only truly global, top-ranked Master’s in Management in the World (FT 2005-2012) with;
• 29 Member Schools across 5 continents
• 71 Corporate Partners (multinational companies)
• 4 Social Partners (NGOs)
• 1217 MIM students of 66 nationalities. 51/49 male/female ratio in 2015-2016
• 9800 alumni of 85 nationalities, working in 75 countries
• The CEMS MIM has consistently ranked in the top 10 of the Financial Times ranking since 2005

• 95% are employed or continuing their studies, 47% are working outside of their home country, 74% work for multinational companies (2013 Graduate Profile)

• Koç University is the Turkish National Head Office of CEMS Alliance Master’s in International Management (MIM) Program which brings top academic institutions, leading multinational companies, and outstanding students together from all around the world to educate future global business leaders.

• CEMS MIM is the most internationally and culturally diverse graduate program, which provides a unique blend of top-level education and professional experience for multilingual, multicultural postgraduate students. CEMS MIM enables students to develop their management skills, broaden their multicultural knowledge and career prospects through international study and internship/work experience.

• During the program, students are exposed to interdisciplinary problems in an international context and are encouraged to adopt an analytical and critical attitude in lectures, discussions, and projects.

What does CEMS MIM offer during the program?

• A diversified curriculum that allows students to focus on their own field of interest
• International study (for one semester) in a member academic institution
• A practical learning environment where students are exposed to real life situations
• A network of best academic institutions and global companies
• International internship experience in a company

What are the components of the CEMS MIM?

• Semester Abroad
• Block Seminar & Launch Event
• Management and Business Communication
• Skill Seminars
• Business Projects
• Internship Abroad

Entry Requirements

• To have a Bachelor's degree from a recognized university;
• TOEFL or IELTS score (min. score 600/100/250 or IELTS 7.00) - If you are a graduate of Koç University or a University that is accredited by EQUIS/AACSB you are exempt from TOEFL/IELTS and expected to fill the University Degree Section*
• GMAT or GRE score is an asset. The scores should be sent to institution number 0163;
• To complete the application form as specified;
• To submit an official academic transcript from the undergraduate institution;
• To submit at least two reference letters**;
• To submit the application fee payment slip;

* You should request ETS to send your official TOEFL and GMAT scores, if available, to KOÇ University. Institution Number: 0163
** Reference letters which will be submitted directly by your referees.

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The demand for international project professionals with project management postgraduate training is growing rapidly. The MSc International Project Management is developed by senior industry practitioners and is accredited by four prestigious international professional bodies. Read more
The demand for international project professionals with project management postgraduate training is growing rapidly. The MSc International Project Management is developed by senior industry practitioners and is accredited by four prestigious international professional bodies.

The programme provides a wealth of skills development in the areas of project management, development and project economics, construction management, risk and value management, and international project finance.

For more information about this course's distance learning option, view the web-page: http://www.gcu.ac.uk/ebe/study/courses/details/index.php/P00740-1DLAB-1617/International_Project_Management_(Distance_Learning)?utm_source=ZZZZ&utm_medium=web&utm_campaign=courselisting

Programme performance

The MSc International Project Management programme began in 2005 to address the need for a project management professional in managing increasingly complex projects.

The School of Engineering and Built Environment produces more construction and surveying graduates than any other university in the UK.

It is ranked in the top 20 UK universities for research in the Architecture and the Built Environment subject area and is highly regarded in Scotland for its innovative teaching and learning methods. It has extensive links with the construction industry which it supports through consultancy, knowledge exchange and a flow of highly employable graduates.

Programme description

The professional project manager must deliver projects on schedule, on budget, to scope and with the right quality. The programme develops the multi-faceted skill set needed to manage international projects successfully. It is developed and delivered with the involvement of senior industry practitioners and is accredited by four prestigious international professional bodies.

International projects reach beyond national boundaries, in terms of project purpose or nationality of stakeholders. They all require professionals who arecapable of ensuring a seamless transition betweenlocal and global players in a variety of cultural andsocio-economic settings around the world.

Project management has emerged as a core ingredient of business success. Escalating global competition, price pressures and growing regulatory and legal risks are challenging organisations to perform at peak efficiency.

The value of a formal project management education builds a foundation for more effective and efficient practices and goes beyond merely learning a few project management tools and techniques in a short workshop. It creates both improved competence and confidence.

The programme provides a wealth of skills development in the areas of project management, development and project economics, construction management, risk and value management, and international project finance.

Career prospects

The demand for project professionals, especially those with project management education and training, is growing rapidly. Demand in many regions is exceeding supply, as more companies adopt a project management culture and project numbers continue to grow globally.

Aligning the programme to international project management accreditation standards tied to real-world learning outcomes allows graduates to progress directly to the assessment of professional competence in their chosen career path.

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The course philosophy for MA Fine Art - Contemporary Dialogues is that of experimentation, offering a challenge to conventional notions of medium-specificity in order to properly facilitate your ‘style' of expression and your inherent interests. Read more
The course philosophy for MA Fine Art - Contemporary Dialogues is that of experimentation, offering a challenge to conventional notions of medium-specificity in order to properly facilitate your ‘style' of expression and your inherent interests.

Course Overview

MA Fine Art within the Contemporary Dialogues portfolio offers an exciting and innovative re-thinking of Postgraduate provision that reflects the strategic thinking of Swansea College of Art. The portfolio facilitates migration between diverse thematic disciplines, exploring new ideas and conceptual approaches to allow young artists and designers to confront the issues that face society today and into the future.

The portfolio’s ethos of collaborative dialogues through material practices provides an innovative model of design, fine and applied arts education. This development allows students from all pathways to experience and share creative practices and innovative mind-sets through inter-disciplinary and trans-disciplinary dialogues. This ethos is enhanced within each programme to stimulate ‘collaborative’ practices and experimentation across a broader spectrum of specialist fields, developing graduates with the contextual awareness, creative thinking and technical skills to operate at the forefront of their discipline.

During the course of your studies you will be supported by specialist staff, leading professionals and practicing artists through lectures, seminars, workshops and tutorials. We have exceptional traditional and digital facilities, housed in spacious purpose-build workshops. Through these, we encourage creative freedom within all of our students and support you in challenging conventional thinking and established practices and facilitate new technological advances across a broad range of disciplines. We have found that through collaborative experimentation and innovative design thinking our students are able to produce work that meets the challenges and respond to the demands of the 21st century.

Facilities include:
-Firing kilns for glass and ceramics
-Printmaking, Screen Printing and Digital Textile Technologies
-Traditional and Digital Stitch
-Wood, Metal, Clay
-Cutting Etching and Engraving Technologies - Waterjet, Laser, Plotter
-3D Printing and CNC
-Chemical and Digital Darkrooms
-Specialist computer facilities with commercial standard software

Modules

Core Modules
-Collaborative Dialogues (20 credits)
-Co-Existent Perspectives (20 credits)
-The Thought Experiment (20 credits)
-Explorative Research Praxis (60 credits)
-Confirmative Praxis (60 credits)

Key Features

Students use the Master's Programme for all kinds of reasons; to gain an extra qualification, to achieve a higher and more sophisticated level of practice, as well as to have supported research and development time in order to elevate themselves to a more professional plateau with their artwork. Students from the Master's Programme have gone on to many varied careers in teaching and lecturing positions, in community arts and the cultural industries in general. Lots have continued to practice as artists and some have progressed to PhD study.

The programme has access to well equipped workshops including a resin, plaster, wood, metal and ceramic.
 Beyond this specialist equipment, you will also have access to an extensive range of facilities including an excellent library, open-access computer suites and workshops in other areas within the art school. 
We currently have two research centres within the faculty. These research centres provide staff with research opportunities and access to high technology resources, they provide students with placement opportunities while also developing the creative industries infrastructure in the region, which will benefit graduating students.

The Creative Industries Research and Innovation Centre was established in 2005 and is a knowledge transfer centre for projects that support the creative industries in Wales.

Current projects include Moving Image Wales, which supports the digital media industry, the Textiles Technologies Project, which supports the textiles and apparel industries, CIME, which supports business through creative intervention and SATnet, which provides a link between artists and businesses in the science and technology sectors. In addition, IPCRES is also based in CIRIC and is developing and disseminating research about durational and event-based practices.

Alongside the numerous projects operating within CIRIC, there is also a Design Bureau, with water jet cutting, laser cutting and fabric printing services. The Centre for Lens Arts and Science Interaction is a research centre based within The Dynevor Centre for Art, Design, and Media at University of Wales Trinity Saint David, Swansea (formerly Swansea Metropolitan University). CLASI aims to encourage and promote interdisciplinary research projects, which stimulate research, innovation, and experimentation across photographic, digital and electronic arts. A strong emphasis is placed on research strands where the histories, philosophies and practices of art and science intersect. The definition of art and science is intentionally broad and the centre is aligned with SATnet and CIRIC.

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The course philosophy is that of experimentation, offering a challenge to conventional notions of medium - specificity in order to properly facilitate your ‘style' of expression and your inherent interests. Read more
The course philosophy is that of experimentation, offering a challenge to conventional notions of medium - specificity in order to properly facilitate your ‘style' of expression and your inherent interests.

Course Overview

The Contemporary Dialogues portfolio offers an exciting and innovative re-thinking of Postgraduate provision that reflects the strategic thinking of Swansea College of Art. The portfolio facilitates migration between diverse thematic disciplines, exploring new ideas and conceptual approaches to allow young artists and designers to confront the issues that face society today and into the future.

The portfolio’s ethos of collaborative dialogues through material practices provides an innovative model of design, fine and applied arts education. This development allows students from all pathways to experience and share creative practices and innovative mind-sets through inter-disciplinary and trans-disciplinary dialogues. This ethos is enhanced within each programme to stimulate ‘collaborative’ practices and experimentation across a broader spectrum of specialist fields, developing graduates with the contextual awareness, creative thinking and technical skills to operate at the forefront of their discipline.

During the course of your studies you will be supported by specialist staff, leading professionals and practicing artists through lectures, seminars, workshops and tutorials. We have exceptional traditional and digital facilities, housed in spacious purpose-build workshops. Through these, we encourage creative freedom within all of our students and support you in challenging conventional thinking and established practices and facilitate new technological advances across a broad range of disciplines. We have found that through collaborative experimentation and innovative design thinking our students are able to produce work that meets the challenges and respond to the demands of the 21st century.

Facilities include:
-Firing kilns for glass and ceramics
-Printmaking, Screen Printing and Digital Textile Technologies
-Traditional and Digital Stitch
-Wood, Metal, Clay
-Cutting Etching and Engraving Technologies - Waterjet, Laser, Plotter
-3D Printing and CNC
-Chemical and Digital Darkrooms
-Specialist computer facilities with commercial standard software

Modules

-Collaborative Dialogues (20 credits)
-Co-Existent Perspectives (20 credits)
-The Thought Experiment (20 credits)
-Explorative Research Praxis (60 credits)
-Confirmative Praxis (60 credits)

Key Features

Students use the Masters Programme for all kinds of reasons; to gain an extra qualification, to achieve a higher and more sophisticated level of practice, as well as to have supported research and development time in order to elevate themselves to a more professional plateau with their artwork. Students from the Masters Programme have gone on to many varied careers in teaching and lecturing positions, in community arts and the cultural industries in general. Lots have continued to practice as artists and some have progressed to PhD study.

The programme has access to well equipped workshops including a resin, plaster, wood, metal and ceramic.
Beyond this specialist equipment, you will also have access to an extensive range of facilities including an excellent library, open-access computer suits and workshops in other areas within the art school. 
We currently have two research centres within the faculty.These research centres provide staff with research opportunities and access to high technology resources, they provide students with placement opportunity whilst also developing the creative industries infrastructure in the region, which will benefit graduating students.

The Creative Industries Research and Innovation Centre was established in 2005 and is a knowledge transfer centre for projects that support the creative industries in Wales.

Current projects include Moving Image Wales, which supports the digital media industry, the Textiles Technologies Project, which supports the textiles and apparel industries, CIME, which supports business through creative intervention and SATnet, which provides a link between artists and businesses in the science and technology sectors. In addition, IPCRES is also based in CIRIC and is developing and disseminating research about durational and event based practices.

Alongside the numerous projects operating within CIRIC, there is also a Design Bureau, with water jet cutting, laser cutting and fabric printing services.

 The Centre for Lens Arts and Science Interaction is a research centre based within The Dynevor Centre for Art, Design, and Media at Swansea Metropolitan University. CLASI aims to encourage and promote interdisciplinary research projects, which stimulate research, innovation, and experimentation across photographic, digital and electronic arts. A strong emphasis is placed on research strands where the histories, philosophies and practices of art and science intersect. The definition of art and science is intentionally broad and the centre is aligned with SATnet and CIRIC.

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The MA in Journalism is accredited by the Periodical Publishers Association and combines practical and theoretical approaches to journalism as a multimedia skill- http://www.gold.ac.uk/pg/ma-journalism/. Read more
The MA in Journalism is accredited by the Periodical Publishers Association and combines practical and theoretical approaches to journalism as a multimedia skill- http://www.gold.ac.uk/pg/ma-journalism/

This MA covers everything from online news writing to digital methods of delivering news and feature content and magazine production. It is taught by highly skilled industry professionals, all with experience at senior national level in newspapers, broadcasting and magazines.

You will work on our own local news website - EastLondonLines - which covers a large area of East and South London and provides unrivalled experience of practical journalism.

Graduates enjoy high levels of success and go on to work in a variety of jobs in newspapers, magazines - both in print and online - and in broadcasting. To find out more about the kind of career you might have with a Goldsmiths MA in Journalism, read about our graduates on our own special alumni site.

But do not just take our word for it. This is what the PPA Accrediting Panel said in 2012: "A course packed full of knowledge, experience and academic stretch and focus is on the right things - producing creative, thinking, enthusiastic and good journalists." And this is what they said after their last visit in 2014: "There is nothing to be improved on. We can't find fault with this course!"

Contact the department

If you have specific questions about the degree, contact Terry Kirby.

Modules & Structure

The programme module is divided into a series of modules that cover the key practical skills and theoretical background. There are no optional modules or alternate pathways.

The four practical modules focus on the basic journalistic skills common to different media: news and feature research and writing, interviewing, image, video and data skills print and online production techniques. You will learn how to apply these skills across all platforms.

In the summer term, you work in groups to produce magazines. In the past, these have won the annual Periodical Publishers Association competition for student magazines. This year, one group of our students took the top prize in the successor Magazine Academy Awards for a magazine about independent cinema.

There are four lecture-based theoretical modules in which we give you the background theoretical knowledge to become expert practictioners. These are:

Journalism in Context, which places journalism in the wider political and social context
Media Law and Ethics, which delivers a grounding in legal issues
Asking the Right Questions, helping you develop key research skills
Politics and Power, a module that delivers a basic grounding in how government and public sector operate
Practice modules are largely assessed by portfolios of your work, while theory modules are all assessed by essays or written research work.

Careers

Graduates go on to work in a wide variety of jobs in newspapers, magazines, TV, radio, and online media. You can read some of their profiles on our alumni site.

Skills

You'll develop:

familiarity with a wide range of journalistic techniques and practices
specific practice skills to a high level
awareness of the wider ethical, legal and technological contexts of journalistic practice
awareness of the qualities of your own work and its cultural significance
an understanding of the pleasures of media consumption
Find out more about employability at Goldsmiths.

Alumni profiles

Take a look at some of our recent success stories:

Serina Sandhu (graduated 2014) Reporter, Independent on Sunday

Emma Craig (graduated 2012) Sub editor, Daily Mail

Lena de Casparis (graduated 2009) Culture Director, Elle Magazine

Laurance Dodds (graduated 2012) Assistant Comment Editor, Daily Telegraph

Daisy Bowie Sell (graduated 2010) Time Out

Riddi Shah (graduated 2005) The Hindustan Times

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. Read more

The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.

The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:

-To enhance knowledge and understanding in science education

-To develop educational research capabilities and skills in the fields of education and science education

-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1

-Science, Education and Society (20 credits)

-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Bilingualism

-Citizenship education

-Cross-linguistic influences in second language acquisition

-Discourse Analysis

-Education and social justice

-Evaluating ESOL classroom practice

-Intercultural communication in education

-Learning and teaching second/foreign language reading

-Motivation in education

-Teaching and assessing speaking skills

-Teaching and assessing writing skills

-Teaching and learning in schools

-Teaching World English

-Topics in second language acquisition

Term 2

-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:

-Approaches to English teaching

-Contemporary issues in teaching

-Cross-cultural perspectives on language and discourse

-Developmental Psycholinguistics

-Learning and teaching grammar in a second language

-Pragmatics: language, meaning and communication

-Psychology of language and language learning

-Qualitative and quantitative data analysis

-Teaching and learning citizenship and global education

-Teaching English for academic purposes

-The practice of English language teaching

-Testing and assessment in English language teaching

Term 3

Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:

-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)

-An exam in Research Methods in Education

-An assessed presentation + dissertation outline + ethics audit

-A dissertation of 12,000 words in length

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.



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This Master's programme addresses the central themes and methodologies of cultural geography, focusing especially on the relationships between place, identity, landscape, nature and culture. Read more
This Master's programme addresses the central themes and methodologies of cultural geography, focusing especially on the relationships between place, identity, landscape, nature and culture. The Department has a world reputation in Cultural Geography, and was top ranked at 5* in the last RAE.

Full details:
http://www.gg.rhul.ac.uk/ma/

Applicants are eligible for ESRC and AHRC funding - in 2005/6 four students were awarded ESRC 1+3 studentships, and the Department is likely to receive at least 2 places on this basis for 2008/9. Our students come from a range of disciplines as well as Geography, including Architecture, Area Studies, History and Landscape Studies.

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This course is one of the premier international applied petroleum geoscience courses. Since the inception of the course in 1985 its graduates have an unparalleled employment record in the petroleum industry both in the UK and worldwide. Read more

This course is one of the premier international applied petroleum geoscience courses. Since the inception of the course in 1985 its graduates have an unparalleled employment record in the petroleum industry both in the UK and worldwide. In addition our graduates are highly sought after for further PhD research in the petroleum geosciences.

● Recognised by NERC - 5 MSc studentships each year covering fees, fieldwork and maintenance.

● Recognised by Industry - Industry scholarships

● We offer highly focused teaching and training by internationally recognised academic experts as well as by visiting staff from the petroleum industry.

The course covers the applications of basin dynamics and evolution to hydrocarbon exploration and production. The course is modular in form providing intensive learning and training in geophysics, tectonics and structural geology, sequence stratigraphy and sedimentology, hydrocarbon systems, reservoir geology, remote sensing and applied geological fieldwork.

The MSc course provides ‘state of the art’ training in -

● 3D seismic interpretation and 3D visualization;

● Fault analysis and fault-sealing;

● Seismic sequence stratigraphy;

● Applied sedimentology;

● Well log analysis;

● Remote sensing analysis of satellite and radar imagery;

● Analysis of gravity and magnetic data;

● Numerical modelling of sedimentation and tectonics;

● Applied structural geology;

● Geological Fieldwork.

● Transferable skills learned during the course include

project planning, presentation techniques, report writing and compilation, team working skills, spreadsheet and statistical analyses, GIS methods as well as graphics and visualization techniques.

● The full time MSc course runs for 50 weeks. The first half comprises one and two week course modules as well as group projects and fieldwork. The second half of the MSc course consists of an individual research project usually carried out in conjunction with the petroleum industry or related institutions such as international geological surveys.

● Part time study over 24 months is also available

● Each year independent projects are arranged with new data sets from industry – some students work in the offices of the company whereas other may use our excellent in-house facilities. All independent projects are supervised by faculty members with additional industry supervision where appropriate.

Facilities include –

● Dedicated Modern Teaching Laboratories

● 14 Dual Screen Unix Seismic Workstations

● PC and Macintosh Workstations

● Internationally Recognised Structural Modelling Laboratories

● Advanced Sedimentological Laboratories

The MSc course also greatly benefits from dynamic interaction with internationally recognised research groups within the Geology Department including –

● Project EAGLE – Evolution of the African and Arabian rift system – Professor Cindy Ebinger

● Southeast Asia Research Group – Tectonic Evolution and Basin Development in SE Asia – Professor Robert Hall

● Numerical Modelling Research Group – Numerical Modelling of Tectonics and Sedimentation – Dr Dave Waltham

● Fault Dynamics Research Group – Dynamics of Fault Systems in Sedimentary Basins – Professor Ken McClay

The 2005 MSc graduates went on to employment with Shell, BP, Amerada Hess, Gaz de France, OMV (Austria), Star Energy, First Africa Oil, Badley Ashton, ECL, PGS, Robertsons, PGL, Aceca, and to PhD research at Royal Holloway and Barcelona.

Since 2001, 85% of our graduates have gone in to work in the oil industry, 10% into geological research and 5% into environmental/engineering jobs.

Accommodation is available on campus in en-suite study bedrooms grouped in flats of eight, each with a communal kitchen and dining space.

Subsistence Costs ~£9,000 pa (including Hall of Residence fees of c. £4,500 for a full year)

APPLICATIONS can be made on line at http://www.rhul.ac.uk/Registry/Admissions/applyonline.html



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Study our MSc Human Resource Management degree full time or online and gain relevant knowledge and skills to enable you to become an effective HR professional. Read more
Study our MSc Human Resource Management degree full time or online and gain relevant knowledge and skills to enable you to become an effective HR professional.

The MSc HRM degree has been fully accredited by the Chartered Institute of Personnel and Development (CIPD). This course is valuable for those who want to become a human resource practitioner, or needing to develop their professional qualifications in the field of HRM. We work closely with our Industrial Liaison Panel to ensure our course is up to date and relevant.

People, Performance and Productivity!

The benefits of our course are:

•Our Partnerships with Industry
•The excellent facilities at RGU
•The strong emphasis we place on preparing our students for employment
•The tools we provide our students with to ensure their professional development and growth
•The career management facilities at RGU
•Our supportive learning environment
•CIPD Accreditation

Visit the website http://www.rgu.ac.uk/business-management-and-accounting/study-options/postgraduate/human-resource-management

Course detail

The course is currently being redesigned, therefore there may be minor modifications to this structure. All students are required to join the CIPD as a student member within one month of commencing their course. (Please note that CIPD fees for first year only of study are paid by the university).

Stage 1

• Leading, Managing and Developing People
• Personal and Research Skills for Human Resource Management
• Lifelong Learning and Development
• Employee Relations

Exit Award: PgCert Human Resource Management

Stage 2

• Reward Management
• Resourcing and Talent Management
• Managing Human Resources in a Business Context

Plus one module from the following:
• Human Resource Management Masters Project
• Personal and Professional Development

Exit Award: PgDiploma Human Resource Management

Stage 3

•Human Resource Management Dissertation

Award: MSc Human Resource Management

Full-time Study

In full time mode, you will learn through a combination of lectures, seminars and workshop sessions. These comprise of a mix of group study, discussion, simulation and presentations of findings by teams and individuals. You will work as an individual and also as part of a team on case studies, team activities, presentations and discussions.

Access to our virtual learning environment, CampusMoodle, is also provided giving you access from home to learning materials (including videos, e-books and journals).

Part-time Study

Our part-time delivery mode combines aspects of distance learning and on-campus delivery. You will benefit from the support of the virtual learning environment but also face-to-face interaction with tutors and classmates.

Distance Learning

Our supported distance learning mode of delivery allows you to study online from any location and is designed to fit in around your work commitments. You will be taught and supported by experienced industry professionals who will recreate the same challenging interactive format of the on-campus courses for those studying at a distance.

Our virtual learning environment, CampusMoodle offers students flexibility of where and when they can study, offering full and open access to tutors and other class members. Students have the benefit of being part of a group of learners with the invaluable opportunity to participate in active, group-related learning within a supportive online community setting. The online campus provides students with lectures and course materials and it also includes:

•Virtual tutorials
•Live chat
•Discussion forums - student and tutor led
•Up-to-date web technology for delivery methods
•User friendly material
•Access to our online library

As online learners, students are part of a 'virtual cohort' and the communication and interaction amongst members of the cohort is a significant aspect of the learning process.

Placements and accreditation

The Postgraduate Diploma has been accredited by the Chartered Institute of Personnel and Development (CIPD), the UK's professional body for personnel and development specialists, since 1980. The course was successfully re-accredited in May 2011.

This course is currently delivered in full-time, part-time and online modes. Since June 2005 it has been CIPD accredited for online delivery via the University's Virtual Campus.

Students who attain the MSc will become Associate Members of the CIPD.

Careers

Study our MSc Human Resource Management degree full time or online and gain relevant knowledge and skills to enable you to become an effective HR professional. All contemporary organisations need to have the right number of people with the right skills at the right time in place to ensure optimum productivity, hence the importance of HR practitioners. The MSc HRM degree has been fully accredited by the Chartered Institute of Personnel and Development (CIPD). This course is valuable for those who want to become a human resource practitioner, or needing to develop their professional qualifications in the field of HRM. We work closely with our Industrial Liaison Panel to ensure our course is up to date and relevant.

Employability means far more than simply ‘getting a job’. It is about the graduate being able to draw on a range of skills, behaviours and knowledge that can be applied in a range of settings and that vary from individual to individual. Nowadays a degree is no longer sufficient for success in the job market. Employability has to be an ongoing developmental process in the current occupational climate.

At Aberdeen Business School we believe there are three main components to Employability:
• Experience
• Enterprise
• Education

We ensure that within the course our graduates are given the opportunity to develop the skills and competences which comprise each of the components above. This is achieved by:

• Developing self-awareness
• Knowledge and application of a wide range of transferable skills
• A robust and structured CPD process
• Guest lectures from a wide range of industry representatives
• Networking with a range of occupational specific industry specialists
• The use of real life case studies
• The use of a simulated work environment
• Completing work based projects
• Knowledge of the appropriate occupational theoretical underpinning
• The application of that theoretical underpinning

How to apply

To find out how to apply, use the following link: http://www.rgu.ac.uk/applyonline

Funding

For information on funding, including loans, scholarships and Disabled Students Allowance (DSA) please click the following link: http://www.rgu.ac.uk/future-students/finance-and-scholarships/financial-support/uk-students/postgraduate-students/postgraduate-students/

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The UWE EdD (Professional Doctorate in Education) has been running since 2005 and has recently undergone a re-validation in order to ensure it continues to provide the most up to date teaching methods and content. Read more
The UWE EdD (Professional Doctorate in Education) has been running since 2005 and has recently undergone a re-validation in order to ensure it continues to provide the most up to date teaching methods and content.

It is aimed at professionals from many areas of action - teachers from all sectors, educational administrators, policy officers, professionals involved in education in their specialist field such as nurses, paramedics, social workers, occupational therapists, community workers and others. Our goal is to better understand and improve programmes of training and education and, through this, to improve professional services and their role in a democracy.

Key benefits

The EdD is a Professional Doctorate in Education, equivalent in status and challenge to a PhD.

Course detail

The teaching on the EdD programme is highly interactive. It is seminar and workshop-based, and has a supportive supervision framework. The taught element (Years 1 and 2) is driven by practical research tasks. Assessment throughout is designed to put professional learning to the forefront, and to derive from this the academic standards which will allow us, eventually, to confer the award of a Doctorate. This is, in all senses, a professional doctorate.

Enquiry-based work at doctoral level is expected to lead to the generation of original knowledge, and this implies a greater intolerance of closure and resolution of issues and controversies; and a correspondingly higher level of tolerance for complexity.

We would expect, for example, compared to work at Master's level, a keener and more critical reading of research literature with the ability to differentiate between competing schools of thought. The capacity to bring to bear multiple contexts for understanding an educational issue (political, ethical, personal, historical, methodological).

Structure

- Part 1 -

Four taught modules of 30 credits each, giving a total of 120 credits:

• Action Research and Evaluation in Education - This module explores the methods and challenges involved when professionals engage in researching their own practice and/or context. Issues of reflexivity and ethics are particularly focused upon.

• Theoretical Perspectives on Teaching and Learning - A range of theoretical perspectives available to researchers in educational settings are discussed in this module including, as an example sociocultural theory.

• Researching Educational Policies and Professional Identities - Methodologies and methods for studying education policies and professional identities are the focus for this module.

• Advanced Preparation for Research - This module allows students to develop their skills and understanding in developing their own research proposal

- Part 2 -

Supervised study with a Director of Studies and one or more supervisors supporting you as you engage in a piece of research resulting in a written thesis of 60,000 words.

Format

We can offer supervision across a wide range of substantive and methodological fields, some examples of which include: case study; statistical procedures; quasi-experimental design; grounded theory; discourse analysis; social theory (eg. Bourdieu); action research; interpretative sociology; life history research; feminist approaches; questionnaire design; narrative research; focus group work.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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Textiles is an industry where innovations in process as well as product are required to effectively integrate all aspects of design, technology, retail and management. Read more
Textiles is an industry where innovations in process as well as product are required to effectively integrate all aspects of design, technology, retail and management. To address this, the Textile Design, Fashion and Management research group is multi-disciplinary and covers areas as diverse as applied management, textile design, colour, trend forecasting, retail management, fashion merchandising, supply chain management, CAD, digital design, consumer behaviour, internet shopping, retail marketing, product development, enterprise and innovation.

Industry links

We have strong links with industry and work with many major retailers, manufacturers and well-known designers.

Research interests

Our current research interests cover a wide spectrum, and include:
-Design communication
-Design education
-Design management
-Digital design
-Emotional aspects of design and consumer behaviour
-Fashion design
-Fashion retailing
-Global operations management
-International supply chain management
-Textile design

Facilities

Facilities in the School are excellent, and include dedicated design and retailing studios and CAD facilities. Software includes Scotweave, AVA, Lectra (PrimaVision, Kaledo Style and Modaris), Adobe Photoshop and Illustrator.

Research projects

Some of the exciting research projects our students have completed, or are completing, include:
-Investigating the relationship between consumer adoption and new product development of wearables
-Development of the Chinese textile sector as an UK/EU trading partner post Multi Fibre Agreement, January 2005
-Strategic Agile Merchandising: a new market opportunity for European textile producers

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Textiles is an industry where innovations in process as well as product are required to effectively integrate all aspects of design, technology, retail and management. Read more
Textiles is an industry where innovations in process as well as product are required to effectively integrate all aspects of design, technology, retail and management. To address this, the Textile Design, Fashion and Management research group is multi-disciplinary and covers areas as diverse as applied management, textile design, colour, trend forecasting, retail management, fashion merchandising, supply chain management, CAD, digital design, consumer behaviour, internet shopping, retail marketing, product development, enterprise and innovation.

Industry links

We have strong links with industry and work with many major retailers, manufacturers and well-known designers.

Research interests

Our current research interests cover a wide spectrum, and include:
-Design communication
-Design education
-Design management
-Digital design
-Emotional aspects of design and consumer behaviour
-Fashion design
-Fashion retailing
-Global operations management
-International supply chain management
-Textile design

Facilities

Facilities in the School are excellent, and include dedicated design and retailing studios and CAD facilities. Software includes Scotweave, AVA, Lectra (PrimaVision, Kaledo Style and Modaris), Adobe Photoshop and Illustrator.

Research projects

Some of the exciting research projects our students have completed, or are completing, include:
-Investigating the relationship between consumer adoption and new product development of wearables
-Development of the Chinese textile sector as an UK/EU trading partner post Multi Fibre Agreement, January 2005
-Strategic Agile Merchandising: a new market opportunity for European textile producers

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This certificate provides an access route to the Department of Planning's RTPI and RICS-accredited MSc in Spatial Planning for students who do not have the usual educational qualifications necessary for entry onto the course. Read more
This certificate provides an access route to the Department of Planning's RTPI and RICS-accredited MSc in Spatial Planning for students who do not have the usual educational qualifications necessary for entry onto the course.

It is a one-year part-time (one day per week) undergraduate-level course.

The overall aims and objectives of the course are to provide you with a general, yet critical, understanding of the planning process and some of the key issues and themes in contemporary spatial planning.

See the website http://www.brookes.ac.uk/courses/postgraduate/certificate-in-spatial-planning-studies/

Why choose this course?

- Oxford Brookes' Department of Planning performs a leading role in research and consultancy, with clients and projects covering subjects from local concerns to multinational organisations, government and industry.

- Our research feeds directly into the teaching of the Certificate in Spatial Planning Studies and the department's students have the opportunity to learn directly from the most current areas of practice.

- The Certificate in Spatial Planning studies is a part- time course and Oxford, with its excellent transport links to all regions of the UK, is a particularly convenient place to study for part-time students on day release from work.

Professional accreditation

The Certificate in Spatial Planning Studies provides an entry qualification for the MSc in Spatial Planning which is accredited by both the Royal Town Planning Institute (RTPI) and the Royal Institution of Chartered Surveyors (RICS). This means that following graduation from the MSc in Spatial Planning and the RTPI and RICS Assessment of Profession Competence requirements, graduates can become full members of both professional bodies.

Teaching and learning

Learning methods include lectures, directed reading, workshops, seminars, and practical and project work.

Oxford Brookes' undergraduate courses are broken down into equal-sized units of study called modules, self-contained in teaching, learning and assessment.

The course is made up of four single-credit modules. Each requires about 150 hours of study over the 15 weeks - including around 36 hours of staff contact time. Formal teaching takes place over the first 12 weeks, with the last weeks available for examinations if these are part of the module assessment.

Approach to assessment

Each course module is assessed individually, generally on the quality of written or design work, and to some extent on verbal presentations. Assessment methods may include essays, seminar papers, formal written examinations, in-class tests, project work, design and verbal presentations, workshops, simulations and practical exercises.

Past Performance

The Certificate in Spatial Planning Studies has been running since September 2005 and the vast majority of graduates have gone on to successfully complete the MSc in Spatial Planning. Their performance on the MSc has been at least as good as that of students who have come through a more traditional route to a masters-level course. Indeed many graduates of the Certificate in Spatial Planning Studies have gone on to be awarded a Distinction in the MSc in Spatial Planning.

Attendance pattern

You will two two modules per semester, each of which is taught on the same day so you need to be at Oxford Brookes one day per week. Currently teaching takes place on Thursdays.

How this course helps you develop

The Certificate in Spatial Planning Studies, as a stand alone qualification, can help to improve internal progression and promotion prospects within organisations.

Careers

The Certificate in Spatial Planning Studies provides an entry qualification for the MSc in Spatial Planning which is accredited by both the Royal Town Planning Institute and the Royal Institution of Chartered Surveyors. This dual accreditation makes MSc in Spatial Planning graduates attractive to both the public and private sectors of planning and related built environment employers.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

With more than 600 students engaging a wide range of research topics in our undergraduate, postgraduate and research degree programmes, including Masters by research, the department is widely recognised as a leading educator in environment, design and development subjects. With a complement of over 60 teaching, administrative, technical and research staff, the department performs a leading role in research and consultancy, with clients and projects covering subjects from local concerns to multi-national organisations, government and industry.

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