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Most businesses and organisations rely heavily on teamwork to achieve a shared successful outcome, but what if these teams are not working together to the best of their ability. Read more
Most businesses and organisations rely heavily on teamwork to achieve a shared successful outcome, but what if these teams are not working together to the best of their ability. As an action learning facilitator you can help groups of people work together more effectively and engage in a positive way to achieve their mutual goals. This course - the first of its kind in the UK - will allow you to gain a greater understanding of how people work and learn together by tackling issues and reflecting on their actions.

You will develop the skills to run meetings between small groups to reflect on and review steps that need taking - known as action learning sets. By laying down ground rules for leaders and managers working together, you will help people question, listen and reflect, and find solutions to real work problems through group discussion.

You will enhance your people awareness skills as you learn to dig deeper into team-working and become effective at facilitating and directing groups to achieve meaningful change, improve effectiveness and boost productivity within an organisation.

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008

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

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

This course provides the stimulus to apply new ideas and strategies across a wide variety of industries both nationally and globally, giving you the skills to develop your career as a leading facilitator and move your professional practice to a higher level.

Alternatively, if you are working independently, opportunities may arise for you to move into consultancy work and support others in moving their businesses forward.

- Action Learning Facilitator
- Business Development Coach
- Project Manager
- Leadership Development Consultant

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.

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

Course Benefits

Action learning facilitation has been proven to enhance capability within organisations by focussing on teamwork leadership. Whether you're a coach, consultant, project manager, or working in HR or general management, this course enables you to develop your network, share ideas and learn from the practical experiences of other like-minded leaders, allowing you to apply your new skills in the workplace.

You will be guided through your studies by leading action learning academics Professor Mike Pedler and Christine Abbott, who both have more than 30 years management and organisation development experience.

At Leeds Business School we're dedicated to supporting your professional development - that's why we offer a guest lecture programme. Past speakers include the CEO of the London Stock Exchange, Shadow Chief Secretary to the Treasury, past Chair and President of the Academy of Marketing, Chief Executive of the British Bankers Association, the Chief Economist of Yorkshire Bank and the Editor of Cosmopolitan. To see our full programme and to register for a lecture click here (http://www.leedsmet.ac.uk/guestspeakers).

Nick Beech

Principal Lecturer

"Directing selected masters and professional executive programmes has given me a greater understanding of how to convert management theory into effective working practice. My research and passion is in studying boardroom power and effectiveness. This allows me to help individuals to chart the right career progression routes, and help shape the leaders of tomorrow."

A former Infantry Major, and current sports coach and mountain leader, Nick has a diverse range of practical experience in leadership. He specialises in boardroom development, leadership and executive coaching.

Facilities

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

- The Rose Bowl
The Rose Bowl has impressive teaching spaces, auditoriums, conference facilities and an outstanding local reputation as a business hub. The Rose Bowl puts our students at the centre of a dynamic business community.

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

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NEW TO 2013. Clinically-Led Commissioning provides a sophisticated understanding of the requirements for commissioning health care with a view to developing change leaders with a compelling vision for how healthcare can be improved. Read more
NEW TO 2013

Clinically-Led Commissioning provides a sophisticated understanding of the requirements for commissioning health care with a view to developing change leaders with a compelling vision for how healthcare can be improved. Specifically the programme aims to equip its graduates with the ability to:

•Develop and critically reflect upon their own professional practice in leading change to address local commissioning priorities.

•Develop and implement innovative approaches for improving the quality and efficiency of health care services which benefit from insights from a wide range of perspectives and methodologies

•Develop strategies for collaboration and stakeholder engagement that benefit from analyses of a wide range of different modes of partnership governance and accountability.

•Interaction with other healthcare professionals, learning from others in the field

•Variety of visiting lecturers from many disciplines

Course Modules:

(The outlined modules are subject to a module modification process currently being undertaken):

•Leading commissioning (30 credits)

Enables you to reflect critically upon your own practice and the particular leadership challenges you face in the commissioning of
public services. You will critically analyse competing models of public leadership, deploying such models to evaluate your own practice and to identify personal development opportunities.

The module thus begins by evaluating different tools of reflective practice and action learning. It then assesses the specific leadership challenges of commissioning public services, reflecting upon different models of transformational leadership, collaborative working and change management and their implications for policy and practice in commissioning across
the public, private, voluntary and community sectors.

From the outset, you are required to identify the critical leadership challenges you face in commissioning public services and
the range of potential responses to such challenges to your personal practice. In meeting such challenges, the module develops and builds on skills in critical thought and reflective practice as well as the skills of written, oral and interpersonal
communication.

Outline content:
- Action learning methodology
- Tools for reflective practice
- Models of leadership
- Perspective on managing change

•Quality, innovation and governance (30 credits)

Rising
expectations, new technologies, changing needs and ever-present budgetary constraints have increasingly focused the attention of healthcare professionals on quality of provision and innovative approaches to healthcare service improvement.
Responding to such concerns, this module begins by exploring concepts of framework for quality in the contemporary healthcare context.

It then analyses the role of quality improvement and innovation within the commissioning cycle. The planning, procurement and
monitoring phases of the cycle are each explored with respect to the requirements for information and skills that they impose on
the stakeholders involved in commissioning at the local level.

In order to address these needs the module then draws on a range of perspectives (epidemiological, legal, financial, ethical, managerial, social science) for insights, tools and techniques that students can use to enhance their own practice.

Finally it brings the learning together via a focus on the scope for integrated models of care as an innovative approach to improving the quality of care for patients whilst simultaneously delivering an overall reduction in public expenditure.

Outline content:
- Concepts of quality, innovation and governance
- Quality frameworks and benchmarks in the NHS
- Quality, innovation and governance in the commissioning process
- Methodologies for health needs assessment
- Perspectives on procurement in the public sector context
- Approaches to monitoring and evaluation
- Integrated care and clinical pathways

For both modules you will experience block study days with workshops led by practice experts. An all learn, all teach approach is promoted with participation in an action learning set as a key element of the teaching, learning and assessment strategy. Students will also have the support of a Blackboard site populated with distance learning materials on key content and study support.

Teaching and Assessment:

The teaching methods and the assessment tasks on this course have been specifically designed to meet your needs for action
and problem-based learning and reflection on your professional practice. You will learn within workshops, action learning sets and interaction with e-learning packages.

Assessment will be via essays, presentations and reflective pieces. You will need to be prepared to work in groups, deliver presentations, challenge and discuss ideas with your tutors, and motivate to study many hours outside the classroom.

Expertise:

As an established provider of high quality education and training for the public sector, the new course draws heavily on the subject expertise already available within the faculty. This will ensure that the course remains current and has credibility within the target market.

Graduate Careers:

We recognise that many learners on this course will already be holding senior practitioner roles. As such this course will be an opportunity to consolidate and advance your commissioning skills.

This course will also enhance career prospects for individuals who are clinical leaders experiencing a transition into a commissioning role as a result of the governmental agenda.

The course has been developed in conjunction with our local health stakeholders who support this initiative and contribute to the
teaching. Input from practitioners means that you will benefit from learning the most current debates, concerns, issues and topics in the field of practice. It will assist managers and staff to meet their objectives in relation to agenda for change.


"Clinically-Led Commissioning has been designed with existing and future leaders in mind; to ensure that they are equipped to tackle the immense challenge of effective and safe commissioning: to deliver on the promise of patient centred care."

Dr Rishabh Prasad MBBS, MA MRCGP
Honorary Principal Lecturer and RCGP Clinical Commissioning Champion

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Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

See the website https://www.keele.ac.uk/pgtcourses/teachingandlearninginhighereducation/

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

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

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You understand that the world is increasingly volatile, uncertain, complex and ambiguous. You have at least three years of professional or managerial experience where you have held a position of responsibility and can share your experience with others. Read more
You understand that the world is increasingly volatile, uncertain, complex and ambiguous.

You have at least three years of professional or managerial experience where you have held a position of responsibility and can share your experience with others.

You are aiming high and are prepared for a challenge – that’s why you’re reading this.

The Aspiring Director’s MBA

Born of Westminster Business School’s 30 years’ experience of delivering MBA programmes, the new Westminster MBA is designed to support your aspirations.

It prepares you to work with, for and on boards, as a professional and versatile director.

It prepares you to lead, to innovate, and collaborate.

You will experience
-Being a strategist, steward and a change agent
-Advocating for people, ideas and technologies
-Being an entrepreneur and a mentor

By the time you graduate, you will understand your board-level strengths and know how and where you wish to apply them.

Course content

The Westminster MBA builds on your existing professional experience, skills and capabilities using self-directed and experiential learning. The programme incorporates action learning, and runs within our Directors’ Community: a physical board room and a virtual space where you interact with faculty, peers, real organisations and MBA alumni.

You will design your own learning journey using the learning and teaching formats offered by the MBA team in a way that best suits your learning style, your strengths, and your career needs.

You will experience four different roles on four shadow boards, working with different kinds of host organisation.

When you graduate you will be able to provide tangible evidence of your ability to perform as a professional board member.

[[The Westminster MBA process]
The programme is divided into three components
-Preparing for the Board: starter knowledge, skills and competencies
-Route to the Board: a transformational pillar of support throughout the MBA which includes comprehensive action learning and reflexive research
-Experiencing the Board: work with four different host organisations – international, corporate, entrepreneurial and not-for-profit – in four different roles.

The three elements of the Westminster MBA are designed to help you gain the skills, knowledge and competencies to:
-Understand the scope of business and organisational problems
-Reflect on and develop your own journey as leader and potential board member
-Experience real organisational contexts and demonstrate you have what it takes to perform well.

Learning methods will include:
-Seminars, practical sessions/workshops, masterclasses and lectures
-Online resource-based learning journeys
-Working with academic subject expert tutors and your supervisor
-Regular contact with your university-based tutors/supervisor
-Action learning sets and client meetings
-Use of diagnostic tools
-Short courses, conferences, other training and learning events relevant to your needs and negotiated as part of our programme
-Self-managed inquiry research and journaling

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The Master of Business Administration (MBA) is the most widely recognised management qualification in the world. It enables practising and potential managers to think critically and develop themselves and their organisations. Read more
The Master of Business Administration (MBA) is the most widely recognised management qualification in the world. It enables practising and potential managers to think critically and develop themselves and their organisations.

Typical MBA candidates are individuals seeking a broad management education plus the opportunities for career expansion that the qualification offers. This course will integrate learning about the major business disciplines with work-based projects to enable you to apply theories and action learning for developing reflective practice. The transfer of knowledge and ideas from course to workplace benefits employers in addition to equipping students with personal, professional and strategic capabilities.

The rounded programme integrates the study of major business disciplines with work-based projects. At the end of the course, you can fulfil your potential in relation to:
• Your development as a manager
• Organisational improvements
• Your current role and future career.

Course overview
The programme comprises an induction where you will meet fellow MBA course members, acquire an overview of the course and the study facilities offered by Brighton Business School. The course is split into three phases of study, which are divided into two modules each. Students complete module reports for their phase 3 assessments.

Students are now offered the opportunity to study the part-time MBA form the cohort as a two and a half year MBA with the flexibility to choose modules between the generic and Public Service Management routes in order to build an MBA which meets the individual’s preference of focus and modes. Electives will also be offered to both phase 2 and phase 3 students.

Syllabus
Phase 1
Phase 1 begins with a research methods workshop and literature review. The emphasis is on developing analytical and critical capability. Divided into two modules, it provides a sound foundation of management skills and knowledge:
The Organisation in its Environment (30 credits)
• Management environment and economics
• Organisational behaviour Managing Performance (30credits)
• Quantitative methods workshop
• Managing business processes
• Accounting.

Phase 2
During phase 2 students have the opportunity to attend a research methods workshop, business research methods and a two-day consultancy skills workshop. This phase concentrates on providing students with an understanding of the major management areas. It introduces the disciplines which underpin strategic thinking in organisations:

Managing Systems People, Information and Knowledge (30 credits)
• Information systems management
• Human resource management.

Strategic Planning and Marketing (30 credits)
• Business strategy
• Marketing planning and strategy.

Phase 3
The final phase focuses on strengthening students’ strategic thinking and planning abilities:
Developing Strategic Capability (40 credits)
• Financial strategy
• Corporate strategy
• Organisational dynamics and change.

Elective study (20 credits)
• This module offers the opportunity to explore a management topic of particular interest (eg employment law, consultancy, ebusiness, supply chain management, international marketing
and entrepreneurship)
• Subject to negotiation with tutors, an option to complete an extended dissertation which assesses both phase 3 modules. Examples of MBA students‚ previous projects include:
• Introducing a new cosmetic brand into China after it joins the World Trade Organisation
• A review of current sales force structure based on the business strategy and the impact of customer requirements
• Development of a relationship marketing strategy in a leading insurance company
• Mentors for magistrates
• Growth and success factors in a small property company.

Learning support
The university has an international reputation as a centre for excellence in action learning. Your study will be supported in a number of ways:
• Action learning sets of six or seven students
• Workshops in consultancy skills and research methods
• Weekly sessions which provide feedback and opportunities to learn about other organisations
• Opportunity to network, both on the course and via the BGA alumni website.

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Midwifery is an ever evolving profession and together with the challenges and changes in maternity care provision that the NHS presents the midwife needs to be able to critically evaluate and redefine the multi-functional role of the midwife within the context of health care provision and the changing nature of society. Read more
Midwifery is an ever evolving profession and together with the challenges and changes in maternity care provision that the NHS presents the midwife needs to be able to critically evaluate and redefine the multi-functional role of the midwife within the context of health care provision and the changing nature of society. This module provides such an opportunity through action learning sets.

The use of action learning sets to review current practice will be the main learning strategy.

• Informal debates, discussions and presentations will support the identification of the learning needs and will inform the action learning sets.
• The organisation of the time allocated to the trigger sessions will take account of time needed to allow students to gain the optimum learning experience from the learning sets.
• Students will be expected to keep a reflective diary. This will enable them to reflect on their individual learning outcomes and experiences and on the process of the learning sets.
• Students will also be expected to utilise the module discussion board on studentcentral.

Total 200 hours made up of 30 taught hours and 170 hours of self directed learning

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Health and Social Care Education provides a flexible and relevant route to a postgraduate teaching qualification for those working in the health and social care professions. Read more
Health and Social Care Education provides a flexible and relevant route to a postgraduate teaching qualification for those working in the health and social care professions. The course reflects the need to prepare teachers in a multi-professional context, with increased shared learning, to enable them to teach and to facilitate teamwork in that environment.
The course brings together practitioners from many different professional fields, including the professions allied to medicine such as medicine, such as physiotherapists, podiatrists, occupational therapists and social workers who share a mutual interest in developing educational skills.

Professional accreditation
The programme is accredited by the Higher Education Authority and validated by the Nursing and Midwifery Council. Students wishing to record their qualification with the NMC are required to enrol for the Consolidation module.

Course structure
Attendance is one day a week for the extensive mode or blocks of study over two semesters if taken intensively. The course may be taken over one year or up to three years.
The modules explore educational theory linked to the practices of the developing role of the teacher and course design and planning. Students undertake 180 hours of teaching practice during the course, including direct teaching experience, educational activities appropriate to their professional role, and portfolio development.
Action learning sets encourage the development of the portfolio through reflection, analysis and challenge students' perceptions of their teaching role in a supportive manner.

Areas of study
The course offers a stimulating learning experience, which provides an excellent model of education for intending teachers. Students have a lived experience in a positive learning environment that values creativity, critical thinking and reflection.
The aims of the course are to:
- facilitate students' personal and professional development in terms of their knowledge, skills and critical awareness of teaching and learning in health and social care settings as well as in higher education institutions
- enhance their ability to utilise a wide variety of approaches and methods for teaching and assessing in practice
- prepare students for the challenges of role transition and the development of the educational roles of the future.
On successful completion of the course; Postgraduate Certificate in Health and Social Care Education, students will be able to:
Knowledge and theory
- critically examine their developing knowledge and understanding of educational theory, whilst developing originality in the application of this knowledge required for future/enhanced roles as educators
- critically evaluate their competence in teaching practice and course design; and develop confidence in selecting educational techniques that are relevant and of value to their professional field of practice
- develop a critical awareness of historical and current educational issues/research, within the wider philosophical, theoretical and social contexts in which professional education is delivered
Skill
- develop skills in critical analysis, reflection, synthesis and experiential learning through the evaluation of teaching practice, action learning and the variety of educational opportunities offered during the course
- develop strategic/leadership skills for delivering and evaluating the government's agenda for health and social care through education in practice
- critically evaluate educational experiences within multi-professional groups to facilitate effective team working in a variety of placement settings.
Action learning sets are learning support groups enabling students to link the theory from the modules and encouraging its application to educational practice through the Patchwork Text. The induction days will orientate students to the Patchwork Text, which are produced using a reflective framework to be analysed at each meeting. These texts plus the students' reflections upon the experience will be included in the portfolio assignment for Developing the Role of the Qualified Teacher through Reflection.
A problem-based learning (PBL) approach is used in Course Design and Planning to enable students to engage in the process of developing an educational programme. Students will not only experience PBL as a reality but this approach encourages a creative, individual and challenging strategy for course design.

Syllabus
Developing the Qualified Teacher's Role Through Reflection, Learning and Practice
Course Design and Planning

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You can help lead the future of dementia care through gaining an understanding of how people, not patients; good dementia services and practice, not clinical skills are critical in the empathetic management of particular symptoms associated with the syndrome. Read more
You can help lead the future of dementia care through gaining an understanding of how people, not patients; good dementia services and practice, not clinical skills are critical in the empathetic management of particular symptoms associated with the syndrome.

This course is unique in that although it focuses on dementia care, it does not approach the understanding of care from a clinical perspective. You will explore contemporary thinking whilst investigating and analysing current dementia care and services to build an evidence base for best practice. Critically we seek to empower you to be a leader in best dementia care practice and service management.

Course detail

You will use an action learning approach to apply knowledge learned to your individual experiences and occupations. You will study a diverse range of modules from understanding dementia, through dementia in society to holistic and therapeutic approaches to dementia care. Uniquely the course will connect with residents and staff of two care homes with some learning and teaching delivered on-location at these care homes.

The course design and assessments will support you to be critically reflective ensuring you can apply knowledge and experience to effecting change in practice and the wider world in creative ways. You will be able to place your understanding within a global context.

Level 7 Modules

• Understanding Dementia Care
• Dementia in Society
• Action Learning 1*
• Dementia Care and its Management
• Holistic and Therapeutic Approaches to Dementia Care Action Learning 2*
• Dissertation

*The modules may be amended.

Career and study progression

On successful completion of this course you can seek employment in the following areas:
• direct management of dementia care delivery
• service commissioning
• voluntary organisations
• charity sector

The course may also provide a platform for people wishing to work within other services which are not dementia-specific but link closely to people living with dementia and their carers.

Whilst studying, you may have discovered an area you want to learn more about. Doctorate study enables you to develop research and generic skills to equip you to operate successfully as a professional researcher.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. Read more
The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. The programme is offered as a workplace based, blended learning programme of study using online materials and communication media, with study workshops and tutor support.

Why study for the MSc CLD at Dundee?

The programme will have flexible entry and exit points and can be studied either as a CLD qualifying programme, accredited by the CLD Standards Council for Scotland, or as continuing professional development (CPD) with optional modules including Organisational Management, Community Engagement, Interprofessional Collaboration and Action Research. It is expected that the options available will be expanded over time to include modules in Family Learning, Literacies and Arts & Communities.

What are the aims of the programme?

The programme is designed to enable participants to:
- Identify, reflect on, develop and appraise critical community based practice, individually and in collaboration with others;
- Integrate community learning and development practice with theoretical studies and investigative techniques;
- Enhance commitment to community learning and development values, ethical codes of practice and ongoing professional development;
- Engage in processes of active learning involving cyclical processes of action and reflection with participants towards development of empowerment, capacity building and co-production;
- Contribute to ongoing construction of theory and practice by communicating with communities of participation and practice the outcomes of investigations and development projects.

Who should study this course?

Applicants for the qualifying CLD programme require a relevant first degree and current professional practice in a public and voluntary CLD context. This new award offers graduates from a range of disciplines such as education, social work, housing, planning, the arts, health, politics or law an opportunity to undertake a postgraduate qualification in Community Learning and Development.

Practitioners with an existing CLD qualification can choose to study the optional modules through a continuing professional development route. The programme is also suitable for returning students who have a PG Diploma in CE/CLD, who wish to complete the Masters dissertation.

How you will be taught

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's Virtual Learning Environment and other online tools such as Adobe Connect and Google+. This means the Programme is available anywhere and anytime there is access to the internet.

The MSc CLD is characterised by progression through Certificate, Diploma to Masters with exit points at each level. These awards aim to build on professionals' initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:

On-line tutorials and workshops
Study guides
Telephone tutorials
Face to face tutorials
E-mail
Written feedback (electronic)
Virtual learning environments

What you will study

Students on all routes are required to complete the two Certificate level core modules:

Research Methods for Professional Inquiry (30 credits)
Critical Pedagogies (30 credits)
The CLD Standards Council qualifying route requires the completion of two Diploma level modules:

Evidence-Based Practice 1 (30 credits)
Evidence-Based Practice 2 (30 credits)
Those on the CPD route can instead select two optional 30 credit modules from the range available to complete the Diploma level.

All Masters students will then be required to complete the 60 credit Dissertation module.

How you will be assessed

Formative assessment and feedback are a feature of all modules. Formative and summative assessments are designed to arise naturally from study and work. Assessments may be in a range of styles including written assignments, portfolios, presentations all designed to best evidence the learning of any given module.

Careers

The programme offers excellent professional qualifications and options for ongoing CPD for those in seeking practitioner and managerial posts in:
Local Authority Services and Projects
Third Sector Organisations
Community Learning and Development Services
Culture and Leisure Services
Community Health
Youth Work
Housing
Community Development
Adult Literacies and Numeracies
Family Learning
Community & Adult Learning
Local Economic Regeneration
Social Enterprise Development
Further & Higher Education

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This programme will equip you with all the necessary language, tools and techniques of business and management. Our MBA is unique as we focus on developing your practical wisdom and your capacity for judgment in the turbulent world of international business. Read more
This programme will equip you with all the necessary language, tools and techniques of business and management. Our MBA is unique as we focus on developing your practical wisdom and your capacity for judgment in the turbulent world of international business. We are focused on helping you build the ‘attitudes of mind’ and the skills that you will need to be highly effective at the most senior levels of management. We action this through our unique Mindful Manager and Core Capabilities modules together with four Action Learning challenges that weave together deep philosophical learnings and practical skills development.

Our MBA is globally recognised and highly ranked by The Financial Times.

You may also be interested in our part-time Executive MBA option.

Modules
• Core Capabilities
• Digital Innovation in Business
• Economics (Micro and Macro)
• Ethics, the Global Society and Responsible Management
• Finance and Accounting
• International Business in Context
• Leading Mindfully
• Marketing
• Mindful Manager
• Operations Management
• Organising Behaviour
• Strategic Management

Optional modules:
• Corporate Strategy
• Managing Strategic Change
• Mergers and Acquisitions
• Strategic Brand Management
• Study Abroad Options (France, Germany, Austria, China)

Action Learning Challenges:
• Business Management Challenge
• Consultancy Challenge
• Corporate Challenge
• Entrepreneurial Challenge

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Future managers must have the capacity to be team players, to motivate and lead others, to communicate and negotiate effectively, and must possess excellent interpersonal skills. Read more
Future managers must have the capacity to be team players, to motivate and lead others, to communicate and negotiate effectively, and must possess excellent interpersonal skills. The MSc in Marketing Practice transforms graduates into highly professional managers.

Based at The Michael Smurfit Graduate School of Business, UCD, this is a one-year, full-time masters degree programme that has been carefully structured to facilitate its participants’ professional development. The programme uses the concept of ‘action learning’ to blend graduates’ existing theoretical knowledge with real commercial experience in a variety of marketing situations, thus improving creative, technical, motivational, leadership,
communication and inter-personal skills. In short, teaching them to practice as managers.

Programme participants – referred to as ‘Marketing Advisors’ – work closely with clients ranging from start-up concerns to multi-national organisations, while undertaking professional assignments such as:
• Marketing and business strategy development
• Quantitative and qualitative market research
• Market feasibility studies
• Consumer surveys
• Economic impact studies.

Personal and professional skills developed during the course include:
• Leadership
• Motivation and team building
• Client and project management
• Implementation and control of plans
• Self-reliance and individual decision making
• Time management
• Communication – written and oral
• Problem solving
• Analytical skills
• Critical thinking
• Confidence building
• Negotiation and conflict resolution.

The personal and professional development is achieved through:
• Client assignments
• Communication skills series
• On-going support and guidance from management team
• Structured feedback and appraisal process
• Mentor programme
• In-company executive shadowing
• Business networking
• Action learning dissertation
• Courses in contemporary issues in business and marketing
• Lectures in leading edge management thought
• Briefing seminars from leading business people.

The programme encourages applications from international students and those whose first language is other than English.
Applicants must submit:
• An up-to-date curriculum vitae
• Two passport size photographs
• A non-refundable application fee of €32 – cheque or postal order made payable to ‘UCD Marketing Development Programme’
• A short statement – 300 words maximum – entitled: “Why I should be accepted on the MSc. in Marketing Practice Degree
Programme”

This statement should:
Draw on the applicant’s personal experience and emphasise relevant experience(s) demonstrating initiative, teamwork, leadership skills and problem solving ability.
There are two intakes – in the Autumn of each year and the following Spring – the deadline for receipt of applications for both is end-March each year. Individual interviews are conducted with shortlisted applicants between April and June each year, with successful candidates recalled for final interview (group format).

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The Master of Laws degree (LLM) gives you the chance to build on your LPC or BVC qualification by topping this up to an LLM. This can be done by research into law in practice or a period of reflective legal practice. Read more
The Master of Laws degree (LLM) gives you the chance to build on your LPC or BVC qualification by topping this up to an LLM. This can be done by research into law in practice or a period of reflective legal practice.

There are two routes through the masters degree. It may be completed either by means of a research dissertation or an action learning project based in the workplace. The action learning route will particularly suit students who immediately go on to undertake a training contract. The research dissertation route will suit those who have not yet secured a training contract or do not start the training immediately after the completion of the LPC.

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This flexible course is designed to develop and enhance skills that are required to become an advanced practitioner. It is suitable for experienced health and social care practitioners who are currently functioning as advanced practitioners or who are developing towards this level of autonomous practice. Read more
This flexible course is designed to develop and enhance skills that are required to become an advanced practitioner. It is suitable for experienced health and social care practitioners who are currently functioning as advanced practitioners or who are developing towards this level of autonomous practice.

In developing this course, the Department has collaborated with members from a range of professions with varying roles in organisations including service managers, practitioners and educationalists.

Key benefits

This course is studied and applied for on a modular basis. You take the core module/s then simply pick and choose from the wide selection of optional modules we have available.

Course detail

Postgraduate Certificate - 60 credits

• Contemporary Issues in Advancing practice - 15 credits
• Option modules

Postgraduate Diploma - 120 credits

• Contemporary Issues in Advancing Practice - 15 credits
• Health and Social Care Research: Methods and Methodology - 15 credits
• Option modules - 45 credits

MSc Advanced Practice - 180 credits

• Contemporary Issues in Advancing Practice - 15 credits
• Health and Social Care Research: Methods and Methodology - 15 credits
• Dissertation - 45 credits
• Option modules - as required

Format

The course offers a wide range of teaching and learning strategies which are student centred, including action learning sets. The process of action learning allows you to engage fully in exploring challenges and issues relevant to practice in order to challenge existing perspectives and place theoretical knowledge in your own practice context. Other learning strategies include critical evaluation, directed reading, discussion groups, seminars, group work and your own practice.

Assessment

A wide range of assessment methods are incorporated into this course, each one appropriate to the nature of the specific module. A module assessment normally comprises the application of theory to the your own practice.

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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This one year full-time programme is an invigorating and transformative journey. Our internationally recognised and top-ranking programme opens doors to exceptional career opportunities and to our global community of business leaders. Read more
This one year full-time programme is an invigorating and transformative journey. Our internationally recognised and top-ranking programme opens doors to exceptional career opportunities and to our global community of business leaders.

Programme Information

The single most differentiating feature of the programme is the focus on live action learning. You will undertake 3 full-time projects focusing on real strategic issues in a range of companies. The programme is also designed to develop your leadership skills and self-knowledge. You will be assigned a highly qualified personal coach to guide your through a range of psychometric tests focusing on the key areas required for professional and personal growth.

The teaching includes 16 taught modules and a choice of electives delivered via a mix of lecturers, guest speakers, live action learning, projects and workshops International residency weeks include Belgium, China (optional) and South Africa (optional).

Class Profile

Average Age: 32
Average Work Experience: 9 years
Number of Nationalities: 17
Ratio of Women to Men: 45:55

Career Opportunities

29% average salary increase post-MBA within 3 months of graduation
87% of students secured job offers within 3 months (of the total seeking new positions)
50% of graduates secured positions outside of Ireland

Our dedicated career development team will help you identify your ideal career path and provide tailored advice on how best to achieve your career goals. Though workshops and one-to-one coaching, you will be introduced to our portfolio of company recruiters. As a member of the Trinity MBA alumni you will have lifelong access to this service. As Ireland’s leading MBA programme, employers from all industries aggressively recruit our graduates.

Our dedicated career development team will help you to identify your ideal career path and provide tailored advice on how to achieve your career goals. Through workshops, one-to-one coaching, career psychometric tests and visits from top global employers, students are introduced to our portfolio of company recruiters. The New York Times ranked Trinity in the top 150 global universities in terms of universities’ employers rated most highly.

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The aims of the Health and Social Care Education course are to prepare and develop nurses and midwives who will facilitate, supervise and assess students and critically appraise and evaluate practice teaching from operational and strategic perspectives. Read more
The aims of the Health and Social Care Education course are to prepare and develop nurses and midwives who will facilitate, supervise and assess students and critically appraise and evaluate practice teaching from operational and strategic perspectives.

The course is designed to encompass key themes including establishing effective working relationships, creating and maintaining a learning environment, facilitating learning and assessment and evaluating learning by utilising evidence-based practice and leadership strategies within the context of contemporary practice.

Teaching and learning strategies reflect a range of approaches such as, key lectures, group discussion, seminars, reflection and analysis. Action learning sets will be used to allow students to actively engage in problem solving activities.

LEARNING ENVIRONMENT AND ASSESSMENT

Teaching and learning strategies will reflect a range of approaches e.g. key lectures, action learning sets, work-based learning, group discussion, seminars, reflection and analysis. Module materials will also be available on the University's Virtual Learning Environment-eLearn.

Each module uses a variety of continuous assessment activities, including peer observation of teaching practice, essays and reports and evidence of completion of 360 hours of teaching practice, which must be conducted in both academic and practice settings. Through assessment and work-based learning activity, evidence is gathered to demonstrate achievement of relevant professional standards. There is no final examination.

OPPORTUNITIES

The course is designed to develop the practitioner in their role as a teacher, able to support learning of health and social care practitioners on courses approved by professional bodies, in both academic and practice settings. On successful completion of the programme students will be able to have the teacher qualification recorded by the Nursing and Midwifery Council and will be able to register with the Higher Education Academy (pending accreditation).

FURTHER INFORMATION

The course covers the following subject areas:
-A critical review of (and opportunity to engage with) contemporary education practices in health and social care.
-Current and future developments in regulation of health and social care education.
-Approaches to curriculum design and delivery.
-Theories and models concerning the nature and processes of teaching, learning, assessment and student support.
-Principles of evidence-based practice and research into learning and teaching issues, including evaluation.
-Quality assurance and enhancement of programmes supporting learning of health and social care professionals.

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