Our programme will equip you with the specialist skills and knowledge to engage with one of the most significant challenges currently facing a growing human population: making and supplying enough food for all to sustain an active healthy lifestyle.
Our PG Certificate is a distance learning programme designed for people with an interest in the global food system and for professionals in the food supply industry. This exciting course explores important issues related to food security, focusing on production, distribution, and waste.
The course is highly flexible so that you can fit study around your day job. Teaching is done largely online; all materials are supplied and you can work through them at your own pace. You will also have the opportunity to meet tutors and fellow students at short workshops during the year.
To gain a PGCert you need to complete four modules. The programme starts with an introductory module every February, which covers a broad range of issues related to food security. After that, you can select from a range of more specialist modules, taking between one and three per year. Module choices are varied and studying a selection of these topics will allow you to develop specialist knowledge of the factors impacting upon food security and environmental effects on food production.
Upon graduating from this programme, you will have a solid foundation of skills, knowledge, and experience to engage with the food challenges of the 21st century. This will be invaluable in the workplace or as a starting point for further study.
If you initially enrol at PGCert level you may apply to upgrade to our PG Diploma or MSc in Food Security on reaching the required academic standard. Alternatively, you may apply for direct entry onto the PgDip or MSc in Food Security, and may exit early with an interim award.
Applications for a February start must be completed before the end of December.
Cities are core to human political, social, and economic life (Storber, 2013) and there is significant and growing academic debate and empirical research around the role and effect of city living. There are also significant questions raised in real world governance, planning and public policy around cities, both in the developed world (for instance, policy debate around the devolution agenda in the UK, specifically in terms of Greater Manchester) and in BRICS (for example, spatial planning issues for growing Chinese cities (reflected in the international conference being held this year in China urban development at the Bartlett School of Architecture, UCL).
The programme aims to contribute to this debate, drawing our key research strengths, and maximising our position in Manchester and within the devolution agenda. The programme will be interdisciplinary, teaching will be research led (drawing on our best research areas), and will include practical and vocational opportunities through a proposed project-based element in partnership with Manchester City Council. The programme design recognises that international students, particular those with an interest in urban policy from BRIC countries, may need language and academic skills support before they join the main programme. It also provides data analysis modules, using real big data available to the university through the Big Data Centre.
Urban studies is a growing area for PGT programmes in the UK and the USA. Such programmes are either located in town planning (leading to professional certification, and not directly relevant to this proposal), or in the social sciences (geography, public policy/administration, sociology). A small number of these are interdisciplinary, though typically do not include architecture and social sciences as proposed here, positioning this course as one of the leading courses in its field. Additionally, the University of Mancheser has recently launched the Manchester Urban Institute, drawing together a number of research centres looking at the urban as a unit of analysis/focus of empirical research, and placing Manchester as a leading city in the area of Urban Studies. This does link to a number of existing PGT programmes, largely single disciplinary and/or in town planning/architecture.
How can (and should) we talk about the challenges and possibilities for development in the 21st century?
Development has long been held up as an ideal for societies and peoples, and the pursuit of it has been decisive in shaping the modern world. Many degrees treat it as an uncontested term and presume that the only task is to consider the best means towards this end. By contrast, the MA in Politics, Development and the Global South begins by showing that in the 21st century ‘development’ – what it means and how it is to be achieved – has become a site of struggle, one where new forms of politics and theory have emerged.
Major changes in recent decades, including the emergence of new geopolitical powers on the international stage, growing challenges to neoliberal dogmas, heightened concern with increasing global inequality, and recognition of the danger of ecological devastation, have meant that the study and pursuit of development requires a fresh, innovative approach. Throughout this degree you’ll study the Global South as a producer, not simply a consumer, of theory, and as a site where novel forms of political struggle are emerging.
The MA in Politics, Development and the Global South reflects Goldsmiths’ interdisciplinary academic spirit, drawing on expertise in the Centre for Postcolonial Studies, the Department of Politics and International Relations, and other departments from across the university. You’ll learn from scholars with an international reputation across a diverse range of research and area specialisms including Latin America, India, China, Japan, the Middle East and Africa.
Alongside the core modules, you’ll also gain insight into development as a career through a series of industry and activist seminars. You’ll have the opportunity to shape the speakers, format and content of these events to explore different facets of development, such as: politics, activism, policy, journalism, charities, consultancy and NGOs.
In this innovative and interdisciplinary course of study you’ll be able to explore:
There will also be the opportunity to get involved in a student-led speaker and event series, where you’ll be encouraged to approach industry partners including journalists, activists, senior staff in NGOs, politicians, and public intellectuals, who can offer differing perspectives and expose you to current debates in the professional community.
You’ll also choose options from a wide range of courses available through the Department of Politics and other departments at Goldsmiths, including Anthropology, Cultural Studies, History, Media and Communications, and Sociology.
Assessment consists of coursework, extended essays, reports, presentations, practice based projects or essays/logs, group projects, reflective essays, and seen and unseen written examinations.
You’ll consider a range of debates and approaches that are pertinent to the development sector, and so this is an ideal programme for anyone thinking of pursuing a career in this area – whether you’re interested in working for high profile charities, grass-roots organisations, social enterprises, or global activism.
It’s also an ideal foundation for a career in research or policy, or if you’re thinking of pursuing a research degree in the future.
Find out more about employability at Goldsmiths.
The PgDip TQPR is specifically for teachers working in Independent Schools in Scotland who currently do not possess a formal teaching qualification and are therefore not eligible for Full Registration with the General Teaching Council of Scotland (GTCS). The programme has been co-designed with the Scottish Council for Independent Schools (SCIS) to offer a contextualised route for teaching staff in Independent Schools in Scotland, to enable them to achieve a GTCS-accredited Initial Teacher Education award, which meets the conditions outlined by GTCS in response to their application for Full Registration.
This new programme is contemporary in structure and aims to develop and enhance classroom practice while equipping participants with an enquiring stance in education. It promotes collaborative engagement and enables participants to engage in relevant, professional learning over 2 years on a part-time, on-line basis which takes cognisance of the current and future demands on those in the teaching profession.
You will complete two modules in the first year:
Teacher Professionalism (20 credits):
This module infrastructure mirrors a critically reflective approach to developing as a teaching professional and is designed to underpin engagement with the subsequent modules, as the first stage in a sequential professional learning pathway to achieving the Standard for Full Registration ('SFR') (GTCS, 2012). Through dialogic engagement with models and contextualised examples of professionalism, you will be empowered to connect you own emerging identity as a 21st Century teaching professional, with your aspirations for professional learning and enhanced practice, as agents of professional change.
Curriculum and Pedagogy (20 credits):
This module aims to provide a framework to enable you to reflect critically on your current practice and future professional development. You will be encouraged to investigate the nature of curriculum and consider theoretical models of 21st Century education, while concurrently developing digital literacy skills as a platform for critical engagement in classroom and professional learning. Ultimately, you will consider implications for your future practice in light of a deeper understanding of effective and collegiate current learning and teaching practices.
In the second year of the programme, you will complete a further two modules:
Policy into Practice (20 credits):
This module builds on the articulation of a professional identity, and the aspirations for enhanced 21st Century professional practice framed in Year one of the programme as a pathway to contextualising practice. You will familiarise youself with a range of national policy documentation and related stimuli exemplars of current SCIS guidelines. You will be guided to critically reflect on how individual and school practice in the Independent Sector is informed by current Scottish policy priorities and legislative requirements. You will explore the relationship between policy and practice as it is manifested in real terms in your school, with your pupils, to frame a justification for your own professional actions.
Evidencing the Standard for Full Registration (GTCS, 2012) (60 credits):
This module will support you to reflect on the professional learning undertaken in the first three modules and align it with the Standard for Full Registration (GTCS, 2012). It adopts an enquiry framework, extending the small-scale project-based experience in the Curriculum and Pedagogy module, to synthesise evidence from practice, school contexts and professional communities as the means to establish and resource a trajectory for career-long professional learning.
Our MA Intelligence & International Security examines the trends that continue to shape intelligence and geo-strategic developments in the 21st century. You will develop an awareness of the ways in which intelligence issues manifest themselves in security issues in peace and war. You will also gain an understanding of ethical dilemmas associated with intelligence activity.
Our course will enable you to examine the nature, processes, roles and case studies of intelligence and their interaction with developments in international security. In examining the trends that continue to shape intelligence and geo-strategic developments in the 21st century our course offers a unique multidisciplinary approach based on the strengths of the department. We aim to provide a framework in which to understand the nature and role of intelligence in its relationship to wider issues in war and international security; an understanding of the processes, practices and institutions that have characterised intelligence in the modern era; an understanding of the problems connected with intelligence collection,assessment and ability to predict events in world affairs; and an appreciation of the particular ethical concerns generated by intelligence related phenomena.
Our course is for graduates and professionals with an interest in understanding the nature and role of intelligence. It is designed to have broad-ranging appeal if you are interested in pursuing graduate studies in intelligence and security studies. You will also find this programme of interest if you are a graduate in politics, history, international relations and strategic studies; if you have practical experience in the intelligence community and wish to reflect on the wider issues and implications of your experience; or are a professional in defence, diplomacy and foreign affairs.
Per 40-credit module, you will have 40 hours of lectures, semianrs and feedback, as well as 340 hours of self-study. Typically, one credit equates to 10 hours of work. For the dissertation module, you will have 12 hours of supervision to complement the 588 hours of self-study.
Most 20 to 40-credit modules are assessed through a combination of essays (3000-6000 words), presentation, oral vivas, and/or exams.
The dissertation module assessment will be based on a 80% dissertation assignment (up to 15,000 words) and a 20% dissertation proposal.
War Studies Graduates go on to work for NGOs, the FCO, the MOD, the Home Office, NATO, the UN or pursue careers in journalism, finance, academia, the diplomatic services, the armed forces and more. Recent posts held by our alumni include Threat Analyst, Director of Political Violence Forecasting, Research Advisor at NATO Defence College, Foreign Policy Fellow.