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Action Research offers an approach to changing practice as part of a cycle of change. In addition to enacting the Action Research approach you will draw on published work to inform your understanding of the problem and possible solutions. Read more

Course Outline

Action Research offers an approach to changing practice as part of a cycle of change. In addition to enacting the Action Research approach you will draw on published work to inform your understanding of the problem and possible solutions.

During the course you will:

-Consider the basis for change in educational settings.
-Develop an understanding of the wider research context of action research.
-Clarify your professional challenge and developing research questions.
-Identify actions that you or your colleagues can make to address the challenge.
-Learn how to collect evidence, which will help you evaluate the actions.
-Learn how to disseminate your findings and review next steps.

Studying by supported distance learning allows you to choose when and where you study, meaning you do not have to take a career break.

We pride ourselves on the level of support we provide our distance learning students. Our award-winning library has world-class facilities for distance learning students. You will have full access to our other support services and will be assigned a personal tutor. Our virtual learning environment, Blackboard, offers a wide range of study support material, and you will have the opportunity to join an interactive web-based community of fellow students around the world.

If you have any questions about this course, join us for a live online chat with academic tutors and admissions staff.

Course Structure

Developing Foundations for Action Research:

The first part of the course focuses on developing a critical understanding of Action Research as an approach to educational research. Firstly, the nature and variety of research traditions and the need for ethical activity are considered. The spectrum of approaches to Action Research is then discussed before setting the foundations for creating an Action Research project, initially by developing an understanding of the importance of context and research questions and reconnaissance work.

Action Research Project:

The second part of the course focuses on completing an Action Research project, based on ideas developed in Part 1. It also introduces consideration of different research methods and data analysis to support the development of a coherent research report.

(Please note: due to regular enhancement of the University’s courses, please refer to Leicester’s own website (http://www.le.ac.uk) or/and Terms and Conditions (http://www2.le.ac.uk/legal) for the most accurate and up-to-date course information. We recommend that you familiarise yourself with this information prior to submitting an application.)

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If you're currently working within the field of education, training or youth work and looking to progress your skills, specifically focusing on research and evaluation, then this course could be for you. Read more
If you're currently working within the field of education, training or youth work and looking to progress your skills, specifically focusing on research and evaluation, then this course could be for you. You'll develop your understanding of how action research leads to improvements in learning and awareness of how effective personal development can contribute to raising standards within teaching/training professions and ultimately on learner achievements. The course is tailored around you – choose from a range of options to match your role, experience or organisation to help you progress as an informed, reflective and inspirational practitioner.

This course combines making a difference in your particular teaching/training context with learning about how to undertake research in a systematic and rigours manner.

You'll be taught by an outstanding team of teachers; in fact we've been ranked in the top five in the Guardian Guide for Education for the sixth year running. You'll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.

You'll be supported by our Academic Skills Tutor to help develop your ability to write effectively at masters level.

Titles of work undertaken by students on this course have included:

• How important is Induction to a successful student learning experience?

• How do I foster resilience in Trainee Teachers in Further Education?

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As populations grow and competition for space and resources increases, society’s most pressing issues will need to be addressed by those who can work in collaboration with cognitive, occupational and social psychologists, as well as architects, educationalists, environmental scientists, engineers, landscape architects and planners. Read more
As populations grow and competition for space and resources increases, society’s most pressing issues will need to be addressed by those who can work in collaboration with cognitive, occupational and social psychologists, as well as architects, educationalists, environmental scientists, engineers, landscape architects and planners.

PROGRAMME OVERVIEW

How do individuals and groups react to different environmental situations (home, office, hospital, street, shop, and so on)? What psychological processes are triggered by our environment, and how do they affect our perception, attitude and actions?

How can individuals and groups change their environment so that it provides a more stimulating, less stressful and more enabling setting in which to live? How are our identities tied up with place? How might sustainability in environmental policy be better informed by current research?

Our MSc Environmental Psychology programme will help you gain advanced knowledge and understanding of theory and practice in environmental psychology.

You will also acquire a range of research skills that will give you the confidence and ability to undertake environmental psychology research in a professional setting.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Ergonomics and Human Factors
-Inquiry and Design
-Dissertation
-Qualitative Research Methods
-Quantitative Research Methods
-Key Questions in Environmental Psychology: People and Place
-Psychology of Sustainable Development
-Preparation for Academic Research in Psychology
-Conducting Health Psychology Research
-Social Change and Influence
-Maintaining Health Throughout the Lifespan
-Psychological Neuroscience: Electrophysiology

FUNDING

Funding is now linked to continuation funding for a PhD – that is, successful applicants to the Economic and Social Research Council will be given a grant for the MSc year and then further support (subject to satisfactory progress) to enable them to undertake a PhD.

Occasionally students receive financial support from industry through sponsorship. This would involve students undertaking a piece of research for their dissertation which would be of interest and value to industry or commerce, in return for which they will be given a grant by the commissioning company.

In the past, this sponsorship has ranged from £500 to £6,000. This is mutually beneficial to both the student and sponsor, and allows the student to undertake a ‘real’ piece of research that has practical or policy implications, whilst receiving a sum of money to assist with fees and subsistence costs.

ENVIRONMENTAL PSYCHOLOGY AT SURREY

The School of Psychology at the University of Surrey was the first in the world to establish an MSc in Environmental Psychology, in 1973. Since then there have been well over 250 graduates of the programme from over 25 countries worldwide.

It remains one of a few such postgraduate programmes in the world and the only one in the UK.

The MSc Environmental Psychology programme is part of a larger modular programme, thereby providing a flexible teaching and learning structure. The School of Psychology has a reputation for developing professional and innovative programmes reflecting contemporary societal concerns and employment opportunities.

Environmental Psychology at Surrey has always sought to be a multidisciplinary research activity. We are driven by psychological theories and methodologies, but draw on other social sciences, as well as the environmental and design disciplines.

We investigate environment behaviour relationships at every spatial scale and environment, from personal space and office design, through neighbourhood renewal, to the public understanding of global climate change.

PSYCHOLOGY AT SURREY

The School of Psychology at the University of Surrey is one of the most active and highly regarded psychology departments in the country. We specialise in applied and policy-oriented teaching and research within a strong theoretical context. The international, interdisciplinary, policy and applied strengths of the School mean that students’ theoretical and methodological research puts them at the cutting edge of the discipline.

We are one of the highest ranked Schools in the country for graduates entering employment, and also one of the largest providers of postgraduate training in the UK.

The University of Surrey’s School of Psychology has been the centre for many cross-national studies and has attracted funding from research councils and local and national government departments, such as:
-ESF
-Defra
-The Ministry of Defence
-Home Office
-The Environment Agency
-The Countryside Agency
-Surrey County Council
-The EU

If you choose to study psychology at the University of Surrey, you will be provided with a combination of opportunities that would be hard to match elsewhere. We offer you a degree that provides a thorough grounding in the theories, methods and practice of contemporary psychology.

Our programmes lay particular emphasis on the application of psychology to real-world problems, and also consider issues related to professional practice in preparation for your career as a professional psychologist.

The basis of good postgraduate programmes is the research activity of staff, the incorporation of current research programmes in teaching material and a reciprocal relationship between theory development and applied research in everyday contemporary issues.

We believe in involving all postgraduate students in the research life of the School through active participation in one of the research groups, attendance at research seminars and, where possible, an attachment to ongoing research projects.

As a student of the School of Psychology, you will also have access to a number of conferences, seminars and workshops hosted throughout the year.

COLLABORATIONS

Environmental psychology researchers have always enjoyed collaboration with other disciplines.

Current and recent research collaborations include an EPSRC funded research project on energy technologies in homes (REDUCE) with colleagues of environmental sciences (CES) and communications technology (CCSR), a DEFRA/ESRC-funded research programme on lifestyles in transition (SLRG) and a major ESRC funded research program on sustainable lifestyles (RESOLVE: research on lifestyles, values and the environment) both with colleagues from sociology, economics and environmental sciences.

We have long-established links with national and international academic institutions including the Department of Architecture at the University of Strathclyde, the Centre for Transport Studies at the University of West England and the Department of Psychology at Bath University.

The environmental psychology community is strongly international and this is reflected in the long-term active teaching and research collaboration we enjoy with the universities of Groningen, Madrid, La Coruña, Umeå and Rome.

Students on the MSc programme are encouraged to take advantage of these links during their dissertations.

MSc students are actively encouraged to participate in ongoing research projects. Our recent research clients include:
-Building Research Establishment
-Surrey County Council
-Eden Project
-Defra
-Environment Agency
-Forestry Commission
-European Commission
-Rentokil Initial
-King Sturge

RESEARCH

The Environmental Psychology Research Group (EPRG), of which students on the MSc in Environmental Psychology are automatically members, has been undertaking research for more than 30 years and has gained an international reputation.

Research undertaken by the EPRG is both ‘fundamental’ (that is, contributing to the development of the discipline and our understanding ofpsychological processes) and ‘applied and policy-oriented’.

Both government and business are concerned with effective policy development and delivery, and it is increasingly recognised that these can only be successfully achieved by informed evidence.

Students on the MSc Environmental Psychology programme are encouraged to make their research not only useful, but useable.

CAREER PROSPECTS

Recent graduates have progressed into careers in central and local government, undertaking policy-oriented research on a variety of environment behaviour (E-B) issues. Many of our graduates have become practice consultants, using their E-B research skills.

This could be a specialist E-B practice or an architecture, planning, design or engineering practice where graduates with a sensitivity to people-environment issues and a training in E-B research can provide an important and unique set of skills and expertise.

Those who have a background in architecture, landscape architecture, planning or design often return to their profession, but with an enhanced range of skills.

EDUCATIONAL AIMS OF THE PROGRAMME

The aims of the programme are as follows:
-To provide students with theoretical and qualitative/quantitative methodological expertise to conduct environmental psychological research by training them in the informed and systematic conduct of basic and applied research involving the critical reading of theories and empirical findings
-To provide students with an in depth knowledge of contemporary theoretical and methodological approaches to the discipline
-To enable students to link theoretical and empirical questions to social and environmental issues and to provide them with an in depth understanding of the practical applications and action implications of environmental psychological theories and empirical findings
-To provide students with the skills to evaluate possible interventions in a variety of environmental domains
-To offer opportunities to develop the basic interpersonal, technical and creative skills required for the effective analysis and formulation of problems into research questions and, where appropriate, testable hypotheses

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Knowledge and understanding
-Contemporary theoretical and methodological approaches to environmental psychology
-The practical applications and action implications of environmental psychological theories and empirical findings
-The principles of research design
-Quantitative and qualitative techniques and strategies to manage and analyse psychological data
-Ethical considerations when undertaking research and framing interventions

Intellectual / cognitive skills
-Critically assess and comment on sources of research relevant to environmental psychology
-Critically evaluate the contributions and limitations of environmental psychological theories and research methods in environmental behaviour issues
-Evaluate actual and potential psychologically informed interventions in a variety of environmental domains
-Design, conduct and evaluate environmental psychological research
-Apply insights from environmental psychological theory and research to other domains of psychology

Professional practical skills
-Communicate work in a professional manner for academic and non-academic audiences in written and verbal formats
-Apply problem solving techniques to environmental and psychological topics effectively
-Use effective learning strategies
-Analyse and interpret environmental psychological theoretical analyses and quantitative and qualitative empirical evidence in a competent and critical manner

Key / transferable skills
-Communicate theories and methods in relation to environmental psychology by oral and written means
-Use information technology effectively
-Manage own personal development

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The Postgraduate Certificate in Primary Mathematics is a three module credit course at M level, consisting of a single taught module and a double module supporting your action research. Read more
The Postgraduate Certificate in Primary Mathematics is a three module credit course at M level, consisting of a single taught module and a double module supporting your action research.

It is a part-time course designed for students working full-time. Each module has an attached assignment which can draw directly on your own practice and setting.

See the website http://www.brookes.ac.uk/Courses/Postgraduate/PGCert-Education-Primary-Mathematics/

Why choose this course?

- The course helps you to delve explore the issues surrounding the teaching of mathematics including curriculum demands, attainment and pupil progress.

- It focuses on inquiry, particularly into your own practice, or the practices of your organisation.

- It will introduce you to ways in which you can enhance mathematical pedagogy.

- You will receive support in researching, analysing and reflecting on an element of your practice or context.

- You will learn how to adapt to demands in the teaching of primary mathematics, and be helped to facilitate the achievement and progress of pupils within your setting.

This course in detail

Module details:
- Enhancing Mathematical Pedagogy
This module facilitates current professionals, including practising teachers, to improve educational outcomes associated with primary mathematics. You will enhance your own individual teaching practice in primary mathematics, and develop a deeper understanding of pedagogy and subject knowledge, together with an understanding of research into the teaching and learning of mathematics from ages 4 - 11.

Sessions will cover:
- good practice in primary mathematics teaching - through investigating key research in mathematical learning and conceptual development, and looking at how this links to classroom practice

- Mathematics as a culturally situated and identity driven practice - by looking at national and international practice in mathematics education, and models of social representation and dialogical identity, we will discuss many of the often ignored impacts on learning and development

- curricular change and development in teaching of mathematics, from ages 4 - 11, aligning teaching and subject knowledge, enabling you to identify areas for your own subject knowledge enhancement

- ways of 'surveying' mathematical teaching and analysing attainment in your class/classes, and using this to plan interventions and 'next steps' around specific mathematical concepts.

- Action Research (double module)
This double module supports you in reflecting upon and developing your practice by undertaking an action research project of your own choosing, in your own context.

It is intended that the results of this research should feed into a wider network of good practice. Session content is determined by the focus of the inquiries selected by students, adopting a 'learning set' approach.

Group seminars and workshops will provide a structured introduction to action research followed by the development of small working groups to support the stages of individual projects and provide peer group support. You will be introduced to relevant academic theory and research and have access to support material from the MA in Education online resources.

Please note: as our courses are reviewed regularly the list of modules you choose from may vary from that shown here.

Attendance pattern

This course takes place on Wednesday evenings 5.00pm - 8.00pm at the Harcourt Hill Campus, and takes place in three academic terms: September-December; January-April; May-July.

How this course helps you develop

The PGCertificate aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

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

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

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This modular part-time programme is particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future. Read more
This modular part-time programme is particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future.

Applications for admisson in October 2016 are now open, the deadline to receive applications by is Friday 29 July 2016 (12 noon UK time).

Description

This progamme is designed to be taken by Academic Clinical Fellows alongside work commitments, the Health Research programme exists to enable students to:

- develop skills of research, design and data analysis in both qualitative and quantitative research

- critically evaluate health research

- identify, critically appraise and incorporate the results of medical and social science research into the day-to-day decision-making of clinical, scientific and administrative practice

- apply the principles of evidence-based practice in health care settings

- plan how to implement the findings of research to improve health care

- use theories and principles underpinning clinical research to inform their own research practice.

The programme is delivered through the Department for Continuing Education, with the expertise in curriculum design and teaching drawn from the Nuffield Department of Primary Care Health Sciences, the Centre for Evidence-Based Medicine, and the Oxford University Clinical Academic Graduate School.

Visit the website https://www.conted.ox.ac.uk/about/postgraduate-certificate-in-health-research

Programme details

The Postgraduate Certificate is normally completed between 1-2 years. It consists of three assessed taught modules and includes thorough introductions to the principles of evidence-based practice in health, and to study design and research methods.

Compulsory Modules

• The Practice of Evidence-Based Health Care
• Introduction to Study Design and Research Methods

The third module may be chosen from the following list:

- Clinical Trial Management
- Ethics for Biosciences
- Mixed Methods in Health Research
- Knowledge into Action
- Evidence-based Diagnosis and Screening
- Introduction to Statistics for Health Care Research
- Systematic Reviews
- Randomized Controlled Trials
- Qualitative Research Methods
- The Structure of Clinical Trials and Experimental Therapeutics
- How to do Research on Therapeutic Interventions: Protocol preparation
- Biological Therapeutics
- Pharmacodynamics, Biomarkers and Personalised Therapy
- Adverse drug reactions, drug interactions and Pharmacovigilance
- Drug development, Pharmacokinetics and Imaging

Course aims

At the end of the course students will be able to:

- demonstrate a knowledge of the principles, methods and techniques appropriate for solving evidence-based health care/health-research problems and be able to translate (through a critical comprehension of the relative advantages and disadvantages) that understanding into good clinical practice

- demonstrate a range of research skills enabling them to complete research successfully, either as part of a research team or as an individual

- acquire, interpret and analyse biological information with a critical understanding of the appropriate contexts for their use through the study of the existing primary literature in the field

- apply skills and expertise gained across the medical and biological sciences expected of professional researchers

Students will know and understand:

- health-care organizations, their management and the changing context in which they operate

- the ethical issues in health research and research governance

- methods to integrate and synthesise different sorts of information, from diverse sources, when making both individual patient and health-policy decisions in a wide range of situations

- the key issues for evidence-based practice in their own professional area or specialty

- how to work comfortably in situations of uncertainty and make sound judgements in the absence of definitive evidence

- research methods and concepts in the field of health and health care

All graduates of the Postgraduate Certificate in Health Research will be able to:

- understand the role of most commonly used methods appropriate for specifying problems through a critical comprehension of the relative advantages and disadvantages of these methods

- understand and express the main principles of some commonly applied techniques and methods

- explain the rationale for the selection of tools used in the analysis of phenomena.

Assessment methods

To complete the Postgraduate Certificate students must:

- Attend and complete the 2 compulsory modules and 1 option module.

Students will also be expected to complete three written assignments, usually of no more than 4000 words, one on each of the chosen modules above.

With the exception of the online modules, the EBHC modules are based on an eight week study cycle. Week One is a preparatory week where you may be required to undertake some pre-reading and to familiarise yourself with the Virtual Learning Environment. During Week Two you are required to attend the face to face teaching week in Oxford. This is followed by an additional six weeks where you are expected to participate in online activities and submit your assignment

Level and demands

Candidates will, in all but exceptional circumstances be admitted to the Postgraduate Certificate with optional progression on successful completion to the Diploma, provided that a candidate:

- has successfully completed the final year of the Bachelor of Medicine and Bachelor of Surgery or Bachelor of Dental Surgery or equivalent; or

- has an appropriate degree or equivalent professional qualification in a profession allied to medicine with post-qualification experience

Applicants will be expected to demonstrate an approach to their study which includes demonstrable skills of critical analysis, wide contextual knowledge and the ability to manage their own time.

Additionally candidates should:

- have a good working knowledge of email, internet, word processing and Windows applications (for communications with course members, course team and administration)

- show evidence of the ability to commit time to study and an employer's commitment to make time available to study, complete course work and attend course and University events and modules

Successful candidates will normally provide evidence of all of the following:

- A professional interest in Health Research, evidenced by prior experience, qualification and work

- Motivation and ability to complete the course

- A clear and well argued understanding of the benefits of the course to the candidate's current employment and future prospects

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Visit the Postgraduate Certificate in Health Research page on the University of Oxford website for more details!

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Studying the cognitive and neural basis for diverse brain functions such as perception, action, language, attention and memory. Thanks to advanced brain-imaging techniques, scientists are now able to observe the human brain in action. Read more

Overview

Studying the cognitive and neural basis for diverse brain functions such as perception, action, language, attention and memory.

Thanks to advanced brain-imaging techniques, scientists are now able to observe the human brain in action. Cognitive neuroscientists therefore no longer have to rely solely on patients with brain damage to ascertain which parts of the brains are involved in which tasks and functions. They can now conduct targeted experiments on healthy persons. As a result, the discipline has gained tremendous momentum over the past twenty years.

This research Master’s programme is open to students with Bachelor’s degrees in Linguistics, Physics, Biology, Medicine, Mathematics, Behavioural Sciences, Artificial Intelligence or a related discipline. It offers an in-depth theoretical background by internationally renowned scientists in the first year. The second year is dedicated to elaborate practical training in setting up, conducting and reporting research in cognitive neuroscience. A large majority of our graduates gain a PhD position, while other graduates find jobs in the commercial sector or at research institutes.

Why study Cognitive Neuroscience at Radboud University?

- This Master’s programme is located within the world-renowned Donders Institute for Brain, Cognition and Behaviour, located on the campus of the Radboud University, with a research staff of over 500 scientists.

- Nijmegen is one of the foremost centres of cognitive neuroscience in the world. Hundreds of scientists from various faculties and top institutes have joined forces on the Radboud University campus. Besides the Donders Institute there is the Radboud university medical centre and the Max Planck Institute for Psycholinguistics. Their researchers work together very closely, exchange expertise and share state-of-the-art research equipment to unravel the workings of the human brain.

- This competitive programme provides a sound balance of theory and practice. Our selective approach guarantees excellence, especially during the research training period.

- The Radboud University campus holds a large array of state-of-the-art equipment, like labs with fMRI, MEG, EEG and eye-tracking equipment. Master’s students are free to use these, enabling you to do any type of research in this field you’d want to.

- The programme has its own, student-driven, scientific journal; based on the Stanford Exchange: Proceeding of the Master’s Programme Cognitive Neuroscience.

Specialisations

The research Master’s programme offers four specialisations that coincide with the research themes of the Donders Institute:
- Language and Communication
Studies the acquisition, understanding and production of language, and their biological underpinning.

- Perception, Action and Control
Studies basic sensorimotor aspects as well as the cognitive, contextual and social components of perception-action coupling.

- Plasticity and Memory
Studies the mechanistic underpinnings and behavioural consequences of long-term changes in neural structure and function.

- Brain Networks and Neuronal Communication
Studies the interaction between and within groups of neurons, and with the outside world

Quality label

This programme was recently rated number one in the Netherlands in the Keuzegids Masters 2015 (Guide to Master's programmes).

Our approach to this field

We have deliberately created a high admission threshold to ensure that all our students are highly motivated and have the ability to work at an advanced level. All applications are screened individually to make sure the new students meet our stringent entry criteria and help maintain the current standards of excellence.

- Multidisciplinary
Once admitted to the programme, you can expect to be trained as a multidisciplinary scientist. We offer a multi-disciplinary programme that closely involves scientists from various faculties and research institutes on campus, who come from all over the world. Their research has gained national and international recognition for its high quality. In the Master’s programme you’ll attend lectures by these top scientists. They will also supervise your practical training and the writing of a Master’s thesis in the second year.

The research you’ll become a part of addresses cross-disciplinary challenges. Besides studying the basic topics of your specialisation, you may also choose to help improve brain-computer interfaces, a hot topic with applications in medicine and information technology. Apart from being very exciting, it’s also logical that various disciplines are merging.

Our research in this field

A unique multi-disciplinary Master’s programme
Are you interested in the human brain? Would you like to conduct research into the workings of the brain and join an enthusiastic, international group of top researchers? Radboud University offers a multi-faculty Master’s programme in Cognitive Neuroscience. The programme takes two years and is of course of a scientific orientation. There is a strong emphasis on experimental research. After all, what counts is hands-on research experience. This Master’s programme is unique in Europe.

The Master’s programme in Cognitive Neuroscience is primarily focussed on training you as a researcher and if possible, a top researcher, because research institutes and businesses around the world desperately need highly qualified and motivated young researchers. Moreover, since cognitive neuroscience is a rather young discipline, much in this field has not yet been explored. There are many challenging questions that need to be answered. So there is plenty of room for new discoveries!

This competitive programme provides a sound balance of theory and practice. We enrol about 50 students per year. Our selective approach guarantees excellence, especially during the research training period.

Career prospects

This Master's programme will give you the qualifications you need to go on to get a PhD position. About 80-90% of our graduates take on a PhD project in Nijmegen or in other parts of the world. Others find jobs in the commercial sector or in research institutes.

Each year there are, on average, about 12 PhD positions available at the graduate schools Donders Graduate School for Cognitive Neuroscience (DGCN) and the International Max Planck Research School (IMPRS).

See the website http://www.ru.nl/masters/cns

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As an MSc by Research, MPhil or PhD student, you will have the opportunity to conduct independent research into an area of psychology of your choice and produce an extended thesis with guidance from two academic supervisors. Read more
As an MSc by Research, MPhil or PhD student, you will have the opportunity to conduct independent research into an area of psychology of your choice and produce an extended thesis with guidance from two academic supervisors.

The School’s active research base ensures academic staff are involved in current debates and that they are up-to-date with emerging developments in psychology.

Particular areas of research expertise in the School include cognitive and behavioural development, applied clinical and forensic psychology, the experience and negotiation of identity, cognitive neuroscience, visual perception and memory.

As a postgraduate researcher in the School of Psychology, you will be supervised by academics with specialist knowledge of your subject area. You can also receive training in research methods and have the opportunity to contribute to the School’s seminar series.

Research Areas, Projects & Topics

Research areas include:
-Evolution and developmental psychology
-Forensic and clinical psychology
-Identity and psychologies
-Perception, action and cognition

Please visit the Research pages of the School to find areas you are interested in, and to identify potential academic supervisors:

http://www.lincoln.ac.uk/home/psychology/research/

You are invited to contact the supervisors that you feel are best suited to your research area to discuss the process further.

How You Study

Due to the nature of postgraduate research programmes, the vast majority of your time will be spent in independent study and research. You will have meetings with your academic supervisors, however the regularity of these will vary depending on your own individual requirements, subject area, staff availability and the stage of your programme.

How You Are Assessed

A PhD is awarded based on the quality of your thesis and your ability in an oral examination (viva voce) to present and successfully defend your chosen research topic to a group of academics. You are also expected to demonstrate how your research findings have contributed to knowledge or developed existing theory or understanding.

Career and Personal Development

Research at postgraduate level provides the opportunity to advance your knowledge and can provide an excellent foundation for a career in academia or research, as well as in senior roles within psychology.

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This is a three module course that will give you an overview of individual and contextual factors which may influence children and young people's behaviour. Read more
This is a three module course that will give you an overview of individual and contextual factors which may influence children and young people's behaviour. You will explore challenging behaviour from a variety of perspectives.

See the website http://www.brookes.ac.uk/courses/postgraduate/pgcert-education-challenging-behaviour/

Why choose this course?

- This course has been specifically designed for those working with children and young people who exhibit challenging behaviour.

- The course will be particularly relevant to those wishing to explore a variety of alternative perspectives in relation to understanding challenging behaviour and associated social, emotional and mental health difficulties.

- The course is taught in collaboration with professionals working in a variety roles in settings within Oxfordshire Local Authority.

- You will be able to network with other practitioners and to have access to information about local jobs specialising in work with children and young people who exhibit challenging behaviour.

- The School of Education at Oxford Brookes combines high quality teaching and significant research and consultancy activity.

- The School is a focal point for lively, informed debate on education through close partnership with local schools and colleges and our open seminar and lecture programmes.

This course in detail

Module structure
- Challenging Behaviour
This module explores challenging behaviour from a variety of perspectives and provides you with an overview of individual and contextual factors which may influence children and young people's behaviour. During seminar workshops you will discuss theoretical perspectives in relation to problematising children and young people's social, emotional and mental health. Particular attention will be paid to 'causes' of challenging behaviour, individual and whole school approaches to managing behaviour and the importance of recognising pupil voice and increasing pupil participation. You will be encouraged to reflect on, and critique, alternative educational provisions.

- Action Research (double module)
You will determine the content of the sessions by focusing on the inquiries selected by both yourself and others, adopting a 'learning set' approach. Group seminars and workshops will provide a structured introduction to action research followed by the development of small working groups to support the stages of individual projects and provide peer group support. Your tutor will signpost you to relevant academic theory and research and support material from the MA in Education online resources.

Teaching and learning

The first module, 'Challenging Behaviour', requires regular evening attendance (seven evening sessions) in the Autumn and this is followed by a double action research module in which you will complete a research project in your own school based on work with children / young people with behaviour difficulties.

This research project will be supported by six workshops between January and June, and individual tutorial support based around your particular project.

Attendance pattern

Workshops take place on Wednesday evenings 5.00 - 8.00pm on the Harcourt Hill Campus.

How this course helps you develop

The PGCert aims to develop reflective practitioners at master's level.

Careers

Your learning on the course may lead to better prospects for career advancement and students may change role / direction as a function of developing new understandings and skills from their work on the course.

Free language courses for students - the Open Module

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

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

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Our programme offers work-place related higher education qualifications for those interested in pursuing a career in education and training. Read more
Our programme offers work-place related higher education qualifications for those interested in pursuing a career in education and training. The Professional Graduate Certificate in Education and Training (PGCE) consists of 150 credits at level 6.

The programme and courses have been written to take into account guidance and requirements of current initial teacher education (ITE) reforms, Ofsted and organisational policies. The courses are designed to develop reflective and competent practitioners who actively and effectively contribute to promoting positive and inclusive learning experiences for their learners. Modules incorporate reflective practice, not only in relation to teaching but also to the students' own functional skills. The breadth of modules offered underpins the variety of skills and knowledge required to fulfil the roles and responsibilities of those working within the sector. This provides an enriched programme which addresses the market demand of NESCOT's applicants. Feedback from existing students and enquiries made to the centre has informed the development of the programme: It focuses heavily on classroom practice throughout, as well as considering the wider perspective of working within the sector. Significant importance is attached to work-based learning and assessment.

Throughout, the programmes seek to develop students' analytical, reflective, synthesis and evaluative skills. There are assessed PDP (Personal Development Planning) modules. Within these, students will develop their ability to self-evaluate and identify development needs; negotiate and review targets relating to both their academic and teaching skills; examine personal values, beliefs and attitudes; and explore the concept of professionalism. Students will have the opportunity to focus on their subject specialism. The resources, action research and curriculum development modules all provide vehicles for this activity. Full-time placements can be arranged at NESCOT within the following departments: Preparation for Life and Work, English, Mathematics, Computing & IT, Sport, Animal care, Media, Early Years, Childcare and Health and Social Care. The action research module, in particular, will also provide students with the opportunity to demonstrate independence in following lines of enquiry and applying active research skills.

The aims of the programme are:

- To provide an initial teaching qualification for those working in a full teaching role within education and training

- To enable students to critically and systematically analyse educational concepts, theories and policies in relation to their subject specialism and teaching context

- To enable students to identify, implement and evaluate principles of planning, delivering, assessing and evaluating teaching and learning in order to become competent practitioners

- To develop an awareness of professional roles and responsibilities within their teaching and wider professional context

- To develop research and critically reflective skills in order to analyse and develop their own practice and, subsequently, participate in CPD activities

- To enable students to investigate the role, needs and expectations of stakeholders with a vested interest in education and training

- To enable students to evaluate the impact of personal and organisational values, beliefs and attitudes on professional practice

- To develop study and academic skills, with an opportunity for Cert Ed and/or FD achievers to progress onto a first degree.

Visit the website http://www2.gre.ac.uk/study/courses/pg/eduge/edtr-pgce

Education - General

Our programmes in education benefit post graduate professionals and researchers from a wide range of backgrounds. Focus on independent research. Or combine taught coursework with a supervised thesis. You can tailor your programme to suit your own interests and ambitions.

What you'll study

The PGCE incorporates the mandatory modules for teaching qualifications and additional modules to support your continued professional development. The full list of modules is:

- Teaching, learning and assessment
- Managing behaviours in the learning environment
- Theories and principles of learning
- Personal development planning
- Developing subject specialist resources
- Action research
- Curriculum development in practice

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

The programme has been constructed to provide a range of assessment methods to develop students' skills, to model different assessment practices and to provide opportunities for students to fulfil and demonstrate their potential. Each module will be formerly assessed and given formative feedback with a summative grade. Assessment methods for coursework include reflective writing, observations, essays, portfolios and presentations.

Professional recognition

Post qualification, students can apply for QTLS status.

Career options

Graduates have gained promotion, new posts or moved from a voluntary to a permanently employed teaching position.

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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The MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. Read more
The MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. This diversity is particularly appreciated by teachers and educational professionals who want to learn across a range of areas, rather than focusing on one definitive topic. The range of topics include: assessment, autism, behaviour, curriculum, inclusion and special educational needs, leadership and action research and students may freely choose modules from within this programme.

The programme offers students an opportunity to further their knowledge of a variety of topics in which they have a special interest and to broaden their expertise by selecting topics which they may not have previously studied in depth. It provides an opportunity for reflection on both the practical and theoretical aspects of education and is open to teachers in primary-, secondary- and tertiary-level institutions as well as to professionals in other fields of education

Why Educational Studies at Queen's?

- As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
- Education research at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
- We provide a professional development opportunity for teachers and other related professionals who wish to extend and renew their study of education on a wide front;
- The diversity of topics is particularly appreciated if you want to learn across a range of topics, rather than focusing on one specialist subject. Modules include: assessment, behaviour, curriculum, learning, reflective practice and many more. You may also study modules from our other Master’s programmes (if you meet the entrance requirements and receive approval);
- We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
- If you have completed other Masters-level awards, eg PGCE, within the last 10 years you are eligible to transfer credit. The credit transfer application must be submitted at the same time as the online course application;
- You may also undertake individual course modules as short courses without completing a full degree.
- If you don’t want or need to study for the research dissertation, flexible exit awards (PG Diploma, PG Certificate) are available.

[Programme Structure]]
The MEd in Education Studies is awarded to students who successfully complete 120 CATS points from taught modules and 60 CATS points from a Master's dissertation. Students may take modules from this programme or another Masters programme in the School of Social Sciences, Education and Social Work (where they meet the entrance requirements and receive approval).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Master's module as a short course. If you would like to study for one of the modules in the MSc in Educational Studies as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Modules

◦An Introduction to Research Methods: Children, Young People and Education (compulsory)
◦Assessment Issues in Teaching and Learning in Classrooms
◦Fundamental Elements of Behaviour Change
◦Leadership for Change
◦Leadership Theory and Practice: An Overview
◦Leading School Improvement
◦Methods and Analysis in Educational Research
◦Reflections on Education
◦Reflective Practice and Action Research
◦Reimagining Special Needs Education: Inclusive Pedagogy
◦Special Needs Education and Issues of Equity
◦The Intellectual Foundations of Special Education Understanding Adults with ASD
◦Understanding Children with ASD

Assessment

There are no written examinations. Most modules are assessed by coursework. Online modules are assessed by a variety of methods, eg multiple choice exam and contributions to an online forum.

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As we make our way around the world we are continually making decisions and performing actions that are driven by our sense organs. Read more

Introduction

As we make our way around the world we are continually making decisions and performing actions that are driven by our sense organs. Our perception of the world is not just sensory information, but instead an interpretation based on what our brain expects as well as what it is being told by sense organs. Understanding and measuring perception distinct from sensation is a complex task.
The course will explore methods by which it is possible to measure perception with varied content, depending on the specific interests of the student. Lectures from academic staff will form a course introducing the main methods of measuring perception, considering the strengths and weaknesses.

Key information

- Degree type: MSc, Postgraduate Certificate, Postgraduate Diploma
- Study methods: Full-time, Part-time
- Start date: September
- Course Director: Dr Ross Goutcher and Dr Elena Gheorghiu

Bursaries are available: http://www.stir.ac.uk/scholarships/.

Course objectives

In addition to broad training in psychological methods, this course ensures that students acquire an understanding of how to measure perceptual experience in a bias-free manner, including the basic framework for understanding such measurements. Students also acquire practical experience in making measurements of perceptual experience through a research project and opportunity to conduct a placement in a laboratory context.

English language requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
- IELTS: 6.0 with 5.5 minimum in each skill
- Cambridge Certificate of Proficiency in English (CPE): Grade C
- Cambridge Certificate of Advanced English (CAE): Grade C
- Pearson Test of English (Academic): 54 with 51 in each component
- IBT TOEFL: 80 with no subtest less than 17

For more information go to English language requirements https://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx .

Delivery and assessment

Lectures, seminars and workshops are used to deliver a coherent course of study. Teaching methods are adapted to suit the aims of each module and to provide students with the range and depth of learning required by their needs. Students are able to pick a route through the course that fits their interests and needs as a self-motivated learner.

Teaching emphasises the importance of systematic empirical research, whether in the laboratory or in the field, as appropriate to the problem at hand.

Across the course, students experience a range of different forms of assessment. Specific assessment within the Perception in Action course is a research report. Students will conduct and report (6,000 words) on a small research project involving a measurement of perception. The student will be responsible for the whole process: design of study, programming and other practical aspects of doing the research; data collection and analysis. The main assessment of the report will consider the quality of the research, the level of understanding about measurement of perception, and the competence of the procedures used in the research. The report will also be assessed for clarity and conciseness.

Why Stirling?

- REF2014
In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

- Strengths
Psychology at Stirling is one of the leading psychology departments in the UK. It ranked in the top 20 in the recent research assessment (REF 2014) and is one of only seven non-Russell group universities to do so (Birkbeck, Royal Holloway, Sussex, Essex, St Andrews and Bangor; source Times Higher Education magazine). Its quality of research publications ranked third in Scotland after Aberdeen and Glasgow. Furthermore, the relevance of its research activity to society received the highest possible rating which only four other psychology departments in the UK achieved (REF 2014 results).

Psychology at Stirling University is small enough to fully involve MSc students in our lively and collegial community of research excellence.

Your three month full-time dissertation is supervised by leading UK academics.

Career opportunities

This course prepares you for a research career involving perception in action and is ideal if you intend to study for a PhD in Psychology.

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Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science. Read more
Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science.

Furthermore, we are home to the Centre for Research in Social Simulation (CRESS) and its world-leading expertise in agent-based modelling.

PROGRAMME OVERVIEW

Interest in simulation has grown rapidly in the social sciences. New methods have been developed to tackle this complexity. This programme will integrate traditional and new methods, to model complexity, evolution and the adaptation of social systems.

These new methods are having an increasing influence on policy research through a growing recognition that many social problems are insufficiently served by traditional policy modelling approaches.

The Masters in Social Science and Complexity will equip you to develop expertise in the methods necessary to tackle complex, policy-relevant, real-world social problems through a combination of traditional and computational social science methods, and with a particular focus on policy relevance.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Data Analysis
-Field Methods
-Computational Modelling
-Theory Model Data
-Modelling the Complex World
-Policy Modelling
-Theory and Method
-Statistical Modelling
-Evaluation Research
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for 
 students going on to employment involving the use of social science and policy research
-Provide training that fully integrates social science, policy modelling and computational methodologies to a high standard
-Provide training resulting in students with high quality analytic, methodological, computational and communication skills

PROGRAMME LEARNING OUTCOMES
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
-Develop skills in tackling real world policy problems with creativity and sound methodological judgment
-Cover the principles of research design and strategy, including formulating research 
questions or hypotheses and translating these into practicable research designs and models
-Introduce students to the methodological and epistemological issues surrounding research in the social sciences in general and computational modelling in particular
-Develop skills in programming in NetLogo for the implementation of agent-based models for the modelling of social phenomena
-Develop skills in the acquisition and analysis of social science data
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation ofresearch results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, stakeholders, policy makers, professionals, service users and the general public

Knowledge and understanding
-Show advanced knowledge of qualitative, quantitative and computational methodologies in the social science
-Show advanced knowledge of modelling methodologies, model construction and analysis
-Show critical understanding of methodological and epistemological challenges of social science and computer modelling
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show understanding the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge in data collection, analysis and data driven modelling
-Show advanced knowledge of policy relevant social science research and modelling
-Show advanced understanding of the policy process and the role of social science and modelling therein
-Show advanced knowledge of statistical modelling

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Conceptual development of Social Science and Complexity models to creatively enhance the understanding of social phenomena
-Integration of qualitative, quantitative and computational data
-Judgement of problem-methodology match
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of traditional and computational techniques employed in sociological research
-Ability to produce well founded, data driven and validated computational models
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Ability to communicate research findings models in social science and policy relevant ways
-Ability to manage independent research

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Apply computational modelling methodology to complex social issues in appropriate ways
-Creativity in approaching complex problems and a the ability of communicating and justifying problem solutions
-Apply computing skills for computational modelling, research instrument design, data analysis, and report writing and presentation
-Work to deadlines and within work schedules
-Work independently or as part of a team
-Demonstrate experience of a work environment

PLACEMENTS

On the MSc Social Science and Complexity, we offer the opportunity to take a research placement during the Easter vacation. This will provide you with first-hand experience of real-life policy research in action.

Organisations in which placements might be possible are a number of consultancies (e.g. Sandtable), government departments (e.g. Defra) and academic research centres (e.g. Centre for Policy Modelling at Manchester).

CAREER OPPORTUNITIES

Computational methods and especially computer-based simulations, are becoming increasingly important in academic social science and policy making.

Graduates might find career opportunities in government departments, consultancies, government departments, consultancies, NGOs and academia.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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These are modular part-time programmes, particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future. Read more
These are modular part-time programmes, particularly suitable for academically gifted medical and dental trainees with the potential to be the independent researchers of the future.

It consists of two compulsory modules and four option modules selected from an extensive list of subjects. This provides the students with an opportunity to learn how the principles of health research can be translated into practical actions in selected areas.

The programmes are delivered through the Department for Continuing Education, with the expertise in curriculum design and teaching drawn from the Nuffield Department of Primary Care Health Sciences, the Centre for Evidence-Based Medicine, the Clinical Academic Graduate School and the Department of Statistics.

The two compulsory modules are:

- The Practice of Evidence-Based Health Care
- Introduction to Study Design and Research Methods

Three further modules may be chosen from List B
One further module either from List B or List C

List B:
- Clinical Trial Management
- Ethics for Biosciences
- Mixed Methods in Health Research
- Knowledge into Action
- Evidence-based Diagnosis and Screening
- Introduction to Statistics for Health Care Research
- Systematic Reviews
- Randomized Controlled Trials
- Qualitative Research Methods
- Essential Medical Statistics
- The Structure of Clinical Trials and Experimental Therapeutics
- How to do Research on Therapeutic Interventions: Protocol preparation
- Biological Therapeutics
- Pharmacodynamics, Biomarkers and Personalised Therapy
- Adverse drug reactions, drug interactions and Pharmacovigilance
- Drug development, Pharmacokinetics and Imaging

List C:
- Quality Improvement Science and Systems Analysis
- Human Factors, Teamwork and Communication
- Becoming a Medical Educator
- Teaching Evidence-Based Practice
- History and Philosophy of Evidence-Based Health Care

Course aims

This progamme is designed to enable students to:

- develop skills of research, design and data analysis in both qualitative and quantitative research

- critically evaluate health research

- identify, critically appraise and incorporate the results of medical and social science research into the day-to-day decision-making of clinical, scientific and administrative practice

- apply the principles of evidence-based practice in health care settings

- plan how to implement the findings of research to improve health care

- use theories and principles underpinning clinical research to inform their own research practice.

- demonstrate an ability to apply health research techniques appropriately for the solution of research questions;

- be able to apply health research solutions in a novel manner when analysing health research problems.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Visit the Postgraduate Diploma in Health Research page on the University of Oxford website for more details!

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This programme will equip you with the necessary ethos, critical evaluative skills and technical competence to pursue a research career in the in vivo sciences. Read more
This programme will equip you with the necessary ethos, critical evaluative skills and technical competence to pursue a research career in the in vivo sciences. Such an approach is essential to understand the complex interactions among body systems, and how these may be modified with adaptations, by drugs, and during pathologies.

You will graduate equipped with essential skills for training to PhD level with an excellent grounding for future careers in biological research, the pharmaceutical industry or higher education.

Training is provided on this course for a Home Office Personal Licence. The research project will normally require students to carry out licensed procedures. This module will be taught at the beginning of the MRes.

The programme is split into two components - taught and research. The taught component comprises three taught modules and aids the students to gain the skills required to undertake the research component. The first module covers physiology of major body systems in order to ensure all students have a common knowledge regardless of their first degree background.

A practical in vivo research skills module involves progressive training with equipment using in vitro and ex vivo approaches. This research modules also provides seminars from research-active scientists about their approaches, and a series of taster projects where you observe current research projects in action. A research methods module gives theoretical and practical instruction in common techniques, experimental design and data analysis. The in vivo research project takes 20 weeks and gives you the opportunity to develop your skills in publishable-quality research.

About the College of Medical and Dental Sciences

The College of Medical and Dental Sciences is a major international centre for research and education, make huge strides in finding solutions to major health problems including ageing, cancer, cardiovascular, dental, endocrine, inflammatory diseases, infection (including antibiotic resistance), rare diseases and trauma.
We tackle global healthcare problems through excellence in basic and clinical science, and improve human health by delivering tangible real-life benefits in the fight against acute and chronic disease.
Situated in the largest healthcare region in the country, with access to one of the largest and most diverse populations in Europe, we are positioned to address major global issues and diseases affecting today’s society through our eight specialist research institutes.
With over 1,000 academic staff and around £60 million of new research funding per year, the College of Medical and Dental Sciences is dedicated to performing world-leading research.
We care about our research and teaching and are committed to developing outstanding scientists and healthcare professionals of the future. We offer our postgraduate community a unique learning experience taught by academics who lead the way in research in their field.

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/pgfunding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/pgopendays

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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The DBA is a broad and flexible research based programme incorporating six structured facilitated modules, a reflective-practice portfolio and a substantial research thesis. Read more
The DBA is a broad and flexible research based programme incorporating six structured facilitated modules, a reflective-practice portfolio and a substantial research thesis. The DBA is a doctoral research degree that investigates real businesses and managerial issues via the critical review and systematic application of appropriate theories and research to professional practice. As well as having an applied research perspective, the DBA differs from a traditional PhD in that it includes a substantial knowledge element, as well as the development of a research thesis. The informed element of the DBA focuses on both philosophy and methods of advanced research. It places a particular emphasis on the participative and action-oriented processes relevant to applied doctoral study of this nature.

-A part-time professional doctorate with a broad and flexible research-based programme
-Explore management and organizational research interests in context with your professional role
-Investigate practice, policies and theories relating to management and organizational studies to an advanced depth
-Delivery and supervision by a highly supportive academic team
-Work to achieve the DBA over 4 years of part-time study (maximum 6)
-Attractive to professionals from private, public and third-stream organizations
-Has attracted participants globally
-Offers usually two entry opportunities each year
-Associated with the University’s Centre for Applied Business Research (CABR)

The world of business and commerce demands highly competent professionals – individuals who are equipped with the abilities to make key decisions and face strategic challenges head on. Such people need to be able to support their judgments with evidence-based data, resulting from being able to focus deeply and critically on the work they do, and bring measurable change to their organization. This is the role of the Doctorate in Business Administration.

The Doctorate in Business Administration (equivalent to the PhD) is the highest qualification achievable in Higher Education (Level 8). It is a natural choice for practising managers and senior professional practitioners who wish to pursue their academic, personal and career development beyond Masters Level (Level 7) through a rigorous and challenging programme of study and research. The DBA is aimed at those who want to make a difference to the way that management and professional practice in the fields of organisation and management will be developed in the future.

Course content

What is the programme about?
The programme is designed to give you the freedom to develop your own ideas and interests, whilst benefiting from the shared experiences of other participants through small study groups. The philosophy of the programme is based on the belief that this level of management education is based on three inter-related objectives:
-The provision of an academically challenging and stimulating curriculum.
-The application of the curriculum to an appropriate managerial and professional context.
-The development of an individual’s personal and professional effectiveness, and their continuing ability to be a successful reflective management practitioner.

The overarching aims are thus to:
-Enhance through the undertaking of a programme of research, the participant’s ability to question, analyse, critique and theorise and so develop their professional management practice.
-Provide sound training in the design, execution and analysis of research to enable the completion of a thesis and potentially other academic publications that represent original contributions to the practice of management and thereby business and management knowledge.
-Recognise the relationship between management research and the professional practice of management within business organisation.
-Facilitate and foster the ability to question and challenge received wisdom in business and management arena, and consider how learning is translated into management practice, and practice into business and management theory.
-Build a rich community of reflective business and management practitioners.

The dual strands of professional development and management research training offered by the DBA are designed to provide mutual enhancement of theory and praxis within the organizational learning experience.

How is the programme facilitated?
The course is organised as a 2 (years) plus 2 (years) award structure:

Years 1 & 2: Developing critical knowledge and contextualised understanding of; contemporary issues and challenges to management, and principles of research design. Advancing contemporary issues and challenges to management, and research methods and analyses. Research design, consisting of a ‘literature review’ that ‘reflects’ the participant’s developing line-of-inquiry, and the completion of the ‘research proposal’. There is also the development of the first stage ‘Reflective Practice-into-Theory’ Portfolio.

Years 3 & 4: The continued development of a ‘Reflective Practice-into-Theory’ Portfolio, and the research and development of an extended academic project (Thesis).

Other admission requirements

Practitioner experience
You must have senior management experience of at least 5 years pre- or post-Masters qualification. In exceptional circumstances, applicants without a Masters qualification will be considered where they have substantial compensating business and/or professional experience (a minimum of 10 years senior management experience), and, a high score first degree (Upper Second Class minimum) in an appropriate field (e.g. Business, Management, Organisation Studies), plus other relevant experience (e.g. research training) would be considered.

English language competency
The DBA is conducted in English, with the final thesis written and examined in English. Participants whose first language is not English or who have not already studied successfully in an English-speaking environment will be required to provide evidence of advanced proficiency in English. Recent minimum lELTS 7 will be required.

Initial research interest proposal
In conjunction with the initial inquiry form obtained from the award administrator a research proposal of approximately 1500-2000 words, indicating the academic and practitioner fields of proposed inquiry is to be submitted prior to any consideration of candidate’s suitability for the programme. This submission is important to determine the University’s adequacy to future supervise the prospective participant at the thesis research stage (years 3 & 4).

Candidates must be prepared to be called for discussion to explore their interest further.

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