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If you’re an international fee-paying student you could be eligible for a £3,000 discount when you start your course in January 2017. Read more
If you’re an international fee-paying student you could be eligible for a £3,000 discount when you start your course in January 2017.
http://www.shu.ac.uk/VCAwardJanuary2017

If you have experience in business or have studied a business-related degree, this master's course improves you career prospects in the management of international organisations. You combine study of how businesses operate in different parts of the world with techniques and skills designed to maximise your effectiveness in an international environment.

The course focuses on managing international organisations in a rapidly changing, global, business environment. It is for those who have previously studied a business-related subject and/or have business work experience.

We equip you with the necessary skills to work at a managerial level in an international organisation and to work effectively in more than one country. You have the opportunity to develop cultural intelligence and work in multicultural teams. This course has a diverse mix of cultures with students from China, Russia, Indian subcontinent, Africa, SE Asia and the EU.

Your studies involve a mixture of knowledge-based learning such as understanding the dynamics of business in different parts of the world and skills-based learning including work experience. Both are underpinned by rigorous application of current academic theory.
You gain
-Knowledge and understanding of how businesses work in different regions of the world.
-Practical techniques to support international management, such as country evaluation, methods of international market entry, market development planning and strategic analysis.
-International management skills including multicultural group work, making decisions in different cultural environments and leadership skills for international management.
-Knowledge of the role of the internet and e-commerce as tools for international managers.
-An understanding of the management of global alliances, supply chains, exporting and the development of international trade and investment policies.

The work experience part of the course includes:
-Business simulations
-An international consultancy project
-Visits to companies and organisations
-Guest speakers.
These opportunities give you the chance to develop your practical skills in a real world setting.

Previous consultancy clients have included the BBC Worldwide, Marshall Aerospace, Sheffield Forgemasters Ltd, British Telecom, Stanley Hand Tools.

Your dissertation, which is a major project, is usually on an issue of strategic importance geared to your interest. It can be based on a live issue identified by an international company.

For further course details, see the website: https://www.shu.ac.uk/study-here/find-a-course/msc-international-business-management

Professional recognition

This course is accredited by EPAS. This accreditation recognises the academic rigour, employability, internationalisation and research that underpins the course. The continuous improvement that EPAS requires means that you will benefit from international partnerships, and more opportunities to work study and aboard.

Course structure

Full-time.
September start – typically 12 months.
January start – typically 15 months but you can complete it in 12 months.
Work experience route - September start – typically 18-24 months.

Postgraduate Certificate/Postgraduate Diploma
Core modules
-Global business environment
-International management competencies
-Global business strategy
-Global supply chain management
-Managing global alliances
-International consultancy project
-Global business environment
-International management competencies
-Global business strategy
-Global supply chain management
-Managing global alliances
-International consultancy project
Options
Two from:
-Relationship marketing
-Enterprise and innovation, an international perspective
-Perspectives on international human resource management
-Information strategy for a global economy
-International business finance
-Export management

MSc
-Research methods
-Dissertation

Assessment
-You complete a range of assignments during and at the end of each semester.

Other admission requirements

-Overseas applicants from countries whose first language is not English must normally produce evidence of competence in English. An IELTS score of 6.0 with 5.5 in all skills (or equivalent) is the standard for non-native speakers of English. If your English language skill is currently below an IELTS score of 6.0 with a minimum of 5.5 in all skills we recommend you consider a Sheffield Hallam University Pre-sessional English course which will enable you to achieve an equivalent English level.
-If you do not meet these criteria you can apply for the Graduate Diploma in Business and English. This is a pre-masters course that gives you the opportunity to improve your English language skills and business knowledge. After passing this diploma we automatically offer you a place on one of the masters degrees offered by Business and Finance.

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There are two routes for this Primary PGCE course. ages 3-7 or 5-11. These PGCE Primary routes focus on the study of teaching in all National Curriculum subjects, with emphasis on English, maths, science and ICT. Read more
There are two routes for this Primary PGCE course: ages 3-7 or 5-11. These PGCE Primary routes focus on the study of teaching in all National Curriculum subjects, with emphasis on English, maths, science and ICT. The Primary Foundation Stage/Key Stage 1 course (3-7) includes a specialist study of the early years foundation stage curriculum and the distinctive pedagogies encountered in reception/nursery classrooms and children’s centres. For both routes school placements will be completed in relevant age phases, including nursery and reception classes for students on the 3-7 age range course.

Whichever route you take, you will learn the principles of curriculum design and delivery, and theories of learning and teaching, alongside developing practical insights and skills in the effective teaching and assessment of young children. The course is designed to enable you to meet the requirements for qualified teacher status (QTS).

The programme is approximately 38 weeks long with at least 24 of those weeks in schools. You will attend taught sessions at Newman and/or partner schools which will provide you with a thorough understanding of education theory that you will be able to apply in the classroom.

The course will provide you with key skills such as behaviour management while preparing you to teach the national curriculum. The content brings together latest research findings with current school policies and practices. Emphasis is placed on systematic synthetic phonics (as a key strategy within early reading pedagogy), children’s mathematical development and scientific enquiry. The key characteristics of each primary subject area are studied along with cross-curricular links and topics.

The courses will provide you with a balance of general classroom practice and specialist understanding. You will study two modules at masters level which will provide a firm foundation for future continuous professional development leading to a masters degree.

Newman’s Primary PGCE courses offer you strong partnerships with Teaching School Alliances and primary schools in the West Midlands. You will be taught by qualified practitioners who are able to link different perspectives of primary teaching to the development of your practical skills in the classroom. Tutors are involved in both Newman based training and in supporting the professional development of students in Teaching School Alliances and partnership schools. Teachers are involved in the construction of courses and the supervision of school experience and in teaching students how to make effective, critical and reflective evaluations of their work.

School-based learning is central to the PGCE programme and will be a feature of all three terms of your PGCE year. You undertake placements in at least two primary schools providing opportunities to observe and practise a range of methods and approaches. School-based learning includes observation of experienced teachers, a structured programme of group and whole class teaching and a series of directed activities to explore wider school issues.

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Minimising conflict, violence and aggression within educational, health and social care settings, particularly mental health and forensic settings, has become an integral part of the professionals role. Read more
Minimising conflict, violence and aggression within educational, health and social care settings, particularly mental health and forensic settings, has become an integral part of the professionals role. Moreover, violence is not inevitable and is, therefore, preventable. Positive alliances, effective information sharing and commitment to innovative practice will underpin this course which is aimed at those working within a senior level within their services. You will develop your knowledge and skills related to the recognition and minimisation of conflict and violence. This will be in line with current legislation and best practice guidance.

LEARNING ENVIRONMENT AND ASSESSMENT

Teaching approaches vary according to the topic and needs of the student. Students will be taught utilising a mixture of lectures, peer review, micro teaching sessions, poster presentations, critical incident analysis, student led seminars, tutorials, eLearn and group work.

The modules use a range of authentic assessment strategies including: essays, practice based projects, poster presentation.

FURTHER INFORMATION

Positive alliances, effective information sharing and commitment to innovative practice will underpin this course which is aimed at those working within a senior level within their services. You will develop your knowledge and skills related to the recognition and minimisation of conflict and violence. This will be in line with current legislation and best practice guidance.
-The Effect of Practice and Leadership Styles e.g. defensive practice
-User Involvement and Empowerment
-Formulation-based Practice
-Utilising the Reflective De-brief to Respond Positively.
-Harm Minimisation and Self-destructive Behaviours
-Organisation and Societal Expectations
-Policy & Legal Issues
-Deconstructing Organisational Culture, Customs and Practices
-Collaborative Practice
-Attitudes: Societal, Organisation & Personal
-Attributed Positions within the Organisation
-Prevalence and Distribution
-Risk: Likelihood and Cost
-Healthy Settings
-Critique and Utilisation of National and International Directives and Guidance

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The MA in Gender, Race, Sexuality and Social Justice is a vibrant, interdisciplinary graduate program that attracts excellent students from around the world. Read more
The MA in Gender, Race, Sexuality and Social Justice is a vibrant, interdisciplinary graduate program that attracts excellent students from around the world. Our students pursue their interests in areas as diverse as blue collar alliances with neoconservative movements, and post-communist Eastern European women’s narratives of trauma. Many of our faculty are cross-appointed giving the program strong connections in areas such as sociology, English, environment and development, community and regional planning, anthropology, and classical and religious studies.

Each year we receive approximately 35 applications and admit 4-6 students. Most will complete the program in 18-24 months, with thesis students taking a little longer than those writing an extended essay.

Students in the GRSJ MA program will complete 30 credits of course work in total, including their choice of a thesis (9 credits) or extended essay (3 credits). Incoming students will be assigned a pro tem advisor to guide them in planning their program of study.

The Social Justice @ UBC Networks provide opportunities for graduate students to interact with other students and faculty on shared themes of interest. Being interdisciplinary networks, there is also participation from across UBC departments and units, providing key avenues to extend networks across the campus community. To date, the thematic networks have held workshops and colloquia, sponsored guest artists and lectures, and published materials. We see the networks as invaluable training opportunities for our graduate students to engage and interact around targeted focal themes and to work with key academics and activists.

All successful applicants to the program will be considered for partial scholarship funding. A separate application is not required. Incoming students may also apply for Graduate Academic Assistantships.

Students are provided with shared office space and desks, and access to a photocopier with printing and high-speed scanning capability. Laptops may be signed out for day use, and lockers are available on request. The GRSJ main office has a kitchen and lounge space shared by students, faculty and staff, and a meeting room which may be booked by students.

The GRSJ Graduate Student Association pursues activist, social justice and equity issues, and hosts social events throughout the year.

Quick Facts

- Degree: Master of Arts
- Specialization: Gender, Race, Sexuality and Social Justice
- Subject: Arts, Social Sciences and Humanities
- Mode of delivery: On campus
- Program components: Coursework + Options
- Faculty: Faculty of Arts

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How do you manage international financial transactions or handle the complexities of foreign capital investments? And what about managing alliances with foreign parties? This programme will teach you. Read more
How do you manage international financial transactions or handle the complexities of foreign capital investments? And what about managing alliances with foreign parties? This programme will teach you.

The Master's degree programme in International Financial Management (IFM) focuses on the different aspects of financial management in an international business environment. You will develop the skills needed to become a financial manager in an international firm or organization.

Important courses in the programme are International Corporate Finance, International Business Strategy and Research Methods in Finance. You will finish the programme by writing a Master's thesis.

The IFM programme can be taken as a stand-alone programme, but is also offered as a Double Degree programme (target maximum: 30 students). In this Double Degree programme, the University of Groningen cooperates with Uppsala University (Sweden). In eighteen months you will finish two Master's degrees at two universities.

Why in Groningen?

This interdisciplinary financial management programme focuses on financial consequences of international activities. You learn to understand the different aspects of financial management in an international business environment.Besides, it's an internationally accredited programme, ensuring a high quality education that meets both the AACSB and EQUIS standards, which only one percent of universities reach worldwide.

Job perspectives

After successful completion of the MSc programme International Financial Management, you will be able to take up positions in which you contribute as a specialist in international financial management to decision-making in multinational companies and financial institutions, consultancy firms, multinational public organizations such as the IMF, World Bank, ECB, etc. and governmental institutions.

Because all our programmes are EQUIS and AACSB accredited, a standard which only one percent of universities reach worldwide, your degree will be highly valued on the labour market.

Linking education to research and career preparation

Our education is strongly rooted in business practice and society. Also right from the start of your degree programme attention is paid to academic research and preprofessional development. Since an analytical and critical mind and problem-solving capabilities are important qualities in any career our students aspire.

In collaboration with external partners we conduct research projects on e.g banking, local government, customer insights, leadership, energy, healthy ageing and lean operations.

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This course is for people who are. - active in social movement struggles but need space to stand back, reflect, recharge;. Read more

Overview

This course is for people who are:
- active in social movement struggles but need space to stand back, reflect, recharge;

- involved in community and voluntary activism but feel trapped by the structures;

- politically minded but don’t know how to turn that into an effective and radical practice;

- clear that social change is central to them but unsure how to build a life around it;

- interested in spending a year with their peers and experienced practitioners;

Around the world today, movements and communities are making history – or trying to. The need for change is huge and the outcome is still all to play for. We see apparently-unstoppable movements squashed and apparently-hopeless ideas winning against all the odds. What makes the difference, and how can our movements find a way forward and even change the world?

The MA in Community Education, Equality and Social Activism (CEESA) at Maynooth University responds to the crisis by helping us learn from each other’s struggles in dialogue between different movements, different communities, different generations. The course is not tied to any single movement and participants come from many different communities and countries. Some are experienced activists who want to go back to education; others are less experienced people who are keen to get involved in movements. This mixture of ages, backgrounds, experiences and questions is an integral part of what makes the course so rewarding. Together we are building a diverse network of movement activists, radical educators and campaigners for equality and creating new alliances for change.

The course team are experienced practitioners and engaged scholars working on equality, radical education and movement struggles. The course combines social analysis, bottom-up organising methods and political strategy with a wide range of pedagogies and a focus on knowledge for change, taking a practical but radical look at the problems facing movements today. Our small-group classes run on Mondays and Tuesdays to facilitate participants, over two 12-week terms followed by work on a project aimed at developing your own movement practice.

Often we are told that we have to choose between our politics and “real life”. This course shows how to integrate the two with confidence, practicality, solidarity, emotional resilience, seeing the bigger picture, taking time out to reflect and supporting each other for the long haul. Participants go back to their own movements refreshed, set up new projects, find work in movement organisations, go on to further education - and bring back what they have learned to their own struggles.

See the website https://www.maynoothuniversity.ie/sociology/our-courses/ma-community-ed-equality-social-activism

Minimum English language requirements: please visit Maynooth University International Office website (https://www.maynoothuniversity.ie/international/study-maynooth/postgraduate ) for information about English language tests accepted and required scores. The requirements specified are applicable for both EU and non-EU applicants.

Maynooth University’s TOEFL code is 8850

Course Structure

Students will complete the Thesis and Research Module (30 credits), four core modules (10 credit) and select 20 credits from the rest of the programme of elective modules. The course will offer a choice of elective modules in each semester. The course involves two days a week on campus along with independent reading and study which you should expect to take another two days equivalent during the rest of the week.

Career Options

Some students will find employment as researchers, policy workers, campaign coordinators or educators within community, social movement or civil society groups; others will find the tools to create new organisations which are sustainable within the dramatically changed political and economic landscape.

Find out how to apply here https://www.maynoothuniversity.ie/sociology/our-courses/ma-community-ed-equality-social-activism#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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This practical, industry-focused course can help you develop the skills and knowledge you will need to improve water quality and supply in Australian and international communities. Read more
This practical, industry-focused course can help you develop the skills and knowledge you will need to improve water quality and supply in Australian and international communities.

Access to safe water is critical for economic growth, agriculture and food production, sustainable development and poverty reduction. However, many communities and governments now struggle to supply safe water and effectively manage their water resources.

If you are a recent graduate looking to launch your water quality career, or you are a practising water scientist or engineer, this course can position you as an expert in water chemistry. It is especially relevant to those who have studied chemistry, hydrology, water-related engineering courses, agriculture, environmental science or other related fields.

There is a growing need for water scientists who understand the chemistry of water. In this course, you can build advanced chemistry skills and specialised knowledge in water biology, microbiology, ecotoxicology, engineering, hydrogeology and environmental geoscience. Your studies will focus on water treatment, sanitation, water recycling and the sustainable supply of safe drinking water.

Career opportunities

If you are a recent graduate looking to enter a career in water quality, or a practising water scientist or engineer, this course can help you to develop your career as a specialist in water chemistry. It is especially relevant if you have studied chemistry, hydrology, water-related engineering courses, agriculture, environmental science or other related fields.

Graduates of this course may be employed in a wide range of industrial, commercial and government organisations involved in sourcing, treating and distributing water.

List of potential careers:

Chemist
Chemical engineer
Environmental scientist
Hydrologist
Water chemist
Water engineer
Water scientist.
Credit for previous study
Students entering with an honours degree or postgraduate diploma may receive credits for recognised learning.

Learn about Credit for Recognised Learning (CRL).
How this course will make you industry ready
This practical, industry-focused course can help you develop the skills and knowledge you will need to improve water quality and supply in Australian and international communities.

You will have access to high-tech science labs, modern equipment and collaborative learning spaces across the campus and within the purpose-built Resources and Chemistry Precinct.

You will also benefit from Curtin’s high reputation in water quality research, which has led to led to millions of dollars in funding, local and global research alliances and the recruitment of high calibre industry experts.

2016 Curtin International Scholarships: Merit Scholarship

Curtin University is an inspiring, vibrant, international organisation, committed to making tomorrow better. It is a beacon for innovation, driving advances in technology through high-impact research and offering more than 100 practical, industry-aligned courses connecting to workplaces of tomorrow.

Ranked in the top two per cent of universities worldwide in the Academic Ranking of World Universities 2015, the University is also ranked 25th in the world for universities under the age of 50 in the QS World University Rankings 2015 Curtin also received an overall five-star excellence rating in the QS stars rating.

Curtin University strives to give high achieving international students the opportunity to gain an internationally recognised education through offering the Merit Scholarship. The Merit Scholarship will give you up to 25 per cent of your first year tuition fees and if you enrol in an ELB program at Curtin English before studying at Curtin, you will also receive a 10 per cent discount on your Curtin English fees.

For full details and terms and conditions of this scholarship, please visit: curtin.edu/int-scholarships and click on Merit.

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What kind of learning emerges from art practice, and how does such learning further impact upon art practice? This reflexive question lies at the heart of the MPhil in Art Practice & Learning- http://www.gold.ac.uk/pg/mphil-phd-art-practice-learning/. Read more
What kind of learning emerges from art practice, and how does such learning further impact upon art practice? This reflexive question lies at the heart of the MPhil in Art Practice & Learning- http://www.gold.ac.uk/pg/mphil-phd-art-practice-learning/

The programme aims to promote research into dialogical relations between pedagogical and art practices; a central purpose is to expand understanding of what both can become.

The programme anticipates that through an exploration and interrogation of the dialogical relations between art practices and pedagogies, sites of practice and sites of learning you will engage with areas such as philosophical, political and aesthetic dimensions of learning and practice.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

The outcomes of the research will consist of a practice component and a written thesis of 50,000 words which articulate a coherent and integrated research study in which both components are viewed equally as contributing to the research. The written component must be able to demonstrate a clearly articulated research project and a rigorous theoretical engagement with the research focus, drawing upon, analysing and applying relevant literature.

The practice component must demonstrate an exploration and articulation of the research focus that draws upon domains of practice including visual or other practices to inform the research. The practice component could, for example, take the form of an exhibition, a film/video (approximately one hour in length), an installation, a web-based production, a performance, a participatory work, a sonic work or performance.

A key feature of the MPhil in Art Practice & Learning is that you will form a research community that meets regularly each term to discuss/share/debate research and ideas, and to discuss readings and art practice. These research meetings will be held at Goldsmiths or in galleries or other contexts and will involve invited artists, academics and other contributions.

Contact the department

If you have specific questions about the degree, contact Anna Hickey-Moody.

Structure

Supervision
You will be allocated two supervisors within the Department but joint-supervision with colleagues in other Departments who have expertise relevant to your research may also be possible. You'll be expected to attend Department research training and College research training and to participate whenever possible in Department research centre meetings.

Resources

The Department of Educational Studies has the theoretical and practical resources to support the anticipated research and it is able to draw upon important alliances and relations with cultural institutions with whom it has worked over many years, including for example, Tate, Whitechapel Gallery, Showroom Gallery, 198 Gallery and Iniva.

The programme draws upon a team of dedicated staff in Educational studies who are committed to developing this research; it will also draw upon part-time contributions from artists of national and international standing who already contribute to the

The programme can be studied full or part-time, and appropriate facilities will be provided.

Assessment

A practice component and a written thesis of 50,000 words.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you apply for a research programme, we advise you to get in touch with the programme contact, listed above. It may also be possible to arrange an advisory meeting.

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources

Funding

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

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IN BIOFORCE. 1) Opening Sessions. Objectives. To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme. Read more

Modules Contents and Objectives

IN BIOFORCE

1) Opening Sessions

Objectives: To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme.

Contents: Bioforce presentation. Introduction of the learning programme and objectives.

2) Immersion Internship

Objectives: To facilitate group cohesiveness and participant involvement within the programme.
To make a detailed presentation of the components of the MSc in HPM.
To encourage a joint reflection about humanitarian and development issues.
Show awareness of its own strengths and limitations as a humanitarian programme manager.

Contents: Presentation, preparation and organization of the immersion internships. Discussion and group work on Humanitarian topics.

3) Framework of Humanitarian Aid

Objectives/Learning outcomes: To provide participants with thorough knowledge of the humanitarian sector and issues at stake: stakeholders, systems, coordination mechanisms, legal and ethical framework, Q&A initiatives and applications relating to programme management.

Contents: Humanitarian actors, systems and challenges. International humanitarian law, ethics & principles. Quality & Accountability initiatives, methods & practical tools.

4) Managing People & Organisations

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage themselves, other people, and organisations involved in humanitarian programmes.

Contents: Strengthening organisational capacity. Change management. Quality & Accountability in people management. Creating & developing trust in diverse teams. HR processes : HR organisation, recruitment, performance management, staff development. How to lead: leadership, management & delegation. Managing team safety and security.

5) Managing Programmes & Projects

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage all stages of the project cycle in humanitarian contexts.

Contents: Programme Cycle Management (PCM):

- Assessment & analysis
- Planning & implementation
- Monitoring & evaluation

Cross-cutting issues in PCM (participation, targeting...) Quality & Accountability in programme management.

6) Managing Finance & Funding

Objectives/Learning outcomes: To provide participants with the critical skills and confidence required to raise funds for humanitarian programmes, and to manage financial resources accountably.

Contents: Donors & donor strategies. Quality & Accountability in finance management. Budgeting & proposal writing. Funding strategies & opportunities. Key principles & concepts of financial management. Practical aspects of financial management.

7) Training of Trainers for Capacity Building in the Sector

Objectives/Learning outcomes: To provide participants with the appropriate methods & tools to develop, facilitate, monitor & evaluate capacity building activities.

Contents: Designing & implementing training activities.

8) Field Exercise

Objectives/Learning outcomes : Develop, through a field scenario-based exercise, operational capacity and autonomy of the trainees.

Contents : Within an operational framework, students will have to implement capabilities developed during the training period. The exercise is based on 5 days role play scenario. Students are placed in the position of aid actors in a context of humanitarian/emergency intervention. They have to implement several programs in the field on behalf of different NGOs. They operate in a complex emergency context where multiple players are involved.

IN ESC GRENOBLE

NB : For the ESC Students it is possible to follow “English track programme” described bellow or to follow a second semester in an English spoken abroad university.
For the other students, they must follow the “English track programme”.

1) Advanced Decision Techniques

Objectives/Learning outcomes: Good knowledge of quantitative tools for decision-making.

Contents: This course presents the main quantitative modelling and simulation tools to help in decision-making.

2) Strategy, Innovation and Entrepreneurship

This course focuses on the strategic choices: the decisions that shape the future of an organization. This course will address first the strategic choices that the manager must operate in an entrepreneurship environment (opportunity, business model design), then different options for development and growth patterns (growth internal / external growth, mergers and acquisitions, alliances).

3) Corporate Governance

Objectives/Learning outcomes: At the end of the course, the students:

- will know how to position and use concepts and techniques in finance, accounting, management control and law learnt during the common core subjects in a more global framework of analysis,
- will have learnt the legislation covering corporate governance,
- will be aware of the present developments in practice and the principal discussions concerning corporate governance,
- will be able to establish a diagnosis on the quality of a company's corporate governance.

Contents: It is essential for every manager to understand who determines the objectives of corporations and of other organizations, how they are governed and how their managers are incentivized and monitored. The course covers the following themes: value creation, the legal rules and the practices of company management(remuneration, ethics, social responsibility, governance "codes"), the legal rights and the behaviour of shareholders, the impact of financial markets on governance (shareholders activism, takeovers, LBOs). In addition the students have the opportunity to apply the main concepts and techniques of finance, accounting and management control to the case of a listed company.

4) Geopolitics

Objectives/Learning outcomes: At the end of the course, students will be able to:

- acquire the basics of a geopolitical culture allowing them to develop a reading list for current geopolitical and economic affairs,
- understand the geopolitical conditions for undertaking business in certain emerging and/or risk-laden geopolitical situations.

Contents: The object of this course is to allow students to acquire knowledge about geopolitical and economic affairs in certain zones and emerging and risk-related countries in the world. During the course, the following themes will be covered:

- the globalisation of the economy and its players, notably national States, and international and non-governmental organisations,
- geopolitical and economic analysis of certain countries and zones: Brazil, Russia, China, the Mediterranean and Africa,
- the problems of Afghanistan and Pakistan will also be discussed,
- Europe will be studied through analysis of the different themes mentioned above.

5) Global Marketing and Strategy

Objectives/Learning outcomes : Students will be able to:

- critically analyse and propose well-justified solutions to key Global Marketing Strategy issues.
- develop a Strategic Marketing plan to go global.

Contents: This module takes a decision-making perspective to Marketing Strategy issues, specifically in the global context.

The course will cover:

- Globalization decision and process,
- International market selection,
- International marketing research,
- International market entry strategies and expansion,
- Standardization versus Adaptation of 4 Ps.

6) Leadership and Responsible Management

Objectives/Learning outcomes: At the end of this course, students will:

- understand the organizational and managerial specificities of contemporary organizations,
- know about recent developments in organizational thinking relating to institutional theory, power and politics, routines, and organizational cognition,
- be able to reflect on the specific challenges to leadership and corporate social responsibility in contemporary organizations.

Contents: This course addresses key issues for understanding and managing contemporary organizations. It seeks to move beyond simple managerialist views by integrating recent developments in organizational thinking with the dual challenges of organizational leadership and corporate social responsibility. Topics covered in this course include institutionalized environments, innovation and entrepreneurship, social movements, networks and social capital, power and politics in contemporary organizations, organizational routines and decision making, sense making and cognition in organizations, and organizational change. Each topic will be introduced through case studies alongside theoretical readings, and each of the course sessions will discuss the consequences of these topics for both leadership processes and corporate social responsibility.
The course will be demanding in terms of class preparation, contribution and after-class work, and hopefully rewarding in terms of generating novel insights into contemporary organizational and managerial challenges.

Applied Research Project

During the whole training period, the students, divided into sub-groups of 2-3 students, work on a problematic related a strong issue in the humanitarian and development sector. It is an applied research which leads to a written report in English and its presentation before a jury composed by the tutor and the partner if possible and relevant. This applied research is an integral part of the training programme and it is monitored by a tutor.
The month of December will be specifically dedicated to work on this project.
During the second semester, even if students are abroad, they have to organize themselves to work on this project.
The grade given on this work will be included in the final transcript.

OBJECTIVE

To work as a team during the whole training period to sort out a humanitarian and/or development management issue.

This project will require:

- To write a report in English (20,000 – 25,000 words) which may remain confidential; it is possible to write a summary for the organisation in a foreign language if required. Students have to submit the final report to the tutor 15 days before the oral presentation. The deadline for the oral presentation is mid-november 2014 (15 November 2014);
- To write a case study-based summary;
- To prepare the oral presentation to the jury in English.

STUDENTS’ PROFILES

Students involved in this applied research are from the MSc in Humanitarian Programme Management delivered by ESC Grenoble and Bioforce.

EXPECTED RESULTS

- A specific humanitarian and/or development management issue is defined.
- A bibliographical research is consolidated.
- Concrete proposals and outlooks are drawn up.
- A critical analysis is provided.
- Relevant recommendations are made.

The definition of the issue has to be validated by both Bioforce and ESC Grenoble. A specific deadline will be communicated by Bioforce.

Rigor in diagnostic, analysis and facts interpretations, as well as recommendations will be required.
This work aims to support organizations in their development and functioning. In this way, we expect students to be creative (while being realist) and to practice benchmarks. This research work is neither an operational mission nor a counseling one. The report presented is not an internship report.

EXEMPTION OF “GRAND MÉMOIRE” – FOR THE ESC STUDENTS

Usually, ESC Grenoble students have to write a “Grand mémoire” during their enrollment. As they already write a specific applied research report, they benefit from an exemption of this “Grand mémoire”.

Assignment

Students from the MSc in HPM have to realize an assignment, after their study period, during 20 weeks at least. The presentation before a jury must be done before the 15th of November 2014.
The aim of this assignment is to reinforce students’ autonomy and to further develop their skills as a humanitarian programme manager in the humanitarian and development sector.

Students are to submit to Bioforce assignment terms of reference in order to be validated. As a second step, the ESC Grenoble will give the final validation.

The ESC Grenoble is in charge of all administrative issues regarding the assignment.

The evaluation process for the assignment is the following:

- A written report including :
- a context (region, country, organisation, programme, …) presentation,
- a description and analysis of the objectives and results obtained,
- an analysis of the key challenges faced during the assignment,
- an analysis of the impact of the training period on their professional capacities as a humanitarian programme manager.

- An oral presentation before a jury.

The final mark will be a global mark including the written report and the oral presentation.

Assessment Process

ASSESSMENT PROCESS IN BIOFORCE

The assessment process includes the following exams:

- An individual written exam for the “Managing people and organizations” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing programmes and projects” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing finance and funding” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.

ASSESSMENT PROCESS IN GRENOBLE ECOLE DE MANAGEMENT

It is a two-stage process:

- For each module, a continuous assessment is managed by a Grenoble Ecole de Management’s permanent professor.
- For some modules, an exam is organized.

To be successfully completed, the student has to obtain a minimum of 10 out of 20. Each module’s responsible define the share of continuous assessment and exam.

CONDITIONS OF GRADUATION

The diploma is delivered to the students:

- Having obtained a minimum of 10 out of 20 to all exams;
- Having produced and supported the presentation of a report demonstrating analysis and synthesis skills.

Admission

To participate to the MSc in Humanitarian Programme Management, the prerequisites are the following:

- Master 1 level or Bachelor’s degree (four years of higher education after baccalauréat) for applicants justifying at least 1 year of professional experience as a project coordinator, administrator or logistician in international solidarity
- By special dispensation, a L3 (licence) level or Bachelor’s degree (three years of higher education after baccalauréat) for applicants justifying an outstanding work experience (more than one year).
- have an English language proficiency level of B2 (according to European language levels - Self Assessment Grid).
- Have a profesional project in programme management (Programme coordinator, Logistics coordinator…)

Please note that these prerequisites provide a base for any validation of the application form. The final decision lies with the Coordinators of the training programme.”

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The programme aims to develop participants’ professional knowledge and critical understanding of key concepts and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting. Read more
The programme aims to develop participants’ professional knowledge and critical understanding of key concepts and debates addressed in the academic and professional literature in order to lead and co-ordinate special educational needs and disability (SEN and D) provision across an educational setting.

Degree information

By the end of the programme students should be able to:
-Contribute to contemporary debate in the fields of both special education as well as inclusion and disability studies.
-Produce and communicate reasoned and informed reflective argument, both in writing and orally.
-Carry out a focused practitioner inquiry relating to the role of the SENCO, supported by relevant literature sources.
-Improve professional practice through greater knowledge, skills, understanding and awareness.

Students undertake modules to the value of 60 credits. The programme consists of two core modules (30 credits each). There are no optional modules on this programme.

National Award for SEN Co-ordination Postgraduate Certificate

Core modules
-Special Educational Needs Coordination: Improving Teaching and Learning
-Special Educational Needs Coordination: Leading and Managing Change

Teaching and learning
The programme is delivered through a combination of lectures, seminars and tutorials. Each module is delivered over six days. A Learning Log needs to be completed as the practical component. Assessment is through a practitioner enquiry assignment for both modules consisting of 4,500-5000 words each. The focus is on the practitioner as researcher within the participants’ own education institution.

Careers

Upon successful completion of this programme, students are able to transfer the 60 credits into UCL's MA in Special and Inclusive Education or MTeach in Special Educational Needs.

Employability
This programme will prepare participants for progression to employment as SEN co-ordinators or for senior leadership roles within schools in a variety of settings.

Why study this degree at UCL?

This programme is run by the SENJIT (Special Educational Needs Joint Initiative for Training) centre at UCL, which has a national and international profile in delivering Master's programmes in special educational needs (SEN). It is delivered by specialists who currently practise in the field along with researchers with international profiles in SEN, disabilities and inclusion.

Students will get the opportunity to meet regularly with colleagues working in different local authorities in London and further afield.

SENJIT offers research-informed and practice-orientated courses and knowledge exchange activities and fosters strong links with local authorities, academy federation trusts and teaching school alliances.

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Our stimulating PGDip Psychological Intervention (CBT) programme provides comprehensive teaching in cognitive behavioural therapy through a rich range of learning experiences, providing opportunities to integrate theory with practice in cognitive behavioural models. Read more
Our stimulating PGDip Psychological Intervention (CBT) programme provides comprehensive teaching in cognitive behavioural therapy through a rich range of learning experiences, providing opportunities to integrate theory with practice in cognitive behavioural models.

This ensures that graduates can provide a high quality talking therapy to service users.

PROGRAMME OVERVIEW

Our PGDip Psychological Intervention programme is a well-established course offering high-quality training to individuals working within psychological therapy services.

The programme addresses real-world challenges with teaching on relevant service issues, clinical presentations and input from service users themselves.

Master-classes from leaders in the field of cognitive behavioural therapy form a key component of the training curriculum, and are complemented with lectures, workshops, video role-plays, debates, trainee presentations, experiential and self-reflective sessions.

After completion of the programme, students will be qualified to deliver high-quality and NICE-compliant cognitive behavioural therapy to adults with common mental health problems, including depression and anxiety disorders.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year.

The trainees will spend two days a week at the University, the remaining three days a week occur at their place of work where they undertake supervised clinical practice. Six block weeks will be provided across the year, at the start of each module.

On successful completion of the programme trainees may apply for BABCP accreditation as a practitioner.
-Fundamentals of CBT 1: Theory and Research
-Fundamentals of CBT 2: Practice
-CBT for Anxiety Disorders and Depression
-Experiential, Professional and Reflective Practice in CBT 1
-CBT for Anxiety Disorders and Depression 2
-Advanced Theory and Practice in CBT 1: Further Applications and Complexity
-CBT for Anxiety Disorders and Depression 3
-Experiential, Professional and Reflective Practice in CBT 2

TEACHING APPROACHES

The course modules are delivered across two academic semesters with attendance at the University of Surrey required on Thursday and Friday.

There are also five week-long blocks of intensive workshops during the year. In addition to regular lectures, skills-based competencies will be developed through an innovative range of learning methods including experiential workshops, debates, presentations and video role-plays.

Weekly clinical group supervision for training cases will also be provided by members of the course team. Trainees will be expected to undertake self-directed study and will have access to the University Library and online resources.

EDUCATIONAL AIMS OF THE PROGRAMME

-Enable trainees to achieve the indicative content as laid down by the Improving Access to Psychological Therapies (IAPT) National Curriculum for high intensity Cognitive Behaviour Therapy course, in conjunction with the British Association of Behavioural and Cognitive Psychotherapy requirements for Level 2 course accreditation
-Ensure that trainees are prepared to practise safely and effectively, and in such a way that the protection of the public is assured, adhering to BABCP code of conduct
-Enable the trainees to utilise, integrate and evaluate the evidence base available for the delivery of CBT
-Enable trainees’ achievement of knowledge, understanding and skill acquisition as well as the development of critical thinking, problem solving and reflective capacities essential to complex professional practice
-Enable trainees to select the relevant psychological theory and research that will be appropriate to the service contexts in which it is delivered
-Trainees to be committed to the maintenance, development and delivery of high intensity clinical practice
-Trainees to be committed to consultation/collaboration with service users and carers
-Trainees to be able to function effectively, professionally and responsibly within Increasing Access to Psychological Therapy services
-Trainees to be aware of, responsive to, and able to represent the changing needs of the Profession
-Trainees to be sensitive and responsive to difference and diversity in clients
-Trainees to be able to understand, and effectively communicate, with clients
-Trainees to be able to integrate a scientist practitioner/reflective practitioner approach in their work
-Trainees to be aware of the need to foster their own personal and professional development and to look after their own emotional and physical well-being

At the end of the course trainees will be able to:
-Construct maintenance and developmental CBT conceptualisations for depression and anxiety disorders
-Develop CBT specific treatment plans
-Practise CBT with depression and anxiety disorders systematically, creatively and with good clinical outcome
-Deal with complex issues arising in CBT practice
-Take personal responsibility for clinical decision-making in straightforward as well as more complex situations
-Demonstrate self-direction and originality in tackling and solving therapeutic problems
-Practise as “scientist practitioners,” advancing their knowledge and understanding and developing new skills to a high level
-Demonstrate a systematic knowledge of the principles of CBT and the evidence base for the application of CBT techniques
-Demonstrate a systematic knowledge of CBT for depression and anxiety disorders
-Demonstrate a critical understanding of the theoretical and research evidence for cognitive behaviour models, and an ability to evaluate the evidence
-Demonstrate an ability to sensitively adapt CBT, and ensure equitable access, taking into account cultural and social differences and values

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-Knowledge and understanding of adult clients with mental health problems
-Knowledge of professional and ethical guidelines
-Knowledge and understanding of the cognitive behaviour therapy, its basic principles, and the rationale for treatment
-Knowledge and understanding of the common cognitive biases relevant to cbt
-Knowledge and critical understanding of the theoretical and research evidence of cbt models and ability to evaluate evidence
-Knowledge of cbt for depression and anxiety disorders
-Understanding of the need to adapt cbt to ensure access to diverse cultures and values.

Intellectual / cognitive skills
-Demonstrate an ability to study independently and proactively to meet the needs of the clients in clinical practice and academic study
-Understand and evaluate clinical application of research evidence within a diagnostic and research context
-Draw upon a number of sources to develop an understanding of complex mental health problems and create comprehensive treatment plans

Professional practical skills
-Engage with clients and form and maintain therapeutic alliances
-Provide clear and comprehensive assessment of clients with mental health difficulties and identify suitability for cbt interventions
-Appraise and assess risk to the client and to others
-Make good use of supervision
-Deliver comprehensive conceptualisations of the client’s mental health difficulties within the cbt framework
-Develop and deliver specific treatment plans
-Deliver cbt with anxiety disorders and depression systematically and with good clinical outcome
-Deal with complex issues arising in cbt practice
-End therapy in planned manner and deliver long term maintenance plans

Key / transferable skills
-Communicate effectively with a wide range of service users, their carers, and service providers using a variety of means
-Make good and constructive use of supervision
-Apply a wide range of problem solving skills
-Deal with change effectively in a clinical context
-Develop a range of organisational skills (time management, work load prioritisation)
-Make good and effective use of available resources to manage personal stress
-Develop appropriate skills to evaluate academic, professional and clinical performance

PROFESSIONAL RECOGNITION

The course is BABCP accredited and part of the Department of Health ‘Improving Access to Psychological Therapies’ programme (IAPT), which aims to improve access to evidence-based talking therapies in the NHS and any other qualified healthcare providers (AQP) through an expansion of the psychological therapy workforce and services.

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The key aim of the PGCE Primary programme is to deliver a high quality initial teacher education programme that is up-to-date with current developments in education and the primary curriculum and will equip you with the professional knowledge, understanding, skills and attributes to become outstanding Early Years practitioners and primary teachers. Read more
The key aim of the PGCE Primary programme is to deliver a high quality initial teacher education programme that is up-to-date with current developments in education and the primary curriculum and will equip you with the professional knowledge, understanding, skills and attributes to become outstanding Early Years practitioners and primary teachers.

Course detail

The PGCE Primary programme is structured in phases (introductory, developmental and consolidation) and within each phase you will follow a similar pattern of learning to that of a ‘spiral curriculum’. This is to enable you to reflect upon your learning and make effective links with curriculum and pedagogy through relating theory to practice.

Alongside academic assignments, you will be assessed in three school experience placements: these again follow the introductory, development and consolidation phases. The nature of these placements enables you to progress effectively by building upon your skills as student teachers. In addition to these teaching placements, you will also complete experiential placements in order to meet the requirement of 120 days of school-based training, as stipulated by the NCTL’s Initial Teacher Training (2012) criteria. The experiential placements are specifically designed to integrate with the taught modules so that you can widen your experience and develop a deeper pedagogical knowledge. You will observe children and young people in settings such as playgroups, nurseries and crèches, primary and secondary schools. Enrichment opportunities could include an international placement as well as focused days on, for example, phonics and behaviour management.

Two modules are studied at Masters Level. The first includes professional issues including child development, planning, learning teaching and assessment, behaviour management and meeting individual needs. You will be provided with the opportunity to consider how learners from diverse cultural backgrounds can be supported within education and care settings. This aspect of education is embedded through all modules where diversity is considered in order to meet the needs of all learners in all subjects and within the Early Years. You will study, for example, current issues pertaining to inclusion, ethnicity, English as an Additional Language (EAL), SEND (Special Educational Needs and Disability) and the way in which settings cater for children of a range of abilities. Aspects such as behaviour and classroom management, vital to the practice of the outstanding class teacher, are covered across a variety of sessions in all modules.

Format

There are two University centred PGCE routes, enabling you to choose the one most appropriate to your circumstances in terms of managing your studies around existing work and commitments. Both lead to recommendation for Qualified Teacher Status (QTS):

• Full-time route: 39 weeks to complete starting in September and ending the following July with 120 days of school-based training
Visit the UCAS website to apply for the full-time PGCE programme.

• Part-time route: Two years to complete starting in September and ending the following summer with 120 days of school-based training.

Upon the award of QTS you will be qualified to teach across the full 3-11 age range although you will specialise in specific Key Stages within the programme assessed school experiences. You choose one of two options:

- The ‘Lower’ option will cover the Early Years Foundation Stage (EYFS) ages 3-5 and Key Stage 1 (KS1) ages 5-7

- The ‘Upper’ option will cover Key Stage 2 (KS2) ages 7-9, and 9-11

Across all routes, programme teams work closely with partnership school colleagues to support you in developing your professional practice, providing you with excellent opportunities to engage in wider professional issues relating to pedagogy and the curriculum. The programme is integrated with school-based experience and training to ensure that your developing professional practice is underpinned by knowledge and understanding of educational theory and current local, national and international research.

You will be expected to critically engage with educational issues and develop as reflective practitioners, able to evaluate and adapt your practice to meet the needs of learners from diverse cultural backgrounds. The University provides a strong centre-based opportunity to develop and share good practice in order to enhance the experiences of all student teachers.

School centred training

We also offer a school centred training PGCE route (School Direct) where Teaching School Alliances work in partnership with York St John to offer PGCEs in Primary Education and a range of secondary subjects, including English, mathematics and science. For more information on this route please visit the School Direct webpages.

How to apply

For information on how to apply, please see the following link:
https://www.yorksj.ac.uk/study/postgraduate/how-to-apply/

Other sources of funding

Information on alternative sources of funding can be found here:
https://www.yorksj.ac.uk/student-services/money/funding-my-course/postgraduate-/postgraduate-funding-/

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The Sheffield Hallam Executive MBA (Education) is designed to give you the skills, knowledge and experience to advance your career into senior management. Read more
The Sheffield Hallam Executive MBA (Education) is designed to give you the skills, knowledge and experience to advance your career into senior management.

The course is ideal if you are a member of the senior leadership team in an educational organisation, or aspire to be, and have a responsibility for finance, HR, systems and other resources, marketing or other business support functions. It is designed for people who work in:
-Academies, academy chains, teaching school alliances, schools or children's centres.
-Further and higher education institutions.
-Health related education settings.
-Local authorities and other organisations working with children and families in the public sector.

This unique course enables you to develop your leadership and management knowledge and skills within the context of education. You complete a mix of core MBA modules and specialist educational leadership modules. The specialist modules help you to understand the strategic and ethical issues involved with management within an educational setting.

We tailor assignments and projects to the needs of your organisation or your own areas of interest, which maximises the value of your studies. Your organisation also has the opportunity to provide input into your learning and contribute to your development. To be a successful leader, you need to understand, implement and integrate the current fundamental concepts of management, and have insights from differing professional perspectives. You gain this knowledge on our course by studying core MBA subjects within four integrated modules.

Completing an integrated module means that instead of studying a topic such as finance in isolation, you study finance together with marketing and decision making. Our approach replicates the real world where strategic decisions will span multiple business areas, providing you with a richer and more realistic learning experience.

The core MBA modules are complemented by a range of educational leadership modules that enable you to tailor the course content to your career needs. You also complete a consultancy project that involves investigating a current major issue from within your organisation.

As you progress through the course you apply your learning by problem-solving real or simulated case studies. This helps you to identify and deal with links and tensions between different areas of an organisation.

You enhance your leadership skills by encountering and managing varying, often competing, perspectives on management issues. Case studies enable you to practice and assess the impact of real-time decision making, embedding and demonstrating the skills you need during your career.

During the course you can:
-Build your skills in coaching, negotiating and influencing.
-Attend guest lectures from leading experts who provide unique insights into management within an educational setting.
-Create a portfolio of work so you can evidence your learning and development.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/executive-mba-education

Flexible course design

The course is designed to be flexible so that you can work comfortably with your existing commitments. We use university-based block study with self managed study time, so you can easily complete the course from anywhere within the UK or overseas. You can also study modules as and when it is suits you, enabling you to progress at a pace that meets your needs.

Multi-professional learning community

When you study an Executive MBA at Sheffield Hallam University you join a learning community of managers and leaders from across a range of professions and industry backgrounds. This provides you with excellent networking opportunities and you can benefit from seeing different perspectives and solutions to managerial challenges. Within our Executive MBA programme we also run routes in business, psychology and the built environment.

Critical self-awareness and tailored coaching

At the diploma stage of the course, you have the opportunity to complete psychometric testing, which can help you increase your critical self-awareness, better understand your skills and identify areas for development.

Professional recognition

This course is accredited by the Chartered Management Institute and successful graduates gain Chartered Manager status (subject to application).

Course structure

3 years – University-based study blocks
Each module involves a three-day study block and self-managed study time. You complete:
-Year One – four modules.
-Year Two – three modules plus work-based project.
-Year Three – one module plus dissertation or consultancy project.

This flexible attendance means that the course has minimal impact on your work or personal time and you can be based anywhere in the UK or overseas. Starts February. If you would like to discuss the start date options, please email the course leader, Dr Steven Pattinson

Course structure
Year One: managing strategy; strategic marketing management and decision making; choose two options.

Year Two: strategic global human resource management and decision making; developing personal and professional leadership practice; choose two options.

Year Three: research and consultancy methods; dissertation or organisational project.

Educational leadership options:
-Leadership of learning through the workforce
-Leadership of learning through data and institutional improvement strategies
-Leadership in partnerships and networks
-Educational leadership of change

Assessment: modules are assessed through portfolios which may be made up from a number of tasks.

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Since September 2006, the University of Guelph has offered an innovative Master of Fine Arts (MFA) Program in Creative Writing, housed in the University of Guelph-Humber building in Toronto, the most richly diverse city in the country. Read more
Since September 2006, the University of Guelph has offered an innovative Master of Fine Arts (MFA) Program in Creative Writing, housed in the University of Guelph-Humber building in Toronto, the most richly diverse city in the country. The program welcomes and is structured to nurture and support many voices and wide imaginaries. Our distinguished faculty and our many acclaimed graduates recognize the power of language to summon a different world. Defining characteristics include the plenary courses Writers on Writing and Writers in the World, the participation of a diverse range of writers from Canada and abroad, class visits from industry professionals, and alliances with a number of cultural organizations in the Toronto area.

Required courses include three intensive semester-long workshops, two reading-based plenary courses, and an individual study course with a professional writer. The program culminates in a book-length thesis project. Workshops address the following genres: creative nonfiction, drama, fiction and poetry. The CW MFA is a full-time program and has been designed to facilitate completion within two years.

The program provides students with various opportunities to connect with the arts and culture community, and especially to make contact with well-established writers from across Canada and abroad. In its curriculum and with respect to the writers who participate as workshop instructors, mentors, and visitors, the MFA program has both a national and an international reach while taking full advantage of its location in Toronto. We offer fall Master Classes in partnership with Harbourfront’s International Festival of Authors
and provide extra-curricular pedagogical opportunities such as the Parkdale Project, a community outreach initiative in downtown Toronto schools. Numerous other links – with the Eden Mills Writers’ Festival, the Humber School for Writers, Humber College, and Toronto theatres, for example – provide MFA students with extraordinary possibilities for professional development.

Program Highlights

-Students are offered an immersive opportunity to develop as writers in a professionally stimulating and intellectually challenging environment.
-Unique reading-based plenary courses, Writers on Writing and Writers in the World, bring together all students in the program for dynamic debates on the writing life and craft.
-Semester-long opportunity for one-on-one study with a professional writer
-Guaranteed funding for the six semesters of enrollment
-Work opportunities through the Humber Writing Centre

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Humber’s Supply Chain Management graduate certificate program provides you with a solid grounding in both business and global supply chain issues. Read more
Humber’s Supply Chain Management graduate certificate program provides you with a solid grounding in both business and global supply chain issues. Major changes in processes and technology have led to a high demand for workers with modern supply chain skills.

You will learn to research and analyze the marketplace; develop demand forecasts; evaluate suppliers’ capabilities to deliver; utilize technology such as Systems, Applications, and Products in Data Processing (SAP); develop aggregate and master production plans/schedules; and analyze business processes.

You will also learn industry-standard theories, methods, and techniques (Six Sigma, Total Quality Management, Just-in-Time, Lean) and how they apply to supply chain management strategies and problem solving.

Humber is a SAP University Alliances member school, ensuring you learn this key supply chain management software.

Professional Accreditations

This program is recognized by the Canadian Supply Chain Sector Council (CSCSC) as an accredited program. Additionally, graduates of the program who meet the GPA requirements are eligible for advanced standing in a number of modules leading to the CSCMP designation offered by the Supply Chain Management Association of Ontario.

Modules

Semester 1
• SCM 5000: Distribution 1
• SCM 5001: Supply and Demand 1
• SCM 5002: Business Processes 1
• SCM 5003: Logistics Technology
• SCM 5004: Purchasing/Supplier Management
• SCM 5005: Business Communications

Semester 2
• SCM 5500: Distribution 2
• SCM 5501: Supply and Demand 2
• SCM 5502: Business Processes 2
• SCM 5503: International Logistics
• SCM 5504: SCM: Competitive Advantage
• SCM 5505: Supply Chain Integrative Project

Your Career

The supply chain sector is expanding rapidly in Canada and an educated workforce is recognized as vital to every successful company’s strategy. Supply chain expertise helps companies manage goods and services locally and around the globe.

Humber Supply Chain Management graduates are exposed to skills that businesses rely on including training using SAP software. Potential career opportunities include operations planner; purchasing agent; supply chain analyst; business process analyst; and warehouse, transportation and logistics co-ordinator positions in major Canadian companies. Graduates often find themselves in middle-management positions within five to seven years of graduation.

Managing supply chain costs helps companies operate more effectively. The Canadian Supply Chain Sector Council’s 2012 Human Resources (HR) Study Update estimates the sector “will need to recruit 65,979 individuals on an annual basis to accommodate demand growth.”

Employers of recent Supply Chain Management graduates include Canadian Tire Corporation, UPS, Xerox, Suncor, Johnson & Johnson, Walmart, Loblaw, Sobeys, Shoppers Drug Mart, Nestlé, SCI, TJX, Sleep Country Canada and a multitude of other smaller organizations.

How to apply

Click here to apply: http://humber.ca/admissions/how-apply.html

Funding

For information on funding, please use the following link: http://humber.ca/admissions/financial-aid.html

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