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Masters Degrees (Assessment And Evaluation)

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The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice. Read more
The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice.

Assessment is an essential element of any educational process, especially for those preparing for or undertaking clinical roles. Much work has been done in recent years to improve the effectiveness of assessment

Evaluation is a key driver for curriculum change and development, and is a major component of the quality assurance cycle.

This module allows you to gain a clear understanding of assessment and evaluation, and how you can put theory into practice.

Module content

Building on earlier learning about curriculum theory and design, you will develop your understanding of the testing of learning outcomes and objectives, in order to determine if learners have achieved mastery.

The module will explore current methods and directions in assessment of learning in medicine, both formative and summative. Basic assessment theory will be explored, particularly in relation to concepts of validity, reliability and generalisability with particular emphasis on the application to clinical settings. You will be encouraged to be innovative in applying your knowledge and skills to the review of your current practice and to the solution of novel assessment problems.

As a core module for the Certificate in Medical Education accredited by the Higher Education Academy this module contributes in the following ways to meeting the Requirements of the Higher Education Academy:
-Of the five 'areas of activity' described by the HEA, this module will focus particularly on areas 3 and 5 (assessment, integrating scholarship/research into teaching).
-Of the six aspects of 'core knowledge' described by the HEA, this module will focus particularly on areas 2 and 6 (appropriate methods of assessing in the area and at the level of the academic programme, and the implications of quality assurance and quality enhancement for professional practice).
-Of the four 'professional values' described by the HEA, this module will focus particularly on values 1, 3 and 5 (respecting diverse learning communities, incorporating research/scholarship into teaching with a commitment to continuing professional development, and recognising the implications for professional practice of the wider context in which higher education operates).

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The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. Read more

The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. The programme combines the expertise of two leading institutions in assessment, the School of Education and CEM (Centre for Evaluation and Monitoring). You will learn to construct and use tests, classroom assessments, interviews, school inspections and more. The programme is 'hands on'; candidates learn about the theory of assessment and the challenges associated with assessment, but there is also a strong focus on providing training into the conducting of assessment. Completion of the programme will enable you to apply for the status of Fellow with the Chartered Institute of Educational Assessors (CIEA).

The programme aims to produce specialists who are well equipped to work in assessment within many areas of education. We want these specialists to have good knowledge and skills and be well prepared for the tasks they undertake. Specifically, the programme aims:

  • To develop knowledge and awareness of the importance and many roles of assessment in education, and to enable students to engage with debate and to reflect on how to meet the challenges of effective educational assessment;
  • To equip students with knowledge, understanding and relevant skills that will help them develop, deliver and analyse assessment at all levels of education, and to facilitate further research and scholarship in this important field.

This programme is also of interest to international students as having effective assessment is a common challenge to any educational system. Looking around the world, we also find that trends in assessment, such as the drive towards assessment for learning and computer-based assessment, are mostly international rather than local phenomena. The techniques and understanding achieved from the MSc in Educational Assessment, for this reason, are relevant to most nations. The intention of the full-time international programme is to bring together students from different nations and educational systems, including the UK system, to demonstrate and explore general issues in a local context. Generic theories and techniques will be taught, but students are encouraged to choose examples from their own educational system when exploring these in assignments and other tasks.

It is, however, realized that studying in a different country includes extra challenges. We therefore run special tutorial groups for international students. This happens every week during term time, and students are taken through a programme designed to enhance and development the academic skills required at a UK university. These tutorials also have a strong social element, providing an opportunity to meet with staff and students on other programmes (the tutorials share many of the sessions with international students from other postgraduate programmes in the School of Education).

Course structure

The programme comprises four x 30 credit taught modules plus a 60 credit dissertation of up to 15,000 words. On a part-time basis, students study two modules per year in both year one and in year two and the dissertation in year three. On a full-time basis, students study all modules and the dissertation within one year.

Core Modules

  • Standardised Tests and Exams (30 credits) – Part-time students must take this module as a pre-requisite to the Judgement-based Assessment module
  • Classroom Assessment (30 credits)
  • Judgement-based Assessment (30 credits)
  • Research Methods in Education (30 credits)
  • MSc Dissertation (60 credits).

Career Opportunities

Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.



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This course is ideal for you if you wish to develop your career in language testing and assessment – whether or not you already have experience in this area – and is the only full-time, face-to-face course in the UK specialising in this area. Read more
This course is ideal for you if you wish to develop your career in language testing and assessment – whether or not you already have experience in this area – and is the only full-time, face-to-face course in the UK specialising in this area.

The cutting-edge theory combined with practical experience will give you the expertise you need, and you will enjoy the opportunity to pursue your research interests in our world-leading research centre in language assessment.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/ma-applied-linguistics-testing-and-assessment

Course detail

• Study a mix of cutting-edge theory and practical real-world applications, building your knowledge and experience of classroom testing, assessing learning outcomes, course evaluation, and institutional tests and exams
• Explore your research interests with CRELLA, our world-renowned Centre for Research in English Language Learning and Assessment; recognised as a leading UK-based centre for research with 100% rating for research impact in the 2014 REF
• Gain from access to the expertise of the English Language and linguistics team with an excellent track record of high-quality teaching
• Benefit from a course which opens up opportunities in organisations, universities and ministries worldwide; to work with exam boards like Cambridge Language Assessment, Edexcel, or Pearson; for an education authority as tests and assessments specialist; or for further doctoral study with CRELLA.

Modules

• Exploring Research: Concepts and Methods
• The Language System
• Statistics in Language Testing
• Principles & Practice in Lang Assessment
• Testing Language Knowledge & Receptive Skills
• Testing Productive and Integrated Skills
• L2 Materials Development
• Professional Practices
• Assessment and Accreditation
• Issues in Second Language Acquisition (SLA)
• Dissertation in Testing and Assessment

Assessment

A range of assessment methods is used throughout the course with the main emphasis on summative assessment but with also some focus on formative assessment. They include: academic papers, oral presentations, test materials and procedures evaluation, production of tasks and tests, in-class tests and examinations and portfolios of practical tasks. Assessments aim to develop independent, critical thinking and serve to reinforce our research culture.

You can expect to produce a critique of theory and current practices, and to evidence your ability to make informed decisions. Feedback plays an important role in the course and you will engage in self-assessment and peer feedback, especially in formative and presentation assessments.

Research Ethics is an integral part of the course and together with training in statistics provides the foundations for the final dissertation: the culmination of the course which entails managing the research project from start to finish.

Careers

Given the highly specialised focus of the course, we anticipate that students will progress onto a position that involves language testing or assessment.

This may involve working with one of the well-known exam boards like Cambridge Language Assessment, Edexcel, or Pearson, or perhaps for an education authority as the specialist on tests and assessments.

Some graduates whose background includes language teaching may secure a position within an educational establishment as the authority on course evaluation and assessment.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The PGDE Primary course provides the formal teaching qualification for provisional registration with the General Teaching Council for Scotland (GTCS), giving you the skills, knowledge and experience to build a career as a primary school teacher. Read more

The PGDE Primary course provides the formal teaching qualification for provisional registration with the General Teaching Council for Scotland (GTCS), giving you the skills, knowledge and experience to build a career as a primary school teacher.

Eighteen weeks of school experience placements occur in at least two primary schools/education and childcare settings within local authorities in Scotland.

You cover a wide range of subjects that feature in the primary school curriculum including English/Literacy, Health and Wellbeing, and Mathematics/Numeracy.

The programme enables you to develop core skills in planning, teaching, assessment and evaluation strategies, classroom and behaviour management, and contemporary issues in Scottish education. You can also undertake an additional module at Masters level.

Placement Opportunities

Eighteen weeks are spent on school experience placements in at least two schools; a two week introductory placement followed by five weeks in the same school; then six weeks in a second school and a final five week placement in the second school.

The School of Education

The School of Education at UWS is recognised as one of the most innovative providers of education degrees in the UK. From early years to adult education, students gain rich experience from our innovative courses and graduate with unrivalled career prospects.

Our research informs our teaching courses, influences policy and contributes to wider research networks across the world. Our work into the nature and causes of youth violence, crime and gang culture has had an international impact.

UWS & Education: 2018 League Tables

  • Education at UWS was ranked 4th in the UK & 1st in Scotland for teaching quality and student experience in the Times Good University Guide 2018*
  • Education at UWS was ranked 4th in the UK & 1st in Scotland for student satisfaction in the Complete University Guide 2018*
  • Education at UWS was ranked 13th in the UK & 1st in Scotland for satisfaction with the course, teaching and assessment & feedback in the Guardian University Guide 2018*

* this ranking was achieved for our undergraduate course in initial teacher training

Course Details

You will cover a wide range of subjects that feature in the primary school curriculum.

Subjects

The subjects studied include English/Literacy, Health/Wellbeing and Mathematics/Numeracy.

The programme will also cover core skills in planning, teaching, assessment and evaluation strategies, classroom and behaviour management and contemporary issues in Scotland.

You can also undertake an additional module at Masters level.

Career Prospects

You receive the formal teaching qualification necessary for provisional registration with the GTCS, a requirement for entry into the guaranteed one-year Teacher Induction Scheme.

Most UWS graduates remain in mainstream teaching in the UK or abroad. Others work in specialist educational areas including working with children with additional learning support needs, adult training, museums, writing and publishing, health education, curriculum development, and social services.

Academic Requirements

Given the high number of applications, preference is initially given to candidates who currently have an Honours degree and the required qualifications in English and Mathematics. If you are working towards gaining an Honours degree, your application may be considered. If you are currently working towards gaining qualifications in English and Mathematics, you are encouraged to apply from September 2018 for entry in session 2019-20.

Applicants are strongly advised to visit the General Teaching Council for Scotland’s website for full information on what is required to become a teacher in Scotland.



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The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. Read more

About the course

The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. The programme features key qualifications specific to the field of assessment by focusing on quantitative research methods to assess the learning potential, skills and personality profiles of individuals.

Aims

As a student, you will acquire:

• theoretical and methodological knowledge necessary to devise scholarly assessment studies;
• skills to develop, select and apply assessment tools;
• develop transferable skills (data analysis; report-writing; oral presentation, etc.)
• statistical and methodological knowledge and expertise required to process and interpret data;
• high-level skills in implementing and applying mechanisms, whether in cognitive assessment, academic learning, professional skills or personality evaluation.

Course modules

• Psychological concepts and their relations to evaluation and assessment
• Measurement models
• Measurement tools
• Statistical tools
• Applied testing
• 10-week internship

Career

Students are prepared for a career in human resources departments, assessment centres and initial and continuing training centres.

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The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues. Read more
The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues.

All applicants to this programme should apply for the Postgraduate Certificate in Health Economics for Health Care Professionals in the first instance. Both the Postgraduate Certificate and the Postgraduate Diploma in Health Economics for Health Care Professionals should be completed before progressing to the MSc in Economic Evaluation for Health Technology Assessment.

What is Covered?

The modules are organised in a similar manner to the Postgraduate Certificate and Diploma programmes in Health Economics for Health Care Professionals. Each module lasts for approximately 12 weeks and comprises six or seven individual study 'units'. Modules are weighted at 20 'credits', where one credit equates to approximately 10 hours of study time.

In addition to the three compulsory modules for the Postgraduate Certificate and the three for the Postgraduate Diploma, students taking the MSc in Economic Evaluation for Health Technology Assessment take three further modules.

Programme Details

Mounting pressure on health care budgets worldwide has focused attention on how best to organise health care systems and the spending within them. The University of York distance learning programmes in health economics allow students to gain an accredited qualification while continuing in their careers, and offer the flexibility to spread study over a period of years to match professional and personal circumstances.

We offer three programmes of study, with the aim of providing students with the skills and confidence to apply the principles of health economics within the workplace. All applicants must complete the Postgraduate Certificate in the first instance, and progression to the Postgraduate Diploma and MSc is dependent on performance.

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This new two-year part-time MSc programme has been introduced at a time when high quality educational assessment is recognised as a core element of a strong education system. Read more

This new two-year part-time MSc programme has been introduced at a time when high quality educational assessment is recognised as a core element of a strong education system.

The aim of the course is to provide researchers and professionals with the skills to develop and improve educational assessments in their own settings. Students will gain technical and statistical knowledge in assessment and engage with the design and evaluation of educational assessments, as well as come away with a sound understanding of the field, including high stakes assessment systems.

The course combines teaching sessions within the Department and online support through the University’s Virtual Learning Environment (WebLearn). In the second year of the course students will receive supervision of dissertation projects from a University supervisor with expertise in a particular subject.

Assessment will be through an assignment for each unit, plus a dissertation in the final term of the second year. Areas covered in the assessments include: assessment issues and practice, assessment design and statistical evaluation of assessment data; assessment analysis; teacher assessment; international large-scale assessments; advanced analysis techniques.

On completion of the course, graduates will have a sound understanding of the design of assessment systems, the options available and their implications. They will be able to analyse the quality of assessments and engage in research, policy and practice questions in an informed and critical manner.

This Masters qualification will have an impact upon the quality of educational assessments in a wide range of settings by enhancing assessment skills and increasing opportunities for progression to senior positions in educational assessment organisations both nationally and internationally.



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Who is it for?. The demand for specialists in health economics continues to increase. Whether you have a quantitative, sciences’ or economics background, the MSC in Economic Evaluation in Healthcare is designed to help you meet that demand. Read more

Who is it for?

The demand for specialists in health economics continues to increase. Whether you have a quantitative, sciences’ or economics background, the MSC in Economic Evaluation in Healthcare is designed to help you meet that demand.

From economic evaluation, health economics and quantitative methods to welfare economics and epidemiology, this course will give you the expertise to pursue a rewarding career in health economics.

Objectives

This course has been designed to meet the demand for health economics’ quantitative and analytical skills for decision-making in the healthcare sector.

The Economic Evaluation in Healthcare MSc helps you:

  • Develop your analytical and modelling abilities.
  • Understand the background and theoretical foundations of health economics.
  • Recognise the conceptual bases for economic evaluation and advanced quantitative methods relevant to healthcare decision-making.
  • Gain the skills and the experience you need to work as a health economist.

The Department of Economics hosts both the City Health Economics Centre (CHEC) and the London Health Economics Group (LHEG)

Placements

Placements provide you with a unique opportunity to apply the skills you have learned during the MSc and acquire experience in the workplace.

Companies and organisations are invited to meet with you and propose subjects for your dissertation, which will be done during a placement. Organisations and students liaise directly with the approval of the academic supervisor.

Our students secure placements with a wide range of companies, such as:

  • Boehringer Ingelheim
  • Janssen-Cilag
  • Eli Lilly
  • Campbell Alliance
  • Office of Health Economics
  • Otsuka
  • Celgene
  • Curo
  • IMS Health
  • And many others.

Academic facilities

As a Master’s student at City, you will benefit from state-of-the art student-geared facilities, including a bright new gym and meeting points. Most importantly, you will benefit from City’s central London location.

Teaching and learning

The course is taught by research-active academic staff, teaching assistants, and industry speakers and visiting lecturers.

We have also invited speakers to present specialised topics in Health Economics.

Assessments are typically a combination of unseen written examinations (70% for each module) and coursework (30% for each module), but this can vary by module.

About two-thirds of our students secure a placement at a firm. The placement is used to learn about the sector while writing the dissertation.

Pre-sessionals

Pre-sessional activities covering Statistics, Microeconomics, Stata, Excel and Mathematics run in September before the start of term. These are available for all students who secure a place on the MSc Economic Evaluation and Healthcare course. Pre-sessionals are included in your degree fee and are designed to prepare you for the course. We therefore strongly encourage you to make every effort to attend. Dates of the sessions are as follows:

  • Statistics – date TBC
  • Mathematics – date TBC
  • Stata – date TBC
  • Excel – date TBC
  • Microeconomics – date TBC

Please note that you are not required to register for the above pre-sessionals, you just need to turn up on the day. Further information, such as the exact times and locations, will be provided in your induction schedule.

Full-time and part-time assessment

The teaching takes place over two terms, from September to June.

Full-time students take 20 weeks of lectures, plus dissertation and examination periods over one year.

Full-time students who pass all the taught modules during the main exam sessions will finish the programme at the end of September, when they submit their dissertation.

Full-time students who successfully complete the taught modules in the August re-sit exam session will submit their dissertation in December.

Part-time students take 20 weeks of lectures, plus dissertation and examination periods spread over one year and three months.

Part-time students complete all modules over the course of four terms, from September to June, before undertaking their dissertation.

Part-time students who successfully pass all the taught modules during the main exam sessions will finish the programme in December, when they submit their dissertation. Part-time students who successfully pass all the taught modules in August submit in March of the following year.

Modules

You will complete 180 credits. This includes modules worth 120 credits (one module worth 30 credits and six modules worth 15 credits). The research project is worth 60 credits.

Each module typically has a weekly two-hour lecture and a one-hour tutorial, but this may vary.

This course is taught on Thursdays and Fridays only. A full-time student can expect to spend all day Thursday and Friday at City, for 10 or 11 weeks in the Autumn term and the Spring term.

Please note: it is not possible to give an exact indication of hours per week, as these can vary from one term to the other, depending on which electives you choose.

Part one: route core module

You will take Quantitative Methods and Economic Evaluation on Thursdays during the first term and Health Economics and Advanced Economic Evaluation on Thursdays during the second term.

You will take Epidemiology on Fridays during the first term and Welfare Economics and Economic Evaluation Workshops (Modelling) on Fridays during the second term.

Part-time students will take only what is taught on Thursdays during the first year and what is taught on Fridays during the second year.

  • Quantitative methods (Health) (30 credits)
  • Advanced Economic Evaluation in Health Care (15 credits)
  • Economic evaluation (15 credits)
  • Economic evaluation workshops (15 credits)
  • Welfare economics (15 credits)
  • Epidemiology (15 credits)
  • Health Economics (15 credits)

Part two: route core module

  • Economics research project (60 credits)

Career prospects

This MSc prepares you for a wide range of career opportunities in economic consultancies, think-tanks, the pharmaceutical industry, professional associations, governmental bodies and non-governmental organisations. It will also enable you to explore teaching and research positions in academic institutions.

Our MSc Economic Evaluation and Healthcare graduates have gone on to work for companies such as:

  • Abacus International
  • NICE
  • Optum
  • IMS Health
  • Research International
  • NHS
  • Kovis
  • Eli-Lilly
  • OHE
  • United Nations
  • Fidelity
  • Oxford Outcomes
  • Gallaher
  • Johnson&Johnson
  • Novo Nordisk
  • Synovate
  • Tomtah

The MSc also provides a solid academic foundation for students wishing to pursue doctoral research in economics. Our Master’s graduates have pursued PhDs at UCL, York, City, University of London and Warwick.



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Successful environmental policy depends on the ability of its makers to bring together scientific information, analytical thinking and an awareness of the legal, social and political realities of environmental regulation. Read more
Successful environmental policy depends on the ability of its makers to bring together scientific information, analytical thinking and an awareness of the legal, social and political realities of environmental regulation. This course has been designed to provide an intensive training in the relevant economic and legal concepts and techniques to equip you with the tools that will help you successfully design, implement and assess environmental policy in a variety of settings.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/lelempepl

Course detail

MPhil courses offered by the Department of Land Economy share common aims. These are:

i) to enable students of a high calibre to pursue their education at an advanced applied level drawing on the primary disciplines of economics, planning and environmental policy, with additional specialisms in finance and law;

ii) to provide students with opportunities both to build on and develop material which they may have studied at undergraduate level as well as to broaden their knowledge base;

iii) to equip students with the necessary skills to pursue careers at a high level in a range of areas, including business and finance, civil service, public service, property professions, environmental agencies and organisations, national/international agencies and further study;

iv) to provide opportunities for education in a multidisciplinary environment so as to advance the understanding of cognate disciplines and their applications;

v) to provide opportunities for learning with colleagues from different social, economic and legal systems;

vi) to provide students with appropriate skills and experience to enable them to use information and resources critically and to equip them with the means to undertake their own research;

vii) to provide an educational environment with a strong research ethos that brings together students from a wide variety of backgrounds and fosters an international approach to common problems.

Learning Outcomes

On completion of the course, students will have acquired the following skills:

i) Knowledge and understanding of the subject matter of the various components of their course.

ii) Intellectual skills: the ability to study steadily, assimilate issues and large amounts of literature swiftly, evaluate countervailing positions and to produce succinct arguments to tight deadlines and to engage with those with whom they disagree. Particular methodologies used include: data evaluation, case evaluation, legal analysis, textual analysis, the convergence of theory and empirical data and advanced critical evaluation.

iii) Practical skills: identification and use of bibliographic materials, via libraries and electronically; taking notes effectively, thorough IT skills.

iv) Transferable skills: the ability to communicate effectively both orally and in writing; to work to deadlines and under pressure; to manage time; to set priorities; to formulate an argument; to work independently and with initiative; basic IT skills (email, data analysis and internet use); critical analysis; to present material in a seminar context; skills of analysis and interpretation; self-discipline, self-direction; and respect for other views. The ability to develop and present a major piece of written work.

v) Research skills: the ability to locate, utilise and organise a wide range of materials independently, on paper and electronically. The ability to assess and evaluate such material, to develop and pursue a critique of existing material. The ability to develop, structure and sustain a line of argument. The establishment of relationships with researchers in related areas. The ethical use of research material.

vi) Communication skills: the ability to marshal arguments and present them succinctly and lucidly. The ability to effectively criticise the views of others powerfully but fairly. The presentation of written material in a persuasive and coherent manner.

vii) Interpersonal skills: the ability to work with others in seminars and smaller groups towards common goals. The ability to share research data ethically. The ability to respect the views of others and to acknowledge deficiencies in one's own argument.

Format

Candidates study a total of eight modules, some of which are compulsory and complete a dissertation of not more than 12,000 words. Taught modules may be assessed by either written examination or coursework or by a combination of assessment formats.

The modules offered for this course are confirmed on an annual basis but may include:
- Quantitative research methods I
- Mixed research methods
- Fundamentals of environmental economics
- International environmental law I
- Environmental values
- Environmental policy assessment and evaluation
- International environmental law II
- Energy and climate change
- Rural environment: property, planning and policy
- Economic development and land use policies
- Climate change policy and land development

Plus optional modules from other taught MPhil courses offered by the Department of Land Economy.

Feedback and guidance is given to assist students in developing and drafting the dissertation research project. Feedback sessions are arranged by module leaders following examinations.

Assessment

A dissertation of between 10,000 to 12,000 words.

Assessment of subject modules varies and includes written examinations, individual and group project work. Some modules may be assessed in more than one format.

Assessment of subject modules varies, written examinations are used for some modules, these will normally be two-hour papers.

Continuing

Approval of an application to continue to the PhD degree will depend on three criteria:

1. Availability of a supervisor
2. The approval by the Degree Committee of a research proposal
3. The achievement of a minimum overall mark and minimum dissertation mark in the MPhil examination as prescribed by the Degree Committee in any offer of admission.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice. Read more

This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.

It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.

The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Programme structure

All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.

The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).

Example module listing

This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.

For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).

On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.

Learning and teaching module selection

The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.

It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.

Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.

A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.

This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.

Mentorship module

The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).

A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.

The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).

It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.

Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.

The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.

Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.

Practice Teacher qualification

The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.

Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.

This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.

Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.

Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.

The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.

Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.

On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.

Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.

Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.



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The School of Law offers a new Masters Degree Programme for social, legal, police, healthcare and other professionals working with adults. Read more

Overview

The School of Law offers a new Masters Degree Programme for social, legal, police, healthcare and other professionals working with adults. The course is specially designed so that it may be taken by those who are in full-time employment.

The central aims of the course are to update and enhance knowledge of relevant law and research literature and to provide an opportunity for experienced practitioners to further develop and critically reflect upon their skills, as applied to safeguarding adults in a variety of settings.

It aims to promote anti-discriminatory practice, inter-agency understanding and interdisciplinary working. The course also aims to develop research and analytical skills and to provide a foundation for pursuing further study at doctoral level.

It is an interdisciplinary course comprising contributions from law, policy, practice and health. As part of the School of Law, the Centre for Professional Ethics (PEAK) will make an essential contribution to the course. Safeguarding adults work engages with a multitude of ethical dilemmas and understanding of key concepts such as ‘autonomy’ from a legal and ethical perspective are an essential theoretical underpinning to understanding of safeguarding and for competent professional practice

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

Course Aims

The aims of this programme are to introduce key principles of interdisciplinary, socio-legal research methods and scholarship, facilitate the development of higher-level critical analysis, and develop the students’ capacity for original thinking in relation to the complex issues arising in socio-legal scholarship. More specifically, the programme aims to:

- Develop a practical and theoretical understanding of safeguarding adults

- Develop a critical awareness of the social and political contexts in which law and practice is located

- Develop a critical perspective in the assessment and evaluation of research, law scholarship, policy and practice in adult safeguarding

- Develop critical and analytical skills in order to interrogate practical legal problems and to justify decisions

- Develop the ability to work independently in a coherent, focused and productive way.

- Encourage interdisciplinarity via the student experience - inter professional student groups, learning and teaching provided by a range of academics, professionals and policy makers.

Course Content

The programme is structured in a way that allows students to maintain full-time employment whilst studying, with teaching for each module taking place over an intensive 3-day period.

Students may choose to study from one to five modules per year and may complete the entire programme in one year or up to five years, depending on their preference and external commitments.

To achieve the MA students will study four taught modules followed by a dissertation module. As an alternative, it is possible to exit the course with a Postgraduate Certificate (on satisfactory completion of 2 taught modules) or a Postgraduate Diploma (on satisfactory completion of 4 taught modules). A student must complete all four taught modules before proceeding to the dissertation module.

These modules provide a foundation for the understanding of and critical engagement with safeguarding. They also introduce students to the research skills and critical analysis necessary for the successful completion of a Masters programme, with a particular focus on interdisciplinary socio-legal research methods.

Teaching & Assessment

Assessment is based on coursework and a dissertation. There are no exams. Assessment of each taught module is by written assignment of about 5,000 words each. A choice of essay titles is provided for each block. In the research year the emphasis is on independent research – there is a research methods assignment of 2,000 words formatively assessed and a dissertation of between 15,000 and 20,000 words. The pass mark for all assessments is 50%.
The modules are taught through 20 hours of contact time, delivered as an intensive three-day block of teaching.

During the module, students will take part in tutor-led seminars and discussions, small group exercises, and case studies. Each module is accompanied by extensive independent study and throughout the course students are encouraged and required to undertake independent reading to both supplement and consolidate the classes and to broaden individual knowledge and understanding of the subject.

All students receive initial guidance on how to identify, locate and use materials available in libraries and elsewhere (including electronic sources). Guidelines are provided for the production of coursework assignments and dissertations and these are reinforced by seminars and individual supervision, which focus specifically on essay planning and writing, and research methodology. Detailed written and, if requested, oral feedback is provided on all course work. There is also time set aside during each module and outside the modules for students to consult individually with teaching staff and receive guidance and feedback on assessment and module performance.

While away from Keele, between teaching blocks, students will benefit from directed reading, additional resources posted on the KLE together with a KLE based discussion page for ‘virtual’ interaction between students.

Additional Costs

Modules across the programme will include recommended core and supplemental texts. Costs will vary depending on the particular text (Law textbooks vary between £20-40).

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this post graduate programme.

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

What the students say

'Variety of subjects covered, excellent contributions from colleagues, interesting guest speakers, very professional co-ordination'

'This was a well put together MA, the combination of elements, ethics, law, social policy etc was such a strength- I know I have gained so much from the first year professionally and personally'

'Thoroughly enjoyed the course and found it highly relevant to my area of practice'

'I am very proud to be in the first cohort of the first MA of its kind in England'

'Course content useful and very interesting, excellent handouts. Again lecture vs discussion good and the knowledge within the group assisted with learning'

'Great to examine and learn how to start critically analysing policy and again see how it links with legislation and practice'

'There has been some utterly fascinating discussion and debate, sharing practice experiences that I have totally enjoyed'

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Programme Aims. The MA in Social Policy and Social Development Programme aims to prepare students to develop the necessary core professional and personal competence required to work in the field of social policy and to engage in professional practices in social development. Read more

Programme Aims

The MA in Social Policy and Social Development Programme aims to prepare students to develop the necessary core professional and personal competence required to work in the field of social policy and to engage in professional practices in social development. This involves gaining critical knowledge and skills in analysing and appreciating local and global policy issues and the ability to formulate and assess policy options that ensure effective, appropriate and sustainable outcomes, uphold social justice and improve social well-being. To these ends, the programme is designed to bring together theory and practice that enables participants in the programme to meet challenges in social development ethically and imaginatively.

Special Features

Unlike most other postgraduate programmes in social policy, this MASPSD is designed for those who are either to embark on a career in Social Policy and Social Development or those who are already mid-career practitioners seeking to improve their knowledge about public and non-government sectors specialising in social policy and planning for social development. It is structured to offer rigorous, interdisciplinary and hands-on training across a number of academic, managerial and professional disciplines that prepare participants to transfer knowledge into action to bring about social development, especially through responsible policy analysis, formulation, impact assessment and evaluation.

The programme provides students with a solid foundation in social policy analysis that can be adapted and applied in many fields of human service provision and practice in social development. Graduates are expected to gain the competence necessary to participate effectively in social policy processes, conduct needs assessments, evaluate policy impacts and develop appropriate and relevant policy options that respond responsibly to new challenges in social development.

Programme Structure

MA : to be eligible for the award, students are required to take 30 credits (6 Required Subjects including the Integrative Project and 4 Elective Subjects).

PgD : Students who have successfully completed 21 credits (5 Required Subjects and 2 Elective Subjects) can exit that programme with a Postgraduate Diploma.

PgC : Students who have successfully completed 12 credits (2 Required Subjects and 2 Elective Subjects) can exit the programme with a Postgraduate Certificate.

Professional Recognition

Graduates of this programme may apply for membership of the International Association for Impact Assessment (IAIA).

Core Areas of Study

Required Subjects

  • Policy Research Method
  • Social Context and ethics
  • Social Policy Analysis and Social Accountability
  • Social Planning and the Policy Process
  • Theory and Practice of Social Development
  • Integrative Project

Elective Subjects

  • Assessing Globalization and Social Development
  • Organization Theories and Analysis
  • Comparative Social Policy and Social Development
  • Contemporary Issues in Social Policy
  • Digital Technologies and Social Development
  • Social Impact Assessment
  • Social Policy and Social Development in China
  • Social Policy Evaluation
  • Emerging Issues of Social Policy in Asia
  • Quantitative Methods for Policy Research and Evaluation


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Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics. Read more
Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics.

Develop your knowledge of quality enhancement, student support and scholarship in higher education on this accredited course.

As a subject specialist you're already well established in your discipline. But teaching at a university or other institution at higher education level, requires a distinct collection of skills and knowledge and you’ll appreciate that opportunities for personal and professional development are fundamentally important for making the transition into teaching.

If you are already working in a higher education institution, this course offers you the chance to gain an accredited qualification at post graduate level and to be recognized as a Fellow of the Higher Education Academy. You'll need to engage in an entire year of part-time, work-based, collaborative online study.

What you'll learn

This course aims to develop your engagement with the scholarship of learning and teaching and with the principles of student-centred higher education curriculum design, delivery and assessment. You’ll explore how people learn and investigate how assessment and feedback practice shapes learning.

As you read around the module topics, you can expect to become increasingly fascinated by the challenges and complexities that underpin evidence based teaching and learning. You’ll be joining a community of reflective practitioners and together, you will engage in collaborative online learning activities which develop your confidence, skills and experience in teaching.

This course is recognized by Staff and Educational Development Association (SEDA) and accredited by the Higher Education Academy (HEA). Successful completion of the course enables you to be recognized as a Fellow of the Higher Education Academy. If you’re a registered nurse or midwife you’ll may also be eligible to register as a teacher on the NMC register.

Subjects include
• Learning, teaching and evaluation of teaching
• Assessment, feedback and student support
• Research and scholarship and the supervision of students’ research

You'll enhance your learning, teaching, assessment and research skills as well as your capacity for academic and reflective writing.
The PG Cert Learning, Teaching and Assessment Practice qualification is an important part of becoming a fully qualified member of academic staff in the higher education sector.

Course aims

• To introduce students to a scholarly community of reflective pedagogic practitioners
• To embrace an enhancement-led, student-centred, evidence-based approach to learning, teaching and assessment practice
• To inspire career-long continuing professional development in high-quality, student-centred pedagogic practice
• To embed research, knowledge exchange, scholarship and evaluation within the context of academic practice in the digital university
• To facilitate the successful articulation of UKPSF (D2), the values expressed by SEDA and, where applicable, meet the standards set by the Nursing and Midwifery Council (NMC) in respect of the ‘Teacher’ part of the NMC register.

Careers

This qualification will consolidate your status within your own university or teaching institution.
You may undertake the course as part of a probationary programme for a new appointment or use it to increase your opportunities for transfer within the university system, upgrade your current standing, or pursue further educationally-focused studies.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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Who is it for?. This course is for students looking to explore international development through a communications lens and the role media play in development and policy making. Read more

Who is it for?

This course is for students looking to explore international development through a communications lens and the role media play in development and policy making.

At a time when ideas about freedom of expression, democracy, human rights and access to natural and material resources guide development projects across the world, the question about the role of media and communications for social change becomes ever more pertinent. As a result, this MA will particularly appeal to you if you have an interest in communication studies and cross-disciplinary interests in development studies, sociology and politics.

Objectives

The International Communications and Development MA provides will help you to:

  • Gain an overview of the main issues in the field on International Communications and Development.
  • Develop a broad interdisciplinary overview of developments in broadcasting, telecommunications, the press and information technology.
  • Conduct detailed analysis of sectors or issues of your own choice, drawing on economics, political science, international relations, development theory, sociology and law.
  • Analyse the main directions of media and communication issues in Britain, the USA, the EU, and countries of your own interest.
  • Develop the ability to participate in policy making and evaluation in the context of changing national and global economic and political relations.
  • Gain the relevant skills for employment in government information departments, communications regulatory agencies, mass media organisations, public relations, advertising, academic and professional research.

Teaching and learning

You will learn through a combination of lectures, interactive sessions, practical workshops and small-group classes supported by a personal tutorial system. You are encouraged to undertake extensive reading in order to understand the topics covered in lectures and classes and to broaden and deepen your knowledge of the subject. In the course of self-directed hours, you are expected to read from the set module bibliography, prepare your class participation, collect and organise source material for your coursework, and plan and write your coursework.

The Department also runs a personal tutorial system, which provides support for teaching and learning and any problems can be identified and dealt with early.

During the second term the Department offers a Dissertation Workshop to guide you on your dissertation outline.

Assessment and Assessment Criteria

You will submit a 2,500-word essay for each 15-credit module and 3,000-word essay for each 30-credit module. You will also submit a dissertation.

Assessment Criteria are descriptions, based on the intended learning outcomes, of the skills, knowledge or attitudes that you need to demonstrate in order to complete an assessment successfully. This provides a mechanism by which the quality of an assessment can be measured.

Grade-related criteria are descriptions of the level of skills, knowledge or attributes that you need to demonstrate in order achieve a certain grade or mark in an assessment. This provides a mechanism by which the quality of an assessment can be measured and placed within the overall set of marks.

Assessment Criteria and Grade-Related Criteria will be made available to you to help you complete assessments. These may be provided in programme handbooks, module specifications, on the virtual learning environment or attached to a specific assessment task.

Feedback on assessment

Feedback will be provided in line with our Assessment and Feedback Policy. In particular, you will normally be provided with feedback within three weeks of the submission deadline or assessment date. This would normally include a provisional grade or mark.

For end-of-module examinations or an equivalent significant task (e.g. an end-of-module project), feedback will normally be provided within four weeks.  The timescale for feedback on final year projects or dissertations may be longer. Take a look at the full policy for more information.

Assessment Regulations

In order to pass your programme, you should complete successfully or be exempted from the relevant modules and assessments and will therefore acquire the required number of credits.

The pass mark for each module is 50%.

Modules

The course focuses on the relationship between communication, development and democracy. Over the course of the year you will develop your knowledge of media and communication studies within the context of globalisation, Political communication and the work of international organisations and non-governmental organisations in development communication.

Your will also cover more specific areas, such as media representation (national and trans-national) and audiences and the communications policies that affect them.

You will take three 30-credit core modules and either two 15-credit modules or one 30-credit module elective modules.

The Department of Sociology at City offers you an extensive range of module options. This enables you to specialise in your particular areas of interest, developing your critical skills and advancing your knowledge, culminating with you undertaking an extended piece of original research.

Core modules

  • Democratisation & Networked Communication SGM311 (30 credits)
  • Research Workshop SGM302 (30 dredits)
  • Communication, Culture and Development SGM312 (30 credits)
  • Dissertation (60 credits)

Elective modules

  • Research Design, Methods and Methodology
  • Rationale and Philosophical Foundations of Social Research
  • Introduction to Qualitative Inference
  • Human Rights and the Transformation of World Politics (30 credits)
  • Global Political Economy - Contemporary Approaches (30 credits)
  • Analysing Crime (30 credits)
  • Criminal Justice Policy and Practice (30 credits)
  • Developments in Communication Policy (15 credits)
  • Transnational Media and Communication (15 credits)
  • Celebrity (15 credits)
  • Development and World Politics (15 credits)
  • Religion in Global Politics (15 credits)
  • Evaluation Politics and Advocacy (15 credits)
  • Victims: Policy and Politics (15 credits)
  • Criminal Minds (15 credits)
  • Qualitative Research Methods (15 credits)
  • Applied Qualitative Data Analysis (15 credits)
  • Survey Research Methods (15 credits)
  • Multivariate Data Analysis (15 credits)
  • Statistical Modelling (15 credits)
  • Mediating Gender and Sexuality (15 credits)
  • Digital Cultures

Career prospects

Graduates of this MA have entered a wide variety of careers, including:

  • The civil service
  • Broadcasting
  • Press and telecoms networks
  • NGOs
  • The development sector and consultancies
  • Advertising
  • Marketing
  • Politics
  • Journalism
  • PR
  • Media management
  • Regulatory agencies


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This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service. Read more

This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service.

About this degree

The programme draws together theory, research and therapeutic thinking from a range of perspectives, including clinical and cognitive psychology, systemic thinking, psychoanalysis and neuroscience. In a workshop setting, students develop competencies in engagement, assessment and evaluation, and practical skills necessary for therapeutic work with children and families. These are then put into practice during the clinical placement.

This two-year MSc has a total value of 270 credits. Each year students complete modules to the value of 135 credits.

Year one: taught modules (135 credits). Year two: clinical skills modules (35 credits), a clinical practice in context module (15 credits) and the research dissertation (85 credits).

Year one core modules

  • Multiple Perspectives on Development Psychopathology I
  • Multiple Perspectives on Development Psychopathology II
  • Research Methods I (formative)
  • Research Methods II: Introduction to Statistical Analysis
  • Research Methods III: Introduction to Qualitative Research (formative)
  • Evaluating Clinical Interventions
  • An Introduction to Psychoanalytic Theory
  • Building and Maintaining Therapeutic Relationships
  • Assessment and Planning Clinical Interventions
  • Parent-Infant Observation

Year two core modules

  • Clinical Practice in Context
  • Clinical Skills I
  • Clinical Skills II
  • Research Dissertation
  • Research Workshop

Dissertation/research project

All MSc students undertake a research portfolio which may include both a developmental and a clinical focus, such as the evaluation and understanding of clinical and therapeutic services for children and young people. This culminates in a dissertation made up of an 8,000-word journal paper and a poster.

Teaching and learning

In year one students attend weekly lectures complemented by small group seminars. Modules focusing on clinical skills are classroom based. In year two, as well as taking further modules, students move into a 2-3 days per week placement in a child and adolescent mental health (CAMHS) setting, supervised by an experienced clinician. Assessment is by a mixture of coursework, examinations and the dissertation.

Further information on modules and degree structure is available on the department website: Developmental Psychology and Clinical Practice MSc

Careers

Since the MSc was established in 2011 graduates have gone on to work with children and families in various therapeutic settings, or to undertake further doctoral-level clinical training, such as clinical psychology, child psychotherapy, or counselling psychology. Some of our graduates also pursue research careers, including PhD study.

Recent career destinations for this degree

  • Mental Health Researcher, South London and Maudsley NHS Foundation Trust
  • Research Assistant, University College London Hospitals NHS Foundation Trust
  • PhD in Clinical Psychology, Canterbury Christ Church University

Employability

Completing this MSc will help you develop several core clinical competencies and provide direct supervised experience of work in a child and adolescent mental health service, placing you in a very strong position to proceed to a full clinical training, such as in clinical psychology or child psychotherapy.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The programme is based at the Anna Freud National Centre for Children and Families in London, a world-renowned centre for research, training and clinical practice in the field of child mental health. Distinctive features include teaching by highly experienced clinicians and researchers working in the field of child mental health; the opportunity to develop clinical skills for working with children; practical training in conducting research in clinical settings.

Please note: during the course of the academic year 2018/19, the centre will relocate from Hampstead to a new, purpose-built campus near King's Cross Station.

You will also gain exposure to clinical work within NHS and/or voluntary sector organisations involving children, adolescents and families, under the supervision of an experienced clinician.

To read past students' testimonials, please visit the departmental programme page.

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: Division of Psychology & Language Sciences

83% 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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