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Swansea University Medical School's Graduate Entry Medicine Programme (MBBCh) is unique in Wales, and one of a small group of similar programmes of medical study in the UK. Read more
Swansea University Medical School's Graduate Entry Medicine Programme (MBBCh) is unique in Wales, and one of a small group of similar programmes of medical study in the UK. Our MBBCh degree is an innovative, 4-year accelerated medical degree open to graduates of any discipline.

The curriculum has been structured to reflect the way in which clinicians approach patients and how patients present to doctors.

Key Features of Graduate Entry Medicine Programme

The Graduate Entry Medicine Programme is a fully independent four-year programme based primarily in Swansea and west Wales, although students may undergo placements in other parts of Wales if they wish. We have designed an integrated medical curriculum, where the basic biomedical sciences are learnt in the context of clinical medicine, public health, pathology, therapeutics, ethics and psycho-social issues in patient management. This, together with a high emphasis on clinical and communication skills, will provide you with everything you'll need to practise medicine competently and confidently.

The curriculum of the Graduate Entry Medicine programme, with its learning weeks and clinical placements, is intentionally not structured in a conventional ‘body systems’ approach but is designed to reflect the way in which clinicians approach patients and how patients present to doctors.

This innovative approach will help you to develop a way of thinking and of engaging with information that mimics that used in clinical practice. As you work your way through learning weeks, clinical placements and practical sessions, you will acquire knowledge and build up your repertoire of clinical understanding and skills. Themes and strands, which run longitudinally throughout the Graduate Entry Medicine Programme, will help you make links with other aspects you are learning, and with things you have previously considered as well as how all this relates to clinical practice.

Course Structure

The Graduate Entry Medicine Programme consists of Phase I (Years 1 + 2) and Phase II (Years 3 + 4). Each year is mapped onto GMC Tomorrow’s Doctors 2009 (TD09), where 3 Modules – Scholar and Scientist, Practitioner and Professional, reflect the TD09 outcome areas.

The Graduate Entry Medicine programme involves a spiral, integrated curriculum structured around 6 body system ‘Themes’ - Behaviour, Defence, Development, Movement, Nutrition and Transport - with 96 clinical cases presented in 70 ‘learning weeks’ (65 in Phase I and 5 in Phase II).

There is a high level of clinical contact:

- 39 weeks Clinical Apprenticeships
- 35 weeks Specialty Attachments
- 11 weeks Community Based Learning
- 6 weeks Elective, 6 weeks Shadowing

GAMSAT

GAMSAT is a professionally designed and marked selection test for medical schools offering graduate-entry programmes open to graduates of any discipline. You will need to sit GAMSAT if you intend to apply for entry to the GEM Programme here in Swansea. There are no exemptions from the GAMSAT test.

GAMSAT evaluates the nature and extent of abilities and skills gained through prior experience and learning, including the mastery and use of concepts in basic science, as well as the acquisition of more general skills in problem solving, critical thinking and writing.

How we decide

Applicants, who meet the minimum entry requirements are ranked based upon their GAMSAT scores. The applicants who have scored most highly are then invited to attend the Selection Centre at the Medical School in the Spring. Please note that all candidates must attend in person and that we do not have the capacity to offer remote interviews, for example via Skype.

We will attempt to inform all applicants whether they have been successful. All candidates who are successful in gaining an interview will also be invited to attend a Visit Day at the University's Singleton Campus.

Format of the Selection Centre

After an introduction and a “setting the scene” session, you will be asked to sit a written assessment of 30 minutes duration. This situational judgement test is not designed to assess your academic ability, but to try and identify those applicants whose personal and academic qualities are suitable to a career in medicine.

Following the written assessment, you will have a tour of the university. You will learn more about the course and see life here at Swansea through the eyes of a medical student. It is not just about Swansea deciding if you are right for our course, but also the opportunity for you to see if Swansea is right for YOU.

After lunch, you will then be invited to attend two separate interviews, each of 20 minutes duration. They are conducted by pairs of trained interviewers taken from our highly trained panel of clinicians, academics, medical students and members of the public (lay) interviewers. Your personal statement will be considered and discussed during your interview.

The interview process is designed to take account of the personal and academic qualities needed as a doctor, as set out in ‘Good Medical Practice’, and the capacity to meet the outcomes of ‘Tomorrows Doctors’. In summary these are:

Communication Skills
Problem solving skills
Coping with pressure
Insight and Integrity
Passion for medicine/resilience to succeed

Once the interviews are completed, we will assess the overall performance of each candidate. Due to the very competitive nature of the selection process, it is only those candidates who score highest who will be offered a place at Swansea.

Are you fit to practice?

All medical students during their training, and all doctors once qualified, remain subject to scrutiny regarding fitness to practise throughout their professional lives. This ensures that they are fit to continue in their chosen career.

For your safety, as well as the safety of your future patients, you will be required to undergo an Occupational Health Assessment, which includes a Fitness to Practice assessment, as well as a Disclosure and Barring Service (DBS) check prior to beginning your studies on the Graduate Entry Medicine Programme. The Disclosure and Barring Service (DBS) offer an update service which lets applicants keep their DBS certificates up to date online and allows employers to check a certificate online.

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Admission to this program is a competitive process, with candidates (students) admitted in cohorts. Visit the website http://education.ua.edu/academics/elpts/edle/ma/. Read more
Admission to this program is a competitive process, with candidates (students) admitted in cohorts.

Visit the website http://education.ua.edu/academics/elpts/edle/ma/

Application Process

Visit the UA Graduate School website where you will:

- Complete the online application http://graduate.ua.edu/application.

- Submit official GRE or MAT scores.

- Submit official transcripts from all previous post-secondary institutions attended.

- Submit a statement of purpose.

- Submit 3 letters of recommendation (one from your principal or supervisor).

Due Date for Applications

Applications for admission will be due in the Department of Educational Leadership, Policy & Technology Studies by April 1 for entry into a cohort that will begin the program in the subsequent summer. All applications for entry into a cohort that will begin in the spring are due November 1, and all applications for entry into a cohort that will begin the subsequent fall will be due in the Department of Educational Leadership, Policy & Technology Studies by July 1. All applicants for this program must provide a Supplemental EXP completed by their current and/or previous school system(s) verifying at least three full years of full-time, acceptable professional educational experience including at least one full year of full–time P-12 teaching experience. The original notarized form(s) should be sent to:

Dawn Bryant
Student Services & Certification
College of Education
The University of Alabama
Box 870321
Tuscaloosa, Al, 35487-0231

Portfolio

In addition to the general application materials required by the University of Alabama Graduate School and the Department of Educational Leadership, Policy & Technology Studies, applicants must construct an application portfolio, as required by Ala. Admin. Code §290-3-3-.48(1)(b). For entry into a cohort beginning in the Summer Term, the application portfolio is due in the Department by April 1. For entry into a cohort beginning in the Spring Term, the application portfolio is due in the Department by November 1. For entry into a cohort beginning in the Fall Term, the application portfolio is due in the Department by July 1.

The application portfolio must contain the following items:

- Three letters of recommendation, including one from the applicant’s principal or supervisor;

- Completed copy (all forms) of most recent performance appraisal to include the professional development component if available;

- Evidence of ability to improve student achievement;

- Evidence of leadership and management potential including evidence of most recent accomplishments in the area of educational leadership;

- Summary statement of applicant’s reasons for pursuing instructional leadership certification;

- Summary statement of what the applicant expects from the program; and,

- The applicant’s vitae.

Items should be placed in a large envelope in the order of the above list, have divider pages between items, and mailed to Vanessa Williams, The University of Alabama, Box 870302, Tuscaloosa, Alabama 35487-0302 or hand-delivered to 301 Graves Hall (main campus) or to the UA Gadsden Center.

Assessment Center

The purpose of the Assessment Center is to first fulfill the regulatory requirement of a face-to-face interview with each applicant. The Assessment Center will also include other activities designed to provide additional information, particularly with respect to candidate dispositions and candidate writing skills, to adequately assess candidate aptitude for instructional leadership.

Scheduled Assessment Centers appear below. Candidates electing to participate in an Assessment Center at the Gadsden Center should contact Dr. Brenda Mendiola ().

Cohort Numbers

Cohorts will be limited to twenty-five participants at two locations: Tuscaloosa (main campus) and at the UA Gadsden Center. Additional cohorts will be admitted at either location, if there are sufficient eligible candidates and available faculty members.

Program of Study

The program of study for the Master of Arts Degree in Educational Leadership, leading to initial certification in Alabama for Instructional Leadership, will be composed of thirty (30) semester hours of coursework, including the following courses:

AEL 520: Leadership for Communities and Stakeholders (3 semester hours)
AEL 521: Leadership for Continuous Improvement (3 semester hours)
AEL 522: Leadership for Teaching and Learning (3 semester hours)
AEL 523: Human Resource Development (3 semester hours)
AEL 524: Ethics and Law (3 semester hours)
AEL 525: Management of Learning Organizations (3 semester hours)
AEL 526: Data-Informed Decision-Making (3 semester hours)
AEL 527: Internship in Instructional Leadership (3 semester hours)
BER 540: Quantitative Research; Statistics (3 semester hours)
BEF graduate-level Foundations Course from approved list (3 semester hours)
Total: 30 semester hours for Masters Degree in Educational Leadership

*Note: To receive certification at the “A” level, students are also required to have taken a special education survey course (SPE 300 or SPE 500 or the equivalent). If students have taken a special education survey course as part of the requirements for an earlier certificate, it will not have to be taken again. If students have not taken a special education survey course for an earlier certificate, SPE 500 must be taken in addition to the 30 semester hours detailed above.

Field experience objectives, including progression from observation through participation to leading behaviors, will be embedded in each course and assessed by the faculty member of record for each course. Throughout this program, instructional activities are aligned with instructional objectives. The faculty member of record has the responsibility of assigning the LiveText assessment (1, 2, 3, 4) for each objective, and instructional activities will also generate documentation for the electronic portfolio aspect of LiveText, which will append to the assessment ratings.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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The world of credit management is an extremely dynamic environment demanding ever-changing skills and knowledge base in areas such as trade. Read more
The world of credit management is an extremely dynamic environment demanding ever-changing skills and knowledge base in areas such as trade. This course will help you develop both the practical and theoretical skills needed to develop a career in credit management.

More about this course

The world of credit management is an extremely dynamic environment demanding ever-changing skills and knowledge base in areas such as trade, commerce and export credit, as well as related areas such as collections, credit reporting, credit insurance and insolvency practice.

The CICM course is designed for anyone wishing to move into or progress in a credit role. The Level 3 diploma course aims to provide a sound understanding of the concepts, processes and techniques that underpin best practice across a range of credit environments. All the subjects are carefully designed to cover topics that are relevant to the credit manager.

Assessment is carried out by the CICM via examinations held in January, June and October.

Professional accreditation

CICM Level 3 Diploma in Credit Management.

Modular structure

Level 3 Diploma modules:
-Accounting Principles
-Business Environment
-Business Law
-Credit Management (Trade, Consumer and Export)

What our students say

“The classes are quite small and allow for group discussion, and the quality of the teaching is first class. I have found the accounting module very comprehensive in particular, and because of the quality of the teaching I have decided to study further in this area.”

After the course

This valuable professional qualification will enhance the career prospects of anyone wishing to move into or forward in a credit role.

It also provides a springboard to further study, such as a Diploma in Management Studies or an MBA.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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Our next intake of the MAEdi for 2016/7, will now start in August 2016, when we will offer the taught modules on a residential basis at Keele University in the UK. Read more

Overview

Our next intake of the MAEdi for 2016/7, will now start in August 2016, when we will offer the taught modules on a residential basis at Keele University in the UK.

The MA Education (International) (MEdi) is a flexible, part-time, semi-distance learning programme. It is accredited, validated, taught and assessed by Keele University, UK. The course is designed for those working in international schools and similar organisations. The aim is to broaden teachers’ knowledge, understanding and skills within their own professional setting. The programme has a clear practical focus, underpinned by theory and which provides participants with an opportunity to develop their professional comptence and enhance their capacity to engage in critically reflective practice as advanced educational professionals.

The MA Ed (Int) is particularly innovative because it links different modes of study, which comprise:
- modularised coursework undertaken on a part-time, distance-learning basis.
- work-based research related to experience and professional interests.
- content suitable for all curriculums (Including IB, AP, and the National Curriculum of England and Wales).
- residential programme sessions (in the UK) which provide opportunities for participants to review, discuss and challenge ideas but
also to share good practice.

This prestigious MAEdi can be accessed by any international school teacher working in any country. The only attendance requirement for Year 2 Entry applicants will be a five-day residential held at Keele University, UK in early August. The remainder of the programm is by distance learning. The programme is also suitable for British state school teachers seeking a qualification directly relevant to international schooling and education.

OVERVIEW OF KEY FEATURES:

• All units are delivered by Keele University staff, experienced in international schooling/ education and educational research.

• Taught elements hosted at Keele University (UK) in early August (5 day residential). Remainder of the programme delivered by distance learning with tutor support.

• Direct access to Year 2 (and reduced fees) for experienced practitioners who hold a PGCE or equivalent.

• Flexibility to focus module assessment submissions on Kindergarten, Primary, Secondary or Post-Compulsory Education Sectors, including Language Schools, Bilingual Schools, State Schools, and all major curriculum (including IB, AP and the National Curriculum of England and Wales).

• Opportunity to progress to Keele University EdD (taught doctorate).

See the website https://www.keele.ac.uk/sspp/postgraduatetaught/education/international/maei/

Course Aims

The educational aims of the programme are to support the development of critically reflective practitioners, whose work is based on scholarship, professionalism and ethical practice. It will enable participants to critically examine a wide range of contemporary educational issues and those that relate more directly to their own practice as educators. A key aim is to provide opportunities for participants to examine their own professional contexts and interests in the light of theory and practical experience.

By the end of the programme participants will demonstrate systematic knowledge and critical awareness of a range of educational theories and issues that are relevant to the specific pathway, which could include creativity, critical pedagogy, leadership and management and pedagogical content knowledge; they will demonstrate that they can critically examine these theories in the light of practice and vice versa. Participants will show how, through this critically reflective approach, they have developed their own practice as educators and managed personal and professional change. They will be able to communicate effectively through use of higher level writing skills, aimed at specialist and non-specialist audiences, with appropriate use of academic referencing

They will develop critical awareness of the philosophies and practices underpinning Educational research and demonstrate that they can design and undertake an independent research study into aspects of their own practice or professional context and report the findings of that study to a range of audiences.

Opportunities:
The opportunities that this MAEdi offers for career progression in the rapidly expanding world of international education are many. Most of our Asia Programme graduates go on to be appointed to higher levels of management and leadership in international education and schooling and we can provide numerous personal testimonies as to the value of the Keele Programmes from our alumni. With international schools becoming increasingly corporatized and commercially orientated, those educationalists awarded the Keele MEdi can look forward to enhanced careers; equipped with the knowledge and skills necessary to be successful practitioners in international education.

Course Content

The MA Education (international) programme is a part-time, semi distance learning programme:

Year 1 entry: PGCEi (60 MA credits)
Modules: Learners, Learning and Assessment; International Educational Practice; Creative Practice.

Year 2 entry: Postgraduate Diploma in International Education (60 MA credits)
Modules: Towards a Personalised Curriculum; Global Educational Issues; Research Methods.

Year 3 entry: MA Education (International) (60 MA credits – dissertation only).

Taught Modules:
- Towards a Personalised Curriculum (15 credits): UK residential
This module will undertake a critical examination of the construction of the curriculum. What are the purposes of the school curriculum? Who is it for? What is it for? Who designs it? It will also examine issues of power and control, and contrast these ideas with concepts of emancipation/liberation. The sociology of the curriculum will also be examined.

- Global Educational Issues (15 credits): UK residential
This module explores the changing world of international education, especially the expansion and corporatisation of international schools in Asia. It reflects on the ‘nature’ of international identity, both for teachers and students, and critically explores what it means to be ‘international’ in an educational context.

- Research Methods (30 credits): distance learning
This module is a necessary introduction to research and deals with research methods, concepts and issues, offering guidance about how to approach research so as to maximise benefits while minimising problems.

Teaching

The Masters in Education International is a post experience, semi-distance learning programme. The UK based residentials comprise a mixture of lectures, workshops, and small group tasks that are key parts of the course, which not only provide opportunities for participants to review, discuss and challenge ideas but also to share good practice. All subsequent modules are via semi-distance learning.

Further support is provided through modular self-study materials, which comprise both traditional text based and digital resources that are accessed through the KLE; this latter resource is also used to enhance student support and provides a forum for the exchange of ideas and discussion of issues that arise.

A particularly innovative feature of the programme is the opportunity that is provided through the Postgraduate certificate phase of the programme to obtain an award that confirms teaching competence.

To obtain this award participants must complete a 12-week teaching placement module in the international school in which they are employed.

The programme team includes very experienced teacher educators who have responsibility for the provision of the suite of postgraduate education programmes in the School of Public Policy and Professional Practice. They all have formal teaching qualifications and extensive teaching experience in secondary schools across the UK and internationally; they also have substantial experience of teaching on both undergraduate and postgraduate programmes.

Assessment

The academic programme is assessed through written work in the form of essays, case studies and critical reflective reviews; the use of these forms of assessment enables judgements to be made about participants knowledge and understanding of module content and their capacity to critically examine theory in the light of practice and vice versa.

The research proposal and dissertation, which comprise the Masters phase of the programme, enable the assessment of participants’ ability to select, apply and evaluate appropriate research methodologies for their chosen individual study.

The assessment of the Teaching Placement module is structured around an adapted version of the Teaching Standards for England. To satisfy these standards participants must provide evidence of their ability to plan, deliver and assess lessons that are focused on student learning. They also need to compile a portfolio of evidence that supports their case for achieving the standards and complete a critically reflective commentary that draws on the evidence in the portfolio.

Formative assessment in the programme takes a variety of forms, it includes the completion of preparatory tasks for the taught sessions that are used as the basis for discussion, on-line tasks that are used to consolidate or extend the work that has been undertaken in the taught sessions and short presentations that are developed either as individual tasks or from small group discussions.

These activities provide module tutors with opportunities to assess participants level of understanding and engagement, evidence that can subsequently be used during taught sessions to adapt or revise session plans or as the basis for tutorial discussions.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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This professional course is designed to cover current practice issues, recent legal and building legislation and contractual issues. Read more

Why take this course?

This professional course is designed to cover current practice issues, recent legal and building legislation and contractual issues.

You will focus on important peripheral matters on the environment and sustainability, while gaining a broad understanding of the construction industry in social and economic terms, and wider issues of practice and project management.

What will I experience?

On this course you can:

Debate and solve real-life case studies in order to apply your learning and make an effective contribution to your workplace
Participate in live web-based chat forums to discuss your work with lecturers and other students
Tap in to our Library’s vast selection of electronic resources, which can be accessed from anywhere with an internet connection

What opportunities might it lead to?

This course can lead to the Final Certificate in Architecture (Part 3) ARB/RIBA. It is recognised by Architects Registration (ARB) and the Royal Institute of British Architects (RIBA). Successful completion, together with Part 1 and Part 2 qualifications, enables registration with the Architects Registration Board.

Module Details

Your studies will rely on a practice-based learning approach through a case study of a live project relevant to your current professional role. Learning will also take place via intensive three-day teaching seminars.

Here are the units you will study:

Topical Research Project: This unit enables you to work in a small group to research a given topic over a period of months. You will be asked to present a scholarly text which critically appraises your particular area of research. Your group is also asked to produce a hand-out for fellow students, combining the findings of the group, and to make a formal presentation to the class during the summer seminar. This unit allows large areas of practice and construction industry knowledge to be covered by the groups to the benefit of all participants.
Practice Management, Law and Contract: This unit covers the main topics as set out in the ARB/RIBA syllabus. It will make you aware of the size and relative importance of the construction industry to other sectors of the national and international economy, as well as the role of the architectural profession relative to the industry. It will also introduce legislation and the law applicable to architectural practice and building procurement, giving you an understanding of the principles and processes of practice management and business administration. The unit is delivered through lectures together with a one-day contract workshop using real-life scenarios which are examined, discussed and responded to. This unit is assessed through formal examination. Past papers are available and candidates are encouraged to practise these prior to the formal examination.
Professional Experience and Practice: This unit is where you can demonstrate your understanding of good practice and management skills through interpretation of practical experience. The case study provides you with an opportunity to demonstrate your ability and professional judgement in coping with situations and problems that arise during the course of a typical building project. It is the key document that will illustrate to the examiners the professional knowledge and experience you have gained through your involvement with the project. The professional career evaluation should be carried out with a high degree of professionalism and is a critical evaluation of your career to date. These two documents, together with a personal CV and practical training records, form the documentary submission for this element of the course. Group and individual tutorials will be offered for the career evaluation and case study components.

Programme Assessment

You will be taught using a variety of methods including seminars, tutorials and study groups which encourage a vibrant culture of discussion and debate. You will also undertake a significant amount of self-directed learning for which you will need to be self-motivated, well organised and possess excellent study skills.

Assessment takes the form of examinations and coursework. It is designed to test your knowledge of professional practice and processes, your ability to apply knowledge in practice and the quality of your professional judgement exhibited in doing so.

Student Destinations

Once you’ve completed this course, you can apply for the Final Certificate in Architecture, which carries the Part 3 award (recognised by the ARB and the RIBA). To be eligible you must hold RIBA Part 1 and Part 2 qualifications and have the minimum required practical training documented in the Professional Experience and Development Record. Achieving this Part 3 award will enable you to join the register of architects held by the ARB and will lead to many opportunities within the architectural profession.

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Duration. 9 or 11 months, which includes 12 weeks of lectures plus tutorials and seminar (part-time). Mode of study. Part-time. Simple timetable information. Read more
Duration: 9 or 11 months, which includes 12 weeks of lectures plus tutorials and seminar (part-time).

Mode of study
Part-time

Simple timetable information
Lectures – part-time evenings
Tutorials – by appointment, daytime
Seminar – part-time day

Non-standard entry requirements: Overseas students ARB recognition of equivalency of qualifications to RIBA Parts 1 and 2.

Course units
– 12 weeks of lectures
– Adequate post Part 2 practical training
– 10,000 word case study
– 2,000 career evaluation
– Examination preparation seminar
– 2 written examinations, 1½ and 3 hours, followed by 1 hour long professional interview with 2 professional Part 3 examiners

Course description
This is essentially a refresher course in the subject of professional practice. It aims to prepare Part Two student candidates with adequate professional experience coming forward to the Part Three, Professional Practice examination. The Professional Practice course covers salient and significant areas of the Professional Practice syllabus as set out by the RIBA including current building legislation, contract law, types of building contract, Management of Architecture, Practice and Construction, Financial Control, Professional Liability and Dispute Resolution.

Career opportunities
The Professional Practice course is suitable for architects who wish to practice independently, for those seeking promotion within their present employment, or for those wishing to go on to certain specialist roles within the building industry.

Typical background of applicant
UK students of architecture who have passed both RIBA Parts One and Two in Professional Practice as part of their degree and diplomas or, for overseas students/architects, Architects Registration Board (ARB) recognition of equivalency of qualifications to RIBA Parts One and Two.

Professional contacts/industry links
Professional recognition – successful completion of the course and passing all parts of the Professional Practice Examination gives exemption from the RIBA Part Three examination and enables candidates to register with the ARB of the UK and also join RIBA as a corporate member.

Recent guest lecturers
– Matthew Borowiecki and Elaine Stowell of ARB, Context for Practice
– Stephen Brookhouse, Management of Architecture and Construction
– Derek Tatnall, Building procurement, JCT Contracts and Party Wall Matters
– Brian Pinda-Ayers, Financial Control
– Michael Evans and Ian Bourne, Building Legislation and CDM Fire Regulations
– Frank Woods, Professional Liability and Dispute Resolution

Additional notes
– Tutorials in preparation of the 10,000 word case study and career evaluation
– Study groups to prepare for the written examinations
– Examination preparation seminar
– Two written examinations one and a half hour and three hours (unseen papers) followed by one hour long professional interview with two professional Part Three examiners.

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Our aim is to develop teachers with a specialist understanding of how children aged between three and seven learn. Read more
Our aim is to develop teachers with a specialist understanding of how children aged between three and seven learn. You will develop children's abilities through playful learning and creative teaching, and you will reflect on how your teaching methods and the opportunities and environments you create can influence outcomes.Your training will involve a particular focus on outdoor play and learning. You will have the opportunity to attend a forest school workshop using our outdoor classroom, where you will learn different techniques to bring learning to life and spark your pupils' imaginations.

As a primary school teacher, you will work closely with teaching assistants, parents and complex teaching teams to deliver a range of activities. We will give you the skills and confidence to manage these relationships to ensure you can deliver an outstanding learning experience for your class.

We will develop your knowledge and understanding of the Early Years Foundation Stage and the National Curriculum to ensure your teaching fulfils the requirements set out by the Government. With an emphasis on mathematics, English and Science at both Key Stages, you will embrace all curricular areas of learning and principles of best practice in early childhood education.

You will put your theoretical knowledge into practice. As part of your training, you will complete three teaching placements in the Early Years Foundation Stage and Key Stage 1, developing your teaching skills across different age ranges and helping to prepare you for future employment. Throughout these placements you will gain the specialist knowledge and teaching skills required to meet the needs of pupils in the three to seven age range.

One of your most important tools as a teacher will be your voice. You will learn how to use it effectively when addressing large groups of children and how to look after it. We will also develop your understanding of safeguarding children, giving you the important ability to spot the signs of vulnerable children.

You can choose from two different training models.

University-led: You will develop your theoretical knowledge at our Headingley Campus, which offers a superb learning environment, modern facilities and excellent resources. Your learning will be informed by the very latest research and the expertise of our supportive teaching staff. We will organise your extensive school placements so you can apply your knowledge in a classroom setting and your placements will be timetabled to fit with your taught seminars on campus.

School Direct: For the vast majority of your course, you will be based in your provider school or schools, learning on the job while being supported by experienced teachers and mentors. You will attend our Headingley Campus one day a week (usually a Friday) for key module seminars.

Visit the website http://courses.leedsbeckett.ac.uk/PGCE_primaryearlyyears

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Successful completion of your course will enable you to be recommended for Qualified Teacher Status. Although the three to seven years specialism enables you to work across the whole primary age range, it is geared directly to the early years sector where there is an increasing demand for trained professionals.

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

We have more than 100 years' experience of teacher training and you'll benefit from an experienced course team determined to help you realise your potential. You will become part of a supportive teaching community, learning from fellow students and swapping ideas on lesson plans, classroom experiences and teaching tips.

Thanks to a critically reflective approach to your learning, you will develop your own identity and teaching style and will feel empowered to deliver innovative lessons with confidence.

To help prepare you for your course, you will have the opportunity to attend an outdoor experience during induction, where you will meet your tutors and fellow trainees, start to cultivate your support networks and discover how the outdoors can be used to deliver stimulating lessons.

You will gain extensive training in a school environment. Many of the partnership schools are located in and around Leeds, limiting your travelling time and giving you more time to spend on your lesson plans. You will complete three teaching placements in at least two contrasting schools, receiving support from your school mentor and University tutors.

You will learn from lecturers who have been practising teachers and are now active in educational research, benefiting from their practical experience and theoretical knowledge.

We will continue to support you in your career even when you have successfully completed your course. On successful completion of your course, you will be able to enrol on our Newly Qualified Teacher module, offering you another valuable element of support as you start your teaching career.

There's lots of support available to help you fund your teaching training. Depending on your degree class, the subject you want to teach and the training programme you follow, you could be eligible for a bursary, a scholarship or even a salary.

For more information, visit the National College for Teaching & Leadership website (https://getintoteaching.education.gov.uk/bursaries-and-funding).

Dr Tom Dobson

Senior Lecturer

"Training to teach at Leeds Beckett University gives you the best of both worlds. On campus, you will benefit from the expertise of our published academics; in schools and settings, you will learn from outstanding partner teachers."

Having taught English in secondary schools as well as undertaking writing projects in local primary schools, Tom completed his PhD which focused on boys' writing during the transition stage from primary to secondary school. His thesis was recently published by Sense Academic Publishers.

Facilities

- School Practice Collection
Our School Practice Collection offers a wide range of journals, electronic resources and equipment selected specifically to help you prepare for your teaching practice.

- Library
Our Library is open 24/7, every day of the year. However you like to work, we have got you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in nearly 100 acres of parkland and offers easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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Our Postgraduate Certificate Professional Practice and Management in Architecture is the last stage in formal academic training and practical, work-based learning for architects. Read more
Our Postgraduate Certificate Professional Practice and Management in Architecture is the last stage in formal academic training and practical, work-based learning for architects. It's designed and structured to lay the foundation for 'life-long learning' in the architectural profession, and its primary purpose is to enable you to show competence in practice.

It stands out for its reflection of current thinking of the RIBA and the ARB, the objectives of the EU Architects' Directive, and the RIBA Core Curriculum requirements of Continuous Professional Development (CPD). CPD is available through short-course options, and further supports our excellent links with local architectural practices.

Architecture at UWE has a strong inter-disciplinary ethos and an excellent reputation in the industry. This course gives you access to the knowledge and Part-3 skills that relate directly to architectural practice, professionalism, and managing architecture's relationship with wider construction industry and society. These correspond to the requirements set out in the criteria published by the ARB/RIBA.

Course detail

This course is based in UWE Bristol's Faculty of Environment and Technology, and like other Architecture courses here, it's unique in offering a multidisciplinary environment that's geared towards the construction professions as a whole. The course team comprises qualified architects and a solicitor with a specialism in construction law, while the course content has contributions from lecturers across the department and industry specialists. This ensures the course is based on current and projected trends.

Architecture at UWE has a strong inter-disciplinary ethos and an excellent reputation in the industry. This course gives you access to the knowledge and Part-3 skills that relate directly to architectural practice, professionalism, and managing architecture's relationship with wider construction industry and society. These correspond to the requirements set out in the criteria published by the ARB/RIBA.

It also nurtures and develops the visual, written and oral communication skills vital to successful practice.

Modules

• Architectural Profession and Project Procedures
• Procurement and Contract Management
• Practice Management and Personal Development
• Professional Experience

Assessment

We assess through coursework, role-play and documentary submission, and in the Professional Interview. The coursework constitutes distance-learning exercises that relate to the block courses. The documentary submission includes the Record of Professional Experience, a career evaluation and a case study, and contributes to the assessment in the Professional Experience module.

Careers / Further study

The course promotes lifelong learning and career progression in architectural practice, so it's an excellent boost for practising architects. It also supports the department in developing excellent Knowledge Exchange, including employer links and CPD opportunities.

Successful completion means you can apply to the ARB to be on the Register of Architects. When officially registered, you can also apply to become an RIBA Chartered member.

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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If you’re keen to advance your skills and knowledge of diabetes, our multiprofessional course is for you. Engaging with a vast body of information about the area, you’ll also develop the professional attitudes that are required to meet the increasingly complex demands within diabetes care. Read more
If you’re keen to advance your skills and knowledge of diabetes, our multiprofessional course is for you. Engaging with a vast body of information about the area, you’ll also develop the professional attitudes that are required to meet the increasingly complex demands within diabetes care.

Aimed at all practitioners, our MSc Diabetes Care is particularly designed for those with an interest in the management of children or adults with diabetes as part of their workload or career progression at a postgraduate level. Whether you’re a General Practitioner, Nurse or Dietician, our course is relevant for all members of diabetes multidisciplinary teams.

Our course will enhance your existing skills and knowledge within this area to an advanced level; both to deliver evidence-based diabetes care, and to exercise higher levels of judgement, discretion and decision-making in clinical care.

You’ll take various modules that will encourage you to learn more about the current trends and issues in diabetes care, and allow you to self-direct your learning to progress your research, management and leadership skills. These modules will also facilitate the monitoring and improvement of standards of diabetes care across health care services including community and hospital settings.

See the website http://www.anglia.ac.uk/study/postgraduate/diabetes-care

Careers

Diabetes and endocrinology is one of the most challenging and rewarding of all health care specialties. Offering people with diabetes the opportunity to access a whole range of expertise, our course will expand your relevant skills and knowledge within this field to meet the expectations of the NHS. Our friendly and welcoming staff also teach consistently alongside the 2020 Vision Workforce Skills Strategy from the Health Education East of England.

If you’ve been working in diabetes care, our course will support you in meeting the requirement for holding a senior post with the expectation of working or obtaining a Masters degree. If you’re not from the UK, you’ll have wider opportunities to progress with your career in health care, higher education or other sectors.

Modules & Assessments

Core modules -
Advanced Practice in Diabetes Care
Psychosocial Aspects of Diabetes
Research Proposal
Major Project

Optional modules -
Advancing Professional Decision Making
Global Leadership

Please note that you will choose one of the above optional modules. Modules are subject to change.

Assessment

Our course is assessed through a wide range of methods. From written assignments and oral presentations to written examinations, each type of assessment is dependent on the module you’re undertaking.

You’ll be required to relate analysis to your own discipline, and to demonstrate your ability to enhance the quality and standards of diabetes care through relevant diabetes competency frameworks.

Where you'll study

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Peterborough - Guild House is our dedicated healthcare campus in the historic city of Peterborough.
http://www.anglia.ac.uk/student-life/life-on-campus/guild-house-peterborough

Cambridge - Our campus is close to the centre of Cambridge, often described as the perfect student city.
http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

Fees & Funding

Course fees

UK & EU students (per year)
£6,900

UK & EU students (per year part-time)
£3,450

International students, 2015/16 (per year)
£11,000

Entry Requirements

Main -
‌• Applicants should normally have a good first degree or equivalent. Applicants with a third class honours, or ordinary (pass) degree plus a minimum of one year of relevant post-graduate work experience, will be considered on an individual basis. These applicants will be required to demonstrate a strong interest in diabetes care and quality improvement.
‌• Applicants must be qualified/ registered to a professional registration body for at least 1 year practicing in health, welfare or social care relevant to diabetes or must be qualified/ registered to a professional registration body for at least 1 year practicing in health, welfare or social care and hope to work within any area of diabetes care.
‌• If English is not your first language you will be expected to demonstrate a certificated level of proficiency of at least IELTS 6.5 ( Academic level) or equivalent English Language qualification, as recognised by Anglia Ruskin University.

Important additional notes -

Our published entry requirements are a guide only and our decision will be based on your overall suitability for the course as well as whether you meet the minimum entry requirements. Other equivalent qualifications may be accepted for entry to this course, please email for further information.

Entry requirements are for September 2015 and January 2016 entry. Entry requirements for other intakes may differ.

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Leeds Trinity University offers Professional Graduate Certificate of Education (PGCE) (FHEQ Level 6) initial teacher training courses in a number of subject areas. Read more
Leeds Trinity University offers Professional Graduate Certificate of Education (PGCE) (FHEQ Level 6) initial teacher training courses in a number of subject areas. PGCE students are also registered to study for a Postgraduate Certificate in Education qualification (PGCert) (FHEQ Level 7).

The Leeds Trinity PGCE Primary (3-7) QTS is a professionally oriented programme that enables you to engage with a wide range of educational issues. It is designed to develop the teaching and learning role through reflective practice.

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Providing clinical care in remote locations has its own unique challenges and requires specialist knowledge and skills. This flexible part-time eLearning programme is aimed at health professionals working internationally in remote and offshore locations. Read more

Programme overview

Providing clinical care in remote locations has its own unique challenges and requires specialist knowledge and skills. This flexible part-time eLearning programme is aimed at health professionals working internationally in remote and offshore locations. All teaching is online, with students and faculty internationally based, and students can choose to study individual modules as CPD or towards a Certificate or Diploma award. The Diploma programme includes a residential component towards the end of the students studies.

Programme aims

The main aim of the programme is to provide health professionals working in remote, and in some instances potentially hazardous locations, the knowledge and skills to operate effectively in this environment using an evidence based approach. To this end, students taking this programme will expect to:

1) Acquire and apply theoretical knowledge underpinning effective evidence based clinical care in remote environments

2) Explain and incorporate into clinical care the effects of specific physical environments on the health and well-being of remote workers

Learning Outcomes

Visit our website to view the learning outcomes.

Programme Structure

The programme is designed to be completed in the time frames indicated below; studied part time, with exit points as follows:

Stage 1, Postgraduate Certificate in Remote and Offshore Medicine - minimum of 18 months, maximum of 3 years

Stage 2, Postgraduate Diploma in Remote and Offshore Medicine - minimum of 3 years, maximum of 5 years

For both Certificate and Diploma, Module C01 must be taken first, the remainder can be taken in any order depending on module availability.

Certificate

Certificate Level – equivalent to 60 credits
Students wishing to exit the programme at certificate level must complete 6 modules in total:

-Module 1: Health and Wellbeing of the Remote Worker
-Module 10: Evidence and Research in Remote Medicine
-Three additional modules from the compulsory list below
-One module from the optional list below

Students who initially opt to study at certificate level have the option to continue studying to Diploma level after successful completion of the 6 modules.

Diploma

Diploma Level – equivalent to 120 credits
Students wishing to exit the programme at Diploma level must complete 12 modules in total:

-Ten compulsory modules
-Two modules from the optional list below

There is a compulsory two-day student residential at the end of the taught component in Edinburgh which all students must attend to be awarded the Diploma. This is not a requirement for Certificate students.

Modules

All modules are modelled on being at Postgraduate Level, Scottish Qualification Framework level 11, equivalent to 10 credits, approximately 100 hours of student learning each (approx. 3 months). Visit our website for further details about each module https://fphc.rcsed.ac.uk/education-resources/remote-offshore-medicine/modules

Compulsory Modules:
C01 Health and Wellbeing of the Remote Worker
C02 Occupational Health in the Remote Setting
C03 Communication in the Clinical Consultation
C04 Telemedicine
C05 Dive Medicine
C06 Tropical Medicine
C07 Aeromedicine
C08 Trauma and Medical Emergencies
C09 Incident and Response Planning
C10 Evidence and Research in Remote Medicine

Optional Modules:
O01 Tactical Medicine
O02 Expedition and Wilderness Medicine
O03 Learning and Teaching
O04 Humanitarian and Disaster Medicine

Continuing Professional Development (CPD)

It is possible for students to study individual modules as standalone CPDs each worth 100 hours of study. These modules are open to everyone who has a relevant health professional qualification, but who may not yet have enough work experience in the field to meet the entry criteria for the full Certificate or Diploma. Students are taught by the ROM Tutors and study alongside our Diploma and Certificate students.

DDRC CPD

Those only wishing to study the Dive Medicine Module just to meet DDRC acceptance conditions and gain CPD for their work can join the programme four times a year. Applications can be made via DDRC: http://www.ddrc.org/physiciancourses

Entry Requirements

Normally: an undergraduate health related degree or relevant health related professional qualification and current work experience in the Remote Medical Care area. If you don't meet these criteria you are welcome to contact us to discuss your application further as all applicants are individually reviewed with regard to their previous qualifications and experience and you may be able to join the programme. You can view the Entry Criteria on our website.
Those applicants whose first language is not English must be able to demonstrate a satisfactory level of both spoken and written English. This should be equivalent to at least the level of post-secondary (high) school. If the directors have concerns about your English language capability you may be asked to provide evidence of an English Language test, for details visit our website: https://fphc.rcsed.ac.uk/education-resources/remote-offshore-medicine/modules

Fees

The payment plan options for all new students joining the programme will be to either pay the programme fees in full (this option protects from further inflationary increases) or to pay per module (module fees are subject to inflationary increases each year). CPD students pay on a per module basis.

The fees for 2017 academic year are as follows:
Diploma Pre-Paid - £6,499
Certificate Pre-Paid - £3,250
Per module 2017 - £544

New students must select their payment plan at the outset and may not subsequently switch between plans.

Applications

There are two intakes per year, in March and September. Applications are made via our secure online applications site. Details of the applications process and deadlines can be found on our website https://fphc.rcsed.ac.uk/education-resources/remote-offshore-medicine

Accreditation

The College is an ELCAS Approved Learning Provider in the MoD Enhanced Learning Credit (ELC) Scheme. This means that service men and women in the armed forces can apply for funding towards the cost of the Certificate or Diploma level study. For details visit: http://www.enhancedlearningcredits.com
The RCSEd DipROM Programme has also been accredited by the ACRRM (Australian College of Rural and Remote Medicine) for the 2014 - 2016 triennium. The Programme has been awarded 30 Core Points on the ACRRM PDP points framework. Full details available at: http://www.acrrm.org.au

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The application of skill and knowledge at a professional level in the practice of architecture, in today's society, forms the central focus of the course. Read more
The application of skill and knowledge at a professional level in the practice of architecture, in today's society, forms the central focus of the course.

At the final stage in qualification as an architect, successful completion of this course will enable you to be able to examine your obligations and responsibilities, and demonstrate your competence, professional awareness, knowledge and ability in the contexts of architectural practice, the management of architecture, the management of construction, the procurement of buildings, architectural practice management and building legislation.

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The PG Dip Architectural Professional Practice is the final stage in an architect's education and training and is a required qualification for anyone wishing to be an architect. Read more
The PG Dip Architectural Professional Practice is the final stage in an architect's education and training and is a required qualification for anyone wishing to be an architect. The course meets the Architects Registration Board (ARB) and Royal Institute of British Architects (RIBA) Part 3 requirements for final qualification and registration as an architect. On passing the Part 3 examination, you will be entitled to register as an architect in the UK with the ARB. The term 'architect' is a protected title and can only be used by ARB registered architects.

You will attend a series of lectures and workshops on the various topics which make up the RIBA Part 3 criteria, delivered by specialists from the construction industry. These are arranged as one, two or three day study units - nine days in total. The course sets out a creative and professional framework aimed at enhancing your 'live' professional experience.

This course offers a combination of academic content with work experience during the final 12 month period of your practical training experience.

There are three entry points for the course throughout the year, in January, May and September.

- Research Excellence Framework 2014: our University's results for the Architecture, Built Environment and Planning unit, which it entered for the first time, were impressive with 37% of its research being rated world leading or internationally excellent

Visit the website http://courses.leedsbeckett.ac.uk/architecturepractice_pgdip

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Successful completion of our course gives you exemption from the RIBA Part 3 examinations and enables you to register with the ARB and practice as a fully qualified architect. You can gain employment as an architect in the UK, the EU or anywhere else in the world where RIBA qualifications are recognised. On successful completion you are entitled to use the protected title 'architect'.

Careers advice: Our dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course benefits

The course is designed for suitably qualified applicants to complete their studies in architecture and register with the Architects Registration Board (ARB). It also allows for membership of the Royal Institute of British Architects (RIBA). It is, by nature, a professional course and is evaluated with quality and standards improved through the RIBA Validation Panel at four year intervals and in accordance with the University requirements for course review.

We have links throughout the region, nationally and internationally with architectural practices, with external tutors coming from their own established practices to offer you the best possible tuition.

Facilities

- Design Studios
Architecture students gain access to our extensive studios and IT facilities.

- Library
Our Library is one of the only university libraries in the UK open 24/7, every day of the year. However you like to study, our Library has got you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Broadcasting Place
Broadcasting Place provides students with creative and contemporary learning environments, is packed with the latest technology and is a focal point for new and innovative thinking in the city.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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The Master in Corporate Communication is partnered with LABCOM (Research Lab on Corporate Communication) at Università Cattolica del Sacro Cuore. Read more
The Master in Corporate Communication is partnered with LABCOM (Research Lab on Corporate Communication) at Università Cattolica del Sacro Cuore.

Learning objectives

The Master will enhance the potential of young brilliant professionals to tackle all the complexities of communication management. Each module of the Master training is designed to strengthen the students chance to become a sought out professional in the communication field. The Master training is centered on the most current and significant strategic and operational issues of communication in all its business configurations, in order to make students acquire the professional, interpersonal, and language skills necessary to be effective communicators in organizations.

Career opportunities & professional recognition

The Master graduates will gain 360 degrees of communication knowledge of strategic and operational management of communication (marketing communications/brand management, accounting and strategic planning, interactive/social media communications and community management, corporate public relations, internal communications, stakeholder relations). The Master supports students’ career openings by:

● Empowering students’ self-branding capability organizing classes focused on effective resume writing, job interview training, teamwork advice, as well as diversity and cross-cultural management;

● Supporting encounters between students and professionals directly in the classroom. Many of the professors are top executives that may hire students for internships

● Involving students in field trips to companies and agencies;

● Challenging students with a real consultancy field project. An opportunity to take on the full responsibility in managing a project and delivering a result by activating the knowledge developed in the classroom. Consultancy projects are a realistic and direct bridge with potential employers;

● Sharing students’ profiles with the Master’s partner companies and business liaisons beyond partners;

● Partnering with Università Cattolica Stage and Placement Office which collects and posts job opportunities. Over the past editions, students have been hired for internships at: BMW, FIAT, Ketchum Inc., L’Oréal, Leo Burnett, Mediacom, MSL Group, Pandora, TBWA Worldwide, and Vizeum Spa.

Curriculum

The 4 E of the Master in Corporate Communication excellence:

Enriching
Learning objectives
● Setting the foundation of the profession
● Offering a conceptual overview of the disciplines which inform the practice
COURSES
● Corporate Communication (4 ECTS/CFU)
● Consumer & Industrial Marketing (4 ECTS/CFU)
● Consumer Behavior (3 ECTS/CFU)
● Stakeholder Relationship Management and Negotiation (4 ECTS/CFU)
● Communication Skills - (3 ECTS/CFU)
● Advanced English for Relationship Management (3 ECTS/CFU)
● Italian Language and Culture (3 ECTS/CFU)

Empowering
Learning objectives
● Nurturing the distinctive competences of the profession
● Challenging and sharpening the critical abilities to manage communication
COURSES
● Branding & Consumer-Brand Relationships (4 ECTS/CFU)
● Market Insights & Account Management (4 ECTS/CFU)
● Advertising Creative & Media Strategy (4 ECTS/CFU)
● Unconventional Interactive & Social Media Marketing Communications (4 ECTS/CFU)
● Corporate & Marketing Public Relations (4 ECTS/CFU)
● Retail Experience (4 ECTS/CFU)

Enhancing
Learning objectives
● Refining communication skills in specialty areas
● Strengthening analytical thinking to interpret markets and society
COURSES
● Business-to-Business Relationships (3 ECTS/CFU)
● Internal Communication & Employer Branding (3 ECTS/CFU)
● Qualitative & Quantitative Market Research (4 ECTS/CFU)
● Far East culture and language (3 ECTS/CFU)

Experiencing
Learning objectives
● Activating the competences acquired during in-class training
● Bridging Master studies and the profession
Tasks
● Creativity Lab
● Consultancy Field Project

Ongoing professional training
● Individual assessment interviews
● Self-branding sessions
● Team-working support
● Diversity management training
● Job interview simulation
● Field trips

Location

Milan boasts extraordinary beauty. The city has inspired the creativity behind some of the world’s iconic fashion and design labels. Milan is recognized as a fashion and design capital, and has a major global influence in commerce, industry, music, sport, literature, art, and media.

We support you

Students receive support through comput- ing platforms including teaching, discussion forum, group work and tutorship. There is a tutor tailored for every consultancy field project group. Within the program there is a strong involvement of student group works and meetings with companies.

Placement & career service

With 6,900 internship opportunities per year and over 7,100 local and international partner companies, Università Cattolica’s Career Service will help orientate students along the paths of research, internships and employment.

Our companies

Supporting Companies: Leo Burnett, MSL Group

Partner Companies: ABC Production Agency, Henkel, International Advertising Association, Intesa Sanpaolo, Italian Brand Factory, Iterion, Mediacom, MSL Group, TBWA, Vizeum Aegis Media Group, We are social

Consultancy projects: Google, Disney, Leo Burnett, Lovable, Mars, MSL, Vizeum, 3M (previous editions of the Master)

Liaisons companies: Coop, Ecor Naturasi, Heineken, Lego (involved in class presentations and assignments).

Scholarships

All scholarships are assigned on a merit basis and will be mostly given to students who apply by the priority deadline. Some scholarships may also target specific geographic regions.

Scholarship value: €4000

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Pharmaceutical Science will appeal to those of you who want to understand how the human body functions at a molecular level and the science that we can use to manage human health. Read more
Pharmaceutical Science will appeal to those of you who want to understand how the human body functions at a molecular level and the science that we can use to manage human health.

Based in our state-of-the-art Science Centre, you will explore the biochemical and cellular make-up of the human body, investigate what happens when things go wrong through, for example disease or illness, and how these may be prevented or cured by the action of drugs.

Alongside this, you will build a clear understanding of drugs and medicines, their structures, discovery and development, their biological delivery and activity, and their testing, regulation, production and quality assurance by analytical methods.

The MSci course combines Bachelors-level and Masters-level study in one integrated programme, giving you the opportunity to undertake professional work experience or an extended research project. However, whichever degree you choose to complete, you’ll develop wide ranging specialist skills and an in-depth knowledge of pharmaceutical science and its industry.

If you would like to study this degree but your current qualifications do not meet our entry requirements for degree level study, our Pharmaceutical Science with a Foundation Year is available.

Course content

In Year 1, you’ll be introduced to the theoretical principles and practical techniques of pharmaceutical science and pharmacology. You’ll study the underpinning biology and chemistry and learn about the activity of drugs on the human body.

During Year 2, you’ll look more thoroughly at the analysis and quality assurance of drugs using a range of laboratory techniques and QA methodologies. Your understanding of the human body will extend to the molecular and cellular levels, giving you the depth of knowledge to understand the functions of a healthy body and when disease and illness strike.

Between years 2 and 3 you will take the sandwich placement year. By doing this, you’ll complete a one-year placement with a company within the pharmaceutical industry specifically or a wider scientific field. You might work in drug discovery, isolating and characterising new potential drugs, undertake laboratory or clinical trials, or be involved in full scale industrial drug production that will further develop your employability skills. You will be supported by an onsite placement supervisor and receive regular visits and support from your academic supervisor too.

In Year 3, your final year, you’ll follow the complete process – from the stages involved in identifying potential new drugs, synthesising them for laboratory and then clinical trials, and subsequently, how their approval and production for commercial markets. You will also undertake independent research in an area of your choice, designing your research to probe a current issue in pharmaceutical science.

As an MSci student, your fourth year will provide the opportunity to gain an even greater breadth and depth of specialist knowledge. You’ll also hone your professional skills by completing a work placement or research assistantship, where there may be the opportunity to work closely with a leading employer.

Year 1 (Core)
-Introduction to Pharmaceutical Science and Pharmacology
-Introduction to Scientific Practice
-Molecules to Cells
-Basic Chemical Principles
-Molecular Structure and Synthesis

Year 2 (Core)
-Drug Analysis and Quality Assurance
-Genetics and Cell Biology
-Human Biochemistry and Physiology
-Professional Practice and Placement

Year 3 (Core)
-Drug Testing, Trials and Legislation
-Pharmaceuticals Industry and Drug Production
-Independent Project
-Drug Design, Synthesis and Characterisation

Year 3 (Options)
-Neuropharmacology
-Clinical Immunology
-Toxicology
-Medical Genetics

Year 4 (Core)
-Placement or Research Assistantship
-Advanced Research Methods
-Advanced Pharmaceutical Science

Year 4 (Options)
-Choice of one Year 3 option

Employment opportunities

Graduates can progress into a wide range of roles either within the pharmaceutical industry specifically or a wider scientific field. You might work in drug discovery, isolating and characterising new potential drugs, undertake laboratory or clinical trials, or be involved in full scale industrial drug production. Graduates with an in-depth scientific knowledge are also highly sought after to work in marketing, sales and business management in this and other scientific industries.

Our courses aim to provide you with the relevant knowledge, approach and skill set demanded of a practicing scientist. You will develop skills and knowledge to study a variety of topics relevant to your degree, and the acquisition of Graduate skills and attributes developed in core modules will allow you to find employment in a variety of laboratory based environments such as the biopharmaceutical industry, food processing and quality assurance, veterinary and agricultural laboratories.

Some graduates apply for Graduate Entry Programmes in various healthcare professions such as Medicine, Dentistry, Physiotherapy and Nursing. A significant number of our graduates apply for postgraduate study. Those who aspire to a career in teaching progress to a PGCE, whereas graduates with an interest in a research choose to continue onto Masters and PhD programmes.

Graduates from science courses are increasingly sought after due to their skills in numeracy, IT, problem solving and abilities to analyse and evaluate. Consequently, many of the non-laboratory based industries such as regulatory affairs, scientific editing, technical sales and marketing, insurance and management preferentially employ graduate scientists. All students carry out a work placement in year 2. These are flexible so you can angle your experience towards your career aspirations. Your final year research project in a topic of your choice enables you to undertake a major piece of investigative work culminating in a professional style paper, suitable to present to prospective employers.

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