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The Research Methods in Psychology MSc offers advanced and broad-based training in the major methods and statistical techniques in use in psychology, together with a wide range of optional modules to allow you to tailor your studies to your own interests. Read more
The Research Methods in Psychology MSc offers advanced and broad-based training in the major methods and statistical techniques in use in psychology, together with a wide range of optional modules to allow you to tailor your studies to your own interests.

*This course will be taught at the Canterbury campus*

Key benefits

- Our taught Master’s (MSc) programmes have been recognised by the UK Economic and Social Research Council (ESRC) as meeting the nationally recognised criteria for preparation training for PhD research.

- The programmes we offer help you to develop general critical, analytic and problem-solving skills that can be applied in a wide range of settings.

Visit the website: https://www.kent.ac.uk/courses/postgraduate/73/research-methods-in-psychology

Course detail

Gain a thorough understanding of psychology at a theoretical and practical level, from basic learning and cognition to prejudice and persuasion. The programme covers four core elements: advanced statistics and methodology, current issues in theory and research, advanced research in psychology and your dissertation.

Purpose

Develop critical, analytic and problem-solving skills that can be applied in a wide range of settings. The flexibility of the programme makes it ideal for graduates wishing to become professionals and specialists in a number of fields in psychology research.

Format and assesment

The programme consists of 2 compulsory modules and 4 optional modules.

Core modules include: Statistics and Methodology, and Advanced Research Project in Psychology.

Options modules include:

• Advanced Cognitive (Neuroscience) Methods in Practice
• Advanced Developmental Social Psychology
• Advanced Topics in Cognition in Action
• Advanced Topics in Cognitive Development
• Advanced Topics in Developmental Psychopathology
• Advanced Topics in Group Processes
• Advanced Topics in Intergroup Relations
• Current Issues in Cognitive Psychology and Neuropsychology
• Current Issues in Social and Applied Psychology I: Theory
• Current Issues in Social and Applied Psychology II :Applications
• Developmental Psychology in Professional Practice
• The Psychology of Eyewitness Testimony

Assessment is mainly by coursework assignment (4-6,000-word essays), examination (for the Advanced Statistics and Methodology module only), plus the dissertation.

Careers

Our postgraduate students commonly go into the fields of health, teaching or further education. For instance, many of our graduates take up roles as assistant psychologists in the NHS with a view to becoming a professional clinical or forensic psychologist. Upon completing our Master’s courses, graduates have also pursued doctoral study and academic careers at higher education institutions.

How to apply: https://www.kent.ac.uk/courses/postgraduate/how-to-apply/

Why study at The University of Kent?

- Shortlisted for University of the Year 2015
- Kent has been ranked fifth out of 120 UK universities in a mock Teaching Excellence Framework (TEF) exercise modelled by Times Higher Education (THE).
- In the Research Excellence Framework (REF) 2014, Kent was ranked 17th* for research output and research intensity, in the Times Higher Education, outperforming 11 of the 24 Russell Group universities
- Over 96% of our postgraduate students who graduated in 2014 found a job or further study opportunity within six months.
Find out more: https://www.kent.ac.uk/courses/postgraduate/why/

Postgraduate scholarships and funding

We have a scholarship fund of over £9 million to support our taught and research students with their tuition fees and living costs. Find out more: https://www.kent.ac.uk/scholarships/postgraduate/

English language learning

If you need to improve your English before and during your postgraduate studies, Kent offers a range of modules and programmes in English for Academic Purposes (EAP). Find out more here: https://www.kent.ac.uk/courses/postgraduate/international/english.html

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This course is for you if you wish to prepare yourself for a broad spectrum of career opportunities, spanning the academic, commercial, industrial and healthcare applications of biomedical sciences. Read more
This course is for you if you wish to prepare yourself for a broad spectrum of career opportunities, spanning the academic, commercial, industrial and healthcare applications of biomedical sciences.

Course outline

This taught MSc Biomedical Science course is designed to provide training and experience in Biomedical Sciences. It offers an informed and critical appreciation of recent scientific developments. The specific aims are to:
-Provide a high level of scientific knowledge and understanding of disease processes from the molecular to the body/systems level
-Develop an informed and critical appreciation of recent scientific developments in relation to diagnostic laboratory pathology
-Enable students to gain, through a research project, additional specialist knowledge and practical expertise
-Prepare students for a broad spectrum of career opportunities spanning academic, commercial, industrial and healthcare applications of biomedical sciences. The course is also an excellent foundation for further studies leading to a PhD

[[What you will study
The programme is based around a core of six modules and a research project that provide detailed study and practical experience in key areas of biomedical sciences and in the development of professional skills. Modules are as follows:
-Human Diseases
-Immunology
-Toxicology
-Clinical and Molecular Endocrinology
-Human Physiology
-Research Methods
-Research Project

Learning, teaching & assesment

The course is assessed by a mixture of coursework, examinations, practical work, oral and written presentations. The research project module will be assessed on the basis of a submitted project report and an oral defense of a poster.

Your future career prospects

This course provides an ideal foundation for entering the pharmaceutical industry, the Scientific Civil Service or for further studies leading to a PhD. Many of our graduates have found this course to be a valuable qualification when applying for a PhD. Recent graduates have gained roles such as:
-Research Scholar, Symbiosis International University & Chest Research Foundation
-Biomedical Scientist, St George's Hospital (NHS)
-Administrative and Funding Coordinator, Access to Basic medical Care (ABC) Foundation
-Assistant Lecturer, Unspecified university
-Lab Technician, PROLIVFIC
-Lab Technologist/Army Officer, Military Hospital
-PhD, Institute of Inflammation and Repair, The University of Manchester
-Research Assistant, Aston University
-Research Consultant, Environmental sector
-Research Laboratory Technician, University of Birmingham

It must be emphasised that the course is NOT accredited by an outside organisation.

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Join one of the UK’s leading institutions environments for the study of music, combining world-leading research, exceptional teaching and a vibrant musical community in the heart of global London. Read more
Join one of the UK’s leading institutions environments for the study of music, combining world-leading research, exceptional teaching and a vibrant musical community in the heart of global London.

Who is it for?

Students interested in extending their knowledge and develop critical and research skills in the broad area of music studies. The course provides a rigorous training relevant to a range of professional careers, including further study at doctoral level.

We welcome students from all over the world and from a range of backgrounds.

Objectives

Combining academic rigour with a flexible course structure, the MA Music offers a range of options and students are able to focus project work on areas of individual interest.

The course introduces students to a range of current issues and debates in the broad field of music studies and provides a rich creative environment in which to develop critical approaches to musical practice and study. Students engage with a diverse range of repertoires, including western art music art and popular music, world music, contemporary music and electronic music, and are encouraged to explore the complex interrelationships between music and other subjects and between theory and creative practice. The course also provides training in fundamental research skills.

We have an outstanding reputation for dynamic, inspiring and rigorous postgraduate education and offer exceptional support to our students. Our students come from all over the world and benefit from our location in the heart of London, one of the world’s greatest cultural hubs.

Scholarships

We are offering one full fee-waiver scholarship for entry to any of our MA pathways in September 2017.

The Robert Anderson Scholarship provides a full-fee waiver at UK/EU rates. International students are also eligible to apply and if successful will have the equivalent UK/EU fee amount deducted from the international fee. The deadline for applications is Friday 5th May 2017.

In addition to your main application, scholarship applications should include:
-A CV indicating your studies and achievements to date.
-A statement indicating why you feel you are particularly deserving of such an award and outlining the contribution you will make to the Music Department.

Placements

The professional work placement is an elective module giving you the opportunity to work in the cultural sector to apply the skills you have gained from the programme so far.

When it comes to the organisation, it is totally up to you. Previous students have gained experience with the Southbank Centre, The British Library, IMG Artists, LIFT, Arts Council England and the British Film Institute.

Academic facilities

Music students can take advantage of our advanced recording and composition studios, a professional performance space, computer laboratories, rehearsal rooms, practice rooms and world music instruments.

Our composition studios include three surround (8.1/ 5.1) studios, one of which is dedicated to film and live electronics work, and three stereo composition studios. All of the studios are equipped for sound editing, processing and mixing. As well as general software such as Logic, Sibelius and Pro Tools, these studios are equipped with Native Instruments Komplete.

The recording studio is equipped to deliver multitrack recording and mixing to a professional standard.

As well as the excellent library facilities at City and close by, such as the British Library, as part of the University of London you can also become a member of Senate House Library for free with your student ID card.

Teaching and learning

Teaching is through lectures, small group seminars and one-to-one tutorials in which students receive supervision from world-leading researchers. In addition, we arrange off-site visits, such as to the British Library or to relevant conferences. Project work also often involves engaging with external organisations or local communities.

Assessment

We use a range of assessment types, including extended projects, portfolio submissions and written examinations. Assesment will depend on the particular modules chosen by students

We have a vibrant postgraduate community and there are plenty of opportunities for involvement in our many ensembles. We host a regular concert series and an annual summer music festival. In addition, there are regular workshops, visiting speakers and postgraduate research seminars, and we also host occasional conferences.

In addition to our many ensmbles at City, MA students are also eligible to audition for the University of London Symphony Orchestra.

Modules

MA Music students take two core modules (total 60 credits), two or three elective modules (total 30 or 60 credits), and also produce a 12-15,000 (60 credit) or 15-20,000 (90 credit) word dissertation.

A typical 30 credit taught module involves two hours of lectures/seminars per week over a 10-week teaching term, plus a total of one hour tutorial supervision over the course of the module (usually two half hour meetings). In addition, the MA involves a significant amount of self-directed study, including preparation between classes, and researching and writing projects, equivalent to about 18 hours per week over a 15 week period (from the start of teaching to the final assessment).

Core modules - students take two core modules in term one, followed by elective modules in term two (for part-time students the modules are spread over two years).
-Critical Readings in Musicology (30 credits)
-Researching Music in Contemporary Culture (30 credits)

Elective modules
-Music Special Project (30 credits)
-Interdisciplinarity and Collaborative Process (30 credits)
-Urban Ethnomusicology (30 credits)
-Historical Musicology (30 credits)
Plus a range of elective modules in the Departments of Sociology and International Politics:
-Professional Placement (15 credits)
-Audiences and Marketing (15 credits)
-Digital cultures (15 credits)
-Culture (15 credits)
-Cultural Policy (15 credits)
-Public Culture: the Politics of Participation (15 credits)
-Global Cultural Industries, Ethics and Social Responsibility (15 credits)
-Celebrity (15 credits)
-Global Ethics: Principles, Power and Politics (30 credits)

(NB: Elective module choices are subject to availability and timetabling constraints).

Dissertation
The MA culminates in a 12-15,000 (60 credits) or 15-20,000 (90 credits) dissertation, running through the spring and summer terms, which students complete by the end of August.

Career prospects

The MA Music has excellent employment statistics. Students have gone on to teach, compose and perform in a wide variety of settings and are also employed in areas such as music publishing, broadcasting, music management, arts administration and further musical study at MPhil or PhD level. Alumni are currently working in high-profile roles, including in organisations such as the Southbank Centre and the Halle Orchestra.

Examples include:
-Justine Fancy, PR Manager at MAMA & Company, live music company.
-Rachel Swindells, Gamelan & Community Projects Officer, Halle Orchestra.
-Meliz Serman, Head of Music, Davenport Foundation School.
-Javier Alvarez, International Award-Winning Composer.

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The role of the corporate environmental manager is becoming increasingly complex and strategic. Corporate social and environmental responsibility is becoming prominent in consumer demand and a pre-requisite for tender eligibility. Read more
The role of the corporate environmental manager is becoming increasingly complex and strategic. Corporate social and environmental responsibility is becoming prominent in consumer demand and a pre-requisite for tender eligibility. This necessitates a more sophisticated environmental manager who can interpret legislative and audit requirements and deliver them in a manner conducive to continued economic development, whilst recognising the market trends. The aim of this programme is to develop skills in the delivery of economic activities related to environment, green technology and sustainability. The programme includes highly topical case studies from across these sectors reflecting changing strategies and alternative approaches. The course is suitable for graduates in a wide range of disciplines, including Environment, Engineering, Finance, Social Sciences and other subjects.
Testimonials

Compulsory Modules:

Organisations and People: This module examines key issues arising from contemporary research in organisational behaviour (OB) and human resource management (HRM). It provides an integrated analysis of management, organisations and people, developing the conceptual, strategic and practical skills necessary for managers in complex, global organisational contexts. Specific topics include:

The nature of organisations
Organisation structures: strategy, design and function, job design
Organisation cultures: values, ethics, norms of behaviour
Theories and models of management: classical and contemporary
Individual differences: perception, learning, motivation, equality and diversity
Groups and teams in the organisation
Managing relationships: power, conflict, communication, engagement
Managers as leaders, people developers, coaches
Managing job satisfaction and performance

International Strategic Management: This module analyses strategic decision-making within business. You will develop a critical understanding of the strategic processes of business management, the interconnections with the functional domains of marketing, human resource management and corporate finance, and the management of knowledge systems. Specific topics include:

Concepts of strategic management applicable to business
Prescriptive and emergent strategies
Strategy implementation through capacity building and resource allocation
Managing, monitoring and reviewing strategic change
Organisational designs for strategic advantage
Human resources strategy, marketing and corporate financial strategy
Organisational learning and knowledge management

Management Research: This module analyses the philosophical basis for research in the management sciences, and examines a number of key methodological issues and approaches. Research designs for both quantitative and qualitative research methodologies are developed, including interviews, case studies, focus groups, surveys and experiments. Specific topics include:

Research methodologies and philosophy: positivism and interpretivism
Qualitative research methods and the search for meaning
Selecting a research strategy and design
Data gathering, documentary records, triangulation and mixed methods
Content analysis, conversation analysis, discourse analysis, grounded theory
Quantitative research design and methodologies
Univariate and multivariate analysis, factor, cluster and discriminant analysis

Business Planning for the Green Economy: This module explores the process of establishing a venture from idea generation to the completion of a business plan which incorporates environmental planning and management. It takes the student through the actual process of developing a business plan and its different components, the market and sustainability. Specific topics include:

Entrepreneurship
The entrepreneurial role in relation to the initiation and development of a sustainable business
Key environmental factors of business development
The differences between the entrepreneur and the environmental manager, and the problems faced by small growth firms in sustainable growth.
The importance and complexity of entrepreneurship and environmentalism within a large firm environment

Finance for Managers: This module is designed for those who aim to achieve a basic understanding of financial management and control, and who require an understanding of finance in order to manage an organisation effectively. Financial planning and control are central themes, as well as the appraisal techniques of investment projects. Specific topics include:

Principles underlying the preparation of accounting information
Recording business transactions
Preparation and analysis of financial statements
Preparation of budgets, financial planning and control
Costing methods, uses and interpretation of cost data
Investment appraisal techniques

Strategic Environmental Management: This module is designed to provide a an understanding of the principles of sustainable development, environmental legislation, environmental auditing and assesment, and green technological development. Specific topics include:

Sustainable development
Environmental legislation
Environmental auditing
Environmental assessment
Corporate social responsibility and socially responsible investment
Life cycle analysis

Green Technology: This module reviews the environmental consequences of economic activities, including energy generation, waste management, food and water supply, consumer goods. It then goes on to consider recent policy initiatives and drivers and examines key green technologies. Specific topics include:

Development and deployment of green technologies
Environment impacts of energy generation
Green technology policies and initiatives
Green technologies - commerce, ideas and concepts
Geographical Information Systems (GIS) for green technologies

Part 2:

For MBA Environmental Management, you must complete Part 2 by undertaking a relevant dissertation.

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COURSE OVERVIEW. Identify and understand the root causes of conflict. Critically assess strategies which can turn conflict into positive and sustainable outcomes. Read more

COURSE OVERVIEW

  • Identify and understand the root causes of conflict
  • Critically assess strategies which can turn conflict into positive and sustainable outcomes
  • Participate in practical peacebuilding projects throughout the course

The Reconciliation programmes at Winchester draw on insights from a range of academic disciplines, case studies, and cultural and faith traditions from around the world. They give you a multidisciplinary introduction to the study and practice of reconciliation and peacebuilding, with the work and experience of St Ethelburga’s Centre for Reconciliation and Peace informing their design.

Drawing on insights from subject areas including psychology, religious studies and the arts, you examine key ideas and theoretical frameworks in the study of reconciliation in a wide variety of different contexts. We discuss and reflect on the pivotal relationship between theory and practice and to consider a variety of factors which impact upon the effectiveness of peacebuilding and reconciliation activities. You also have the opportunity to become involved with peacebuilding projects and organisations throughout the duration of the programme.

Study core modules including Research Methods and Skills, Understanding the Nature and Causes of Conflict, Theories and Dynamics of Reconciliation, and The Practice of Reconciliation. Supplement these with options including Skills for working with divided groups, Building Networks of Peace, Multi-faith Cooperation on Peacebuilding, Religion and Globalisation, and Theology, Religion and Ethics. You also complete a final assessment, for which you have the option of writing a dissertation of 15,000 to 20,000 words; undertaking a consultancy placement with an organisation working in the field; or participating in and reflecting on a practical peacebuilding project.

Graduates pursue careers working in the fields of international development, conflict management, peacebuilding and international relations. This work is often in international and local Non-Governmental Organisations and government, civil service and peacekeeping institutions such as the United Nations and European Union.

Careers

Graduates pursue careers working in the fields of international development, conflict management, peacebuilding and international relations. This work is often in international and local Non-Governmental Organisations and government, civil service and peacekeeping institutions such as the United Nations and the European Union.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Work placements

There are opportunities for students to take part in voluntary work placements, or carry out a pre-determined piece of work for a relevant organisation.

Learning and teaching

The programme is taught by a team of highly qualified and enthusiastic staff who include internationally renowned scholars working in the areas of reconciliation and peacebuilding. The programme is delivered through a combination of distance and blended learning. Participation in practical modules requires intensive periods of attendance. All students have access to dedicated tutors and can converse with other students through the University's Learning Network and online forums.

DISTANCE LEARNING AVAILABLE 

Majority of programme

TEACHING TAKES PLACE

Evenings

Location

Taught elements of the course take place on our King Alfred Campus (Winchester) or at our West Downs Campus (Winchester).

Assesment

Types of assessment include portfolios, presentations, reflective journals, practical work, essays and reports. There are no examinations. For the final assessment students have the option of completing a dissertation of 15,000-20,000 words; undertaking a consultancy placement with an organisation working in the field, or participating in and reflecting on a practical peacebuilding project.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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UCL's Department of Political Science and NYU Wagner have created a unique partnership to offer the first truly joint degree designed for international civil servants. Read more

UCL's Department of Political Science and NYU Wagner have created a unique partnership to offer the first truly joint degree designed for international civil servants. The robust blend of theoretical and applied policy analysis and management studies is intended to provide a distinctive edge enabling public service leaders to function with many actors in a global environment to devise and implement strategies for change.

About this degree

Students will spend the first semester at NYU Wagner in New York City, the Spring Term at UCL and the summer in locations across the globe working on a client-based Capstone project. Core modules bridge cutting-edge concepts and skills in policy analysis, management, implementation, and facilitating change. Students will then select from the offerings of both institutions to craft an approach best suited to their specific needs.

Students undertake modules to the value of 150 credits (equivalent to 30 credits at NYU or 75 ECTS credits).

The programme consists of four core modules (two at UCL and two at NYU), four optional modules (two at UCL and two at NYU) and a Capstone project.

Core modules

Term One at NYU Wagner

  • Global Public Policy Analysis Reform
  • Institutions, Governance, and Public Sector Reform

Term Two at UCL

  • Strategy and Organisational Change
  • Policy Implementation

Optional modules

Students select two from NYU Wagner and two from UCL. The below are suggestions. 

Term One at NYU Wagner

  • Design Thinking: A Creative Approach to Problem Solving and Creating Impact
  • Global Health Policy
  • Conflict Management and Negotiation
  • International Economic Development: Government Markets
  • International Development Project Planning
  • Politics of International Development
  • Sustainable Cities
  • Please see the NYU website for all available options.

Term Two at UCL

  • Agenda Setting and Public Policy
  • Policy-Making & Regulation in Europe
  • Human Rights: Politics and Practice
  • International Trade Policy
  • Law & Regulation
  • Making Policy Work
  • Public Management: Theories and Innovations
  • Please see the UCL website for all available options.

Capstone Project

All students undertake a Capstone group project which allows them to expand on their own experiences, knowledge and skills acquired through the programme to deliver a concrete task for a public services organisation. The project can be conducted in any part of the world.

Teaching and learning

The programme is delivered through a combination of lectures, seminars, presentations and educational visits e.g. the British Library. Assesment is through examinations, essays and the Capstone group project.

Careers

Graduates of this programme are likely to find themselves moving across a variety of international public, not-for-profit and private sector institutions during their careers in executive positions.

Employability

Students will improve their ability to craft effective solutions to problems in the face of global and local policy and management challenges. They will learn to balance advantages of public and private sector actors; promote successful inter-governmental co-operation at all levels; more effectively link policy analysis with policy implementation; and broadly ensure that policy is meeting its intended objectives and improving public welfare.

Why study this degree at UCL?

The Global Public Policy and Management Executive MPA is an innovative world-class programme. Unlike many public policy and management programmes which remain focused on the domestic environment, this Executive MPA promotes internationalisation of the curriculum, student body and locations.

The combination of policy and management change skills and exposure to the world of practice, will provide a substantial and pedagogically distinctive experience.

The programme fosters a strong community and provides learning opportunities beyond the traditional classroom. These cohort-based events include tailored orientation sessions, a dedicated lecture series with inspiring leaders in public service, advisory sessions, and departmental activities. Students also benefit from a strong alumni network across NYU Wagner and UCL.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Political Science

89% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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The Master's in Teaching at Brunel University London, for Newly Qualified Teachers with 60 credits, aims to help them to make a real difference to pupils’ learning outcomes. Read more

About the Course

The Master's in Teaching at Brunel University London, for Newly Qualified Teachers with 60 credits, aims to help them to make a real difference to pupils’ learning outcomes.

The course combines a close focus on educational practice while stimulating early career teachers’ professional learning. It develops their understanding of key educational and social science concepts such as pedagogy, socio-cultural diversity and motivation.

Some key benefits of undertaking the Masters in Teaching at Brunel University London include:

-opportunities to accelerate career progression by developing high quality pedagogical expertise that makes a real impact on pupil outcomes;
-the transformation of 60 PG Cert credits into a Master's degree;
-part-time mode of delivery: three Saturday conferences each year incorporating seminar workshops, action learning sets and tutorials;
-blended approach to learning: face-to-face sessions supported by online components and ongoing participation in the course Virtual Learning Environment;
-flexibility to stage learning: working toward 20, 40 and 60 assessed credits in years 1,2 and 3 respectively;
-Year 1 fee waived for Newly Qualified Teachers working in enhanced partnership schools.*
*For further information about the enhanced partnership please contact: Partnership Development Manager, Michelle Evans –

Aims

The Master's in Teaching at Brunel University London:

-engages students in intellectually challenging research and experientially-based exploration of questions of teaching, learning and schools, while systematically developing their professional knowledge and understanding, and awareness of current problems and new insights;
-helps students to develop an informed, enquiring, self-sustaining approach to professional practice and to professional learning;
-equips students with the strategies necessary to identify, locate and critically evaluate relevant research and theoretical literature, and other forms of evidence that could usefully inform their practice;
-enables students to conduct worthwhile practitioner enquiries in their own professional setting, including research and development projects specifically intended to improve pupil outcomes;
-encourages students to work collaboratively with colleagues and other professionals or stakeholders (including parents), engaging them in the processes of research and its findings
-helps students to develop a creative and constructively critical approach towards educational innovation.

Course Content

The Masters in Teaching at Brunel University London is designed for early career teachers who are interested in developing a research-informed, critical approach to the development of their practice. The focus is on the processes of teaching and learning and the programme is rooted in participants’ own school-based experience. It involves carrying out investigations in school, supported by appropriate reading, and attendance at three intensive conference days normally held on a Saturday at Brunel University London each year. Throughout the programme there is a strong emphasis on collaboration. The university’s Virtual Learning Environment (Blackboard Learn) is used extensively to support the school-based tasks and to sustain critical discussion.

Year 1 - starts by focusing on pedagogical approaches to teaching and learning that can positively impact, and make a real difference to, pupils and schools.

Students will have some seminars together, and work in smaller groups with teachers from a range of subject areas or phases.

For example, the Responsive Teaching module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around five key themes: folk pedagogies; funds of knowledge; culturally responsive teaching; pupil voice; and, assessment for learning.

Year 2 - the programme begins by focusing on pupils, and then considers how teachers and schools can respond. Students will have some seminars together and work in either subject-specific groups or general groups.

For example, the Learners and Learning module provides a lens through which students critically explore a range of contemporary issues relating to educational provision and their own practice framed around four key themes: learning; designing learning/mediating a curriculum; assessment and motivation; and, schools, equity and achievement.

Year 3 - all students will undertake a Research and Development project which involves implementing a new strategy and reviewing its progress, while working with colleagues.

Core teaching for all students will be supported by work in supervision groups and action learning sets exploring the specific applications and implications of these key ideas in their curriculum areas.

All students are expected to contribute to an annual conference held for course participants by presenting ideas about effective research instruments and strategies to evaluate the efficiency of the teaching innovations they have introduced.

For more information on the Special Features of this course and the Teaching and Assesment, please visit this link http://www.brunel.ac.uk/courses/postgraduate/ma-in-teaching-mat

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

Overview

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

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

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

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

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

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

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

Programme rationale and learning outcomes

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

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

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

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

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

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

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

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

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

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

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

Content

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

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

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

Teaching & Assesment

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

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

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

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

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

Additional Costs

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

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

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The Henley MA Leadership has been developed following extensive research at Henley Business School into the leadership and leadership development challenges faced by today’s leaders and managers. It has a flexible approach and you can choose to take 1 stage, 2 stages or the full Master’s programme. Read more

The Henley MA Leadership has been developed following extensive research at Henley Business School into the leadership and leadership development challenges faced by today’s leaders and managers. It has a flexible approach and you can choose to take 1 stage, 2 stages or the full Master’s programme.

Stage 1 – Postgraduate Certificate in Leadership 

Stage 2 – Postgraduate Diploma in Leadership 

Stage 3 – MA Leadership

The programme has involved significant collaboration and consultation with a wide range of leaders from small and large corporate organisations, the public sector, government departments, social enterprises, as well as leadership development specialists known as the Henley MA Leadership Advisory Group. 

This has resulted in a Masters-level programme based on best practice leadership development, and draws on Henley’s heritage and reputation for an pragmatic in-depth approach to developing practising managers and leaders, through peer group learning, work-based practice and reflection. 

The Henley MA Leadership is a flexible part-time programme that fits with your life and working commitments and is designed for anyone currently in either a leadership role or managerial role with significant leadership responsibilities.

The Henley MA Leadership offers real, tangible opportunities to put leadership knowledge into practice, with particular attention to ethical, responsible and purposeful leadership, supported by a team of faculty with practical experience of current organisational challenges.

Master the art of leadership

Discover and become the leader you’ve always aspired to be – a leader who is analytical, self-knowing and with a strong sense of responsibility. A leader who understands how to make individuals and teams thrive – and with the confidence to develop leadership in others and take your organisation forward.

Course structure

This programme has a blended design, with a combination of face-to-face workshops supported by facilitated on-line activities and self-study between sessions. All workshops include a mix of teaching, interactive group activities and action learning sets, supported by personal tutors and coaches. These workshops are delivered by our highly experienced faculty team. 

Most modules are compulsory , but both Stage 1 and Stage 2 include one module where there are elective choices, to provide the opportunity for programme members to engage in deeper study of specific topics and contexts personal to them but within the overall subject area.

Elective Modules – Options

This programme currently offers the following elective module options:

  • Project Leadership & Strategy Implementation
  • Leadership of Complexity & Change
  • Leadership for Mobilising and Maintaining Energy
  • Coaching & Mentoring for Leaders
  • Facilitation for Leaders
  • Assesment of Prior Experiential Learning*

The options offered for electives may vary and will be updated as required.

* If you have previously attended other Henley Business School leadership development programmes, or equivalent, you can choose the Assessment of Prior Experiential Learning elective in Stage 1. You are required to produce a 3,000 word written summary of your prior experiences for assessment, to be submitted before the deadline for the Stage 1 elective.



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COURSE OVERVIEW. Explore both historical and contemporary educational issues through a multidisciplinary approach. Develop analytical skills in educational theory, philosophy and practice. Read more

COURSE OVERVIEW

  • Explore both historical and contemporary educational issues through a multidisciplinary approach
  • Develop analytical skills in educational theory, philosophy and practice
  • Discuss and debate subjects such as inclusivity, ethics, and the arts

Philosophy of Education at Winchester enables you to develop your knowledge of educational philosophy. You explore theory, policy, and practice as they relate to your intellectual curiosity and/or your current and future professional roles. You are introduced to a diverse range of theoretical perspectives and methodological approaches, and encouraged to enhance your analytical and research skills.

The course provides opportunities to think philosophically and critically about educational policy and practice in relation to a wider socioeconomic and political analysis. You learn to demonstrate advanced skills in critically engaging with educational literature and research, and to develop key transferable skills, including the capacity to manage projects, to communicate complex ideas to others with clarity, and to make effective decisions independently and with others, in preparation for equipping you for progression in graduate employment or for further advanced study.

You evaluate the contributions of theorists and educationalists, consider case studies drawn from empirical research, and delve into the rich tapestry of you own experiences to reflect critically upon educational issues, policy and practice. You study modules including Introducing the Politics of Educational Policy and Practice, Pedagogical Ethics, The Arts and Education, Disability and Inclusive Education. You are provided with full, one-to-one support in the production of a dissertation, which is a substantial piece of independent research of 15,000 to 20,000 words.

The course is excellent preparation for you to pursue or advance a career in teaching and school leadership, or in professions related to care and service. It also provides a firm foundation for undertaking a postgraduate research degree.

Careers

The programme is of benefit to anyone interested in pursuing or advancing careers in professions involving care and service. It provides a firm foundation for undertaking a postgraduate research degree.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Learning and teaching

In addition to lectures, seminars, workshops and tutorials, students are offered opportunities to engage in focused group work. Students evaluate the contributions of theorists and educationalists, consider case studies drawn from empirical research and delve into the rich tapestry of their own experiences to reflect critically upon educational issues, policy and practice.

Teaching takes place:

Evenings

Location

King Alfred or West Downs, University of Winchester

Assesment

Each module is assessed through written assignments, usually essays, along with other forms of assessment. Assignment titles emerge from the context of each module, although there are opportunities for titles to be individually negotiated between students and module leaders. Students are provided with full, one-to-one support in the production of a dissertation, which is a substantial piece of independent research of 15,000-20,000 words.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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COURSE OVERVIEW. Obtain Qualified Teacher Status with Ofsted outstanding-rated initial teacher training. Gain practical experience with two school placements. Read more

COURSE OVERVIEW

  • Obtain Qualified Teacher Status with Ofsted outstanding-rated initial teacher training
  • Gain practical experience with two school placements
  • Option to include an SEN specialism

PGCE Primary at Winchester prepares you to teach in either the 3–7 or 5–11 age range. The course gives you the opportunity to learn to teach in a stimulating and supportive environment, from tutors with extensive expertise and experience. You leave the programme as a high quality postgraduate teacher, with the skills, knowledge and motivation to inspire and educate others.

Established in 1840 as a teacher training college, the University of Winchester has built on this history with innovative, high-quality teacher education programmes. PGCE Primary is a postgraduate professional programme of Initial Teacher Education (ITE) leading to the award of either Postgraduate Certificate in Education (with Masters level credits) or Professional Graduate Certificate in Education, both including the recommendation of the award of Qualified Teacher Status (QTS).

You are prepared to teach across the age ranges of 3–7 (full-time route only) or 5–11 (full-time or part-time route). The course covers all elements of primary education, extending your knowledge of learning and teaching, of the breadth and scope of the curriculum, and the professional skills associated with high-quality teaching. You then apply this understanding and skill to classroom practice during two assessed placements in schools or educational settings, dependent on the route you have chosen. On the 5-11 route, if you have suitable pre-programme experience, you can take one placement in a Special Educational Needs (SEN) setting.

Study modules in Professional Theory and Practice, Personalising Learning, Exploring the Curriculum, An Introduction to the Curriculum and two assessed placements. 120 days of the programme are dedicated to school-based activity. This includes: 15 days pre-programme experience (under the direction of the programme); a seven-week autumn school experience placement; a 12-week spring/summer school experience placement; and a three-week enquiry week placement.

PGCE Primary at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

Accreditation

Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of Qualified Teacher Status (QTS). Successful completion of the PGCE Primary leads to the PGCE with recommendations for award of Qualified Teacher Status (QTS).

Careers

The PGCE Primary programme at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Work placements

120 days of the programme are dedicated to school based activity. This includes: 15 days pre-programme experience (under the direction of the programme); a seven week Autumn School Experience Placement; a 12 week Spring/Summer School Experience Placement; and a three week Enquiry Week placement.

Learning and teaching

Tutors, with extensive experience and expertise of EYFS and primary phase education, support student learning through a range of teaching methods including lectures, seminars, workshops, tutorials, and a number of technological channels including online discussion forums.

Attendance regulations: There is a requirement for students to complete 120 days in school - students cannot be recommended for QTS unless we have evidence that they have completed these days. The penalty for not completing 120 days in school is that they cannot be recommended for QTS but students can still receive the academic award. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.

Location

Taught elements of the course take place on our King Alfred Campus (Winchester) or at our West Downs Campus (Winchester). 

Assesment

Modules are assessed either by assignment or by achievement of success against the Teachers' Standards (Department for Education 2012). Assignments are varied to capture students' differing strengths and include essays, presentations and practitioner enquiry reports. Feedback is given with all assignments in order that students can improve their academic writing as the programme progresses. School placements are assessed through graded observations measured against the Teachers' Standards (Department of Education 2012). The observations include detailed feedback, usually made by the class teacher and a university link-tutor mentor.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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COURSE OVERVIEW. Established in 1840 as a teacher training college, the University of Winchester has built on this history with high-quality and innovative teacher education programmes. Read more

COURSE OVERVIEW

Established in 1840 as a teacher training college, the University of Winchester has built on this history with high-quality and innovative teacher education programmes.

PGCE Primary is a postgraduate professional programme of Initial Teacher Education (ITE) leading to the award of either Postgraduate Certificate in Education (with Masters level credits) or Professional Graduate Certificate in Education, both including the recommendation of the award of Qualified Teacher Status (QTS).

Students are prepared to teach across the age ranges 5-11 (full-time or part-time route). The routes are organised around six modules - a combination of taught modules based at the University and placement modules based in schools or educational settings.

Students undertake studies in all elements of primary education; they extend their knowledge of learning and teaching, of the breadth and scope of the curriculum and the professional skills associated with high-quality teaching. These areas of understanding and skill are then applied to classroom practice during two assessed placements in schools or educational settings, dependent on the route being undertaken.

Full-time study is arranged to be consistent with the primary school year and starts with a pre-programme 15 days in school/s arranged by the student. Students are provided with a handbook to guide these pre-programme observations and activities.

The part-time route allows students to learn to teach over a period of two years. The programme experience involves a combination of campus-based taught sessions, distance learning and school-based experience. The school experience placements are completed by students on a full-time basis.

Teaching placements are predominantly in Hampshire primary schools, but this geographical area often extends to Dorset, Wiltshire, Berkshire and Surrey. Students also have the opportunity to take one of their placements in East London or the Isle of Wight. Students on the 5-11 route with suitable pre-programme experience may take one placement in a Special Educational Needs (SEN) setting.

All students are allocated a personal tutor to support their progress through the programme. Progress is tracked both academically and in terms of the Teachers' Standards (Department for Education 2012), which are a required part of professional training.

Accreditation

Accredited by the National College for Teaching and Leadership (NCTL) for the purpose of Qualified Teacher Status (QTS). Successful completion of the PGCE Primary leads to the PGCE with recommendations for award of Qualified Teacher Status (QTS).

Careers

The PGCE Primary programme at the University of Winchester has a high employability rate, with many students securing their first teaching posts in our partnership schools.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Learning and teaching

Tutors with extensive experience and expertise of primary phase education support student learning through a range of teaching methods including lectures, seminars, workshops, tutorials, and number of technological channels including online discussion forums.

Attendance regulations

There is a requirement for students to complete 120 days in school - students cannot be recommended for QTS unless we have evidence that they have completed these days. The penalty for not completing 120 days in school is that they cannot be recommended for QTS but students can still receive the academic award. For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures library.

Location

Taught elements of the course take place on our King Alfred Campus Winchester) or at our West Downs Campus (Winchester).

Assesment

Modules are assessed either by assignment or by an achievement of success against the Teachers' Standards (Department for Education 2012). Assignments are varied to capture students' differing strengths and include essays, presentations and practitioner enquiry reports. Feedback is given with all assignments in order that students can improve their academic writing as the programme progresses. School placements are assessed through graded observations measured against the Teachers' Standards (Department of Education 2012). The observations include detailed feedback, usually made by the class teacher and a university link-tutor mentor.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes. Further details on assessment types used on the course you are interested in can be found on the course page, by attending an Open Day or Open Evening, or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures.



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The Department of Health has introduced a new career pathway for Healthcare Scientists. This includes clinical science training to provide an appropriately trained workforce to work in the NHS. Read more
The Department of Health has introduced a new career pathway for Healthcare Scientists. This includes clinical science training to provide an appropriately trained workforce to work in the NHS.

DBS & Fitness to Practise

Students enrolling onto certain programmes within the School of Life and Health Sciences at Aston University will be required to undertake an Enhanced Level Disclosure and Barring Service check. Also in line with national requirements for programmes leading to a health professional qualification, a number of degree programmes in the School of Life and Health Science are subject to Fitness to Practise Regulations.

Course Outline & Modules

The Department of Health has introduced a new career pathway for Healthcare Scientists. This includes clinical science training to provide an appropriately trained workforce to work in the NHS. This requires the education and training of practitioners in the division of neurosensory science. This division is made up of 3 pathways:
-Audiology
-Neurophysiology
-Ophthalmic & Vision Sciences

Students undertake common learning throughout the programme but also have specialist topics in year two and three. Students are employed within NHS Departments and released to undertake academic study.

First year modules:
-NS1HS1 Introduction to Healthcare Science (15 credits)
-NS1PP1 Professional Practice (15 credits)
-NS1NS1 Introduction to Neurosensory Sciences (15 credits)
-NS1CS1 Clinical Science (15 credits)

Second year modules:
-NS2RM1 Research Methods (10 credits)
-NS2EB1 Evidence Based Practice (10 credits)
-NS2RP1 Research Project (20 credits)

Audiology pathway
-NS2AR1 Adult Rehabilitation (20 credits)

Vision Science pathway
-NS2VS1 Ophthalmic & Vision Science (20 credits)

Neurophysiology pathway
-NS2NE1 Evoked Potentials (20 credits)

Third year module:
Neurophysiology pathway
-Neurophysiology Practice (30 credits)

Learning, teaching & Assesment

The majority of the teaching and learning material is delivered via the virtual learning environment (Blackboard 9). Students are provided with a study guide for each module which ensures they are aware of what material needs covering when. The first year is mostly assessed via coursework so students are able to benchmark their abilities early on and to develop their skills in managing their learning.

In the second and third years of the programme students undertake a research project with an associated research methods module to develop their skills in this area.

Students are on campus for short periods each term when they have the opportunity to participate in group activities, tutorials, skills laboratories and seminars.

Professional accreditation

The programme is accredited by the Department of Health via the Modernising Scientific Careers programme.

Career opportunities

This programme sits within the Department of Health’s vision for the Healthcare Science workforce. The aim is to develop practitioners who can improve the scientific profile within healthcare and who have the requisite skills to enhance both the diagnosis and treatment of patients in the NHS. As such it is predominantly aimed at graduates employed within the Scientist Training Programme. It is also aimed at NHS practitioners within the disciplines who wish to undertake an academic qualification as part of their professional development. Individual modules can be undertaken as part of the School’s flexible credit accumulation system leading to a post-graduate certificate, diploma or masters qualification.

The ageing population means that demand for assessment and treatment services is set to rise substantially over the coming years. Our Graduates will be well placed to enter careers in hospitals, community-based practice and also related research areas. Previous graduates have become advanced practitioners or gone on to lead a section of service.

The programme is designed to formally meet the requirements of the NHS and builds on Aston’s established links and extensive experience of health education.

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This course is accredited by the General Pharmaceutical Council (GPhC) and has been designed to enhance your practice as a pharmacist and the delivery of care to your patients by enabling you to manage fully patients’ medication as an independent prescriber. Read more
This course is accredited by the General Pharmaceutical Council (GPhC) and has been designed to enhance your practice as a pharmacist and the delivery of care to your patients by enabling you to manage fully patients’ medication as an independent prescriber.

Course Outline

This course comprises of one Level 7, 60-credit module that has been developed in accordance with the General Pharmaceutical Council’s (GPhC) requirements, and is approved by Health Education West Midlands.

This generic course has been designed to expand students’ existing knowledge and develop prescribing skills to support effective clinical care of patients in a patient-facing prescribing role. This course is suitable for all clinical specialties.

The aim of this course is to enable students to:
-Understand the role and responsibilities of an independent prescriber
-Prescribe safely, appropriately and cost effectively
-Use diagnostic aids relevant to the conditions for which the pharmacist intends to prescribe, including monitoring response to therapy
-Develop effective communication skills and relationships with patients, carers, other prescribers and members of the healthcare team
-Describe the pathophysiology of the condition being treated, and recognise the signs and symptoms of illness
-Take an accurate medical history and carry out relevant clinical assessments
-Utilise knowledge and skills in a critical and systematic manner

When achieved, students will be able to:
-Identify and evaluate presenting complaints of patients
-Respond to varied clinical situations, multiple pathologies or complex medical needs, guided by consultation and diagnostic methods designed to establish reliable identification of clinical presentations and therapeutic options

Learning, Teaching & Assesment

The contents of this blended learning course are directed by the GPhC guidance titled: "Pharmacist independent prescribing programme - learning outcomes and indicative content". The course follows the consultation process, leading to appropriate prescribing and related patient monitoring.

Learning and teaching methods include:
-Face-to-face and hands-on learning and teaching
-Directed and student-managed learning
-Experiential learning

The course includes the development of:
-A portfolio of in-practice learning, including reflective evidence of competence for prescribing
-Clinical Management Plans
-Clinical case presentations

Methods of assessment include:
-OSCEs (x5)
-Portfolio of experiential learning, including Clinical Management Plans
-1 oral presentation based on one of two written cases relevant to the student’s area of competency
Written exam (2 hours)

Career Opportunities

Successful candidates will qualify to apply for an annotation on the GPhC register as an Independent Prescriber

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The course is applicable to students with a wide range of background skills in paediatrics and child health who require a detailed understanding of core research methodolgies, critical evaluationm evidence-based approaches and the scientific basis of childhood disease. Read more

The course is applicable to students with a wide range of background skills in paediatrics and child health who require a detailed understanding of core research methodolgies, critical evaluationm evidence-based approaches and the scientific basis of childhood disease. The programme emphases not only the clinical aspects of paediatric care, but also the provision of care which will be imbued within the clinical modules.

There's also the opportunity to plan and excute a rigorous research project in an area of paediatrics and child health or related speciality (ie neonatology).

the course content has been carefully designed to train students to be high achieving consultants and clinical leaders of the future, by providing a blend of clinical knowledge with learning in the three key professional domains of research, leadership and communication and learning -along with the development of research and publishing skills.

Most modules are assessed by 3,000 word written assignments which are centred on case studies or a relevant optic agreed between the student and the module leader. Some modules include interactive role play and poster presentations as part of the assesment. The MSc is also assesed by a 12,000 word dissertation.



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