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Masters Degrees (Basic Skills)

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The MA Policy and Practice in Basic Skills Education (Numeracy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education. Read more
The MA Policy and Practice in Basic Skills Education (Numeracy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education.

This flexible course will support your professional development and enhance your career prospects by adding to your existing knowledge in the field. It includes the study of government policies and initiatives on adult numeracy, key theoretical issues that have an impact on adult numeracy provision, the history of adult numeracy provision and approaches to numeracy.

In addition, studying on a masters course at the University of Bolton will help you to further develop career-enhancing skills including research, oral and written presentations, independent working and time and project management skills.

What you will learn

The course will enhance your existing knowledge of the field of numeracy and mathematics education by critical analysis of government policy in this area.

You will have the opportunity to share your experiences and observations as basic skills practitioners and will research, critique and analyse UK and international policy in numeracy and mathematics education.

You will also increase your knowledge of the historical development of numeracy provision and the impact of policy decisions on standards and achievement. The course will give you the opportunity to debate and analyse cultural origins in order to establish what impact these have on achievement and enjoyment of numeracy and mathematics.

For more information please visit http://www.bolton.ac.uk/postgrad

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The MA Policy and Practice in Basic Skills Education (Literacy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education. Read more
The MA Policy and Practice in Basic Skills Education (Literacy) is for teachers, trainers, team leaders and heads of department/section who work in the field of basic skills education.

The course will support your professional development and enhance your career prospects by extending your existing knowledge in the field. It includes the study of issues that impact on adult literacy provision, an examination of literacy practices, a study of the history of adult literacy provision, and considers literacy in under-represented groups within the post-compulsory sector.

You will have the opportunity to carry out research into an area of literacy provision that is relevant to your practice and examine how theoretical principles inform and enhance this practice. All aspects of your research and study will be underpinned by ethical principles.

What you will learn

The course will enhance your existing knowledge of the field of literacy education and examine ways in which practice can be developed and improved in the light of literacy education theories.

You will have the opportunity to share your experiences and observations as basic skills practitioners and will research, critique and analyse UK and international practices and principles.

You will also increase your knowledge of the historical development of literacy teaching and the impact of policies on standards and achievement. The course will give you the opportunity to debate and analyse theories and their potential impact on practice.

For more information please visit http://www.bolton.ac.uk/postgrad

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The MA Policy and Practice in Basic Skills Education (ESOL) is for teachers, trainers, team leaders and heads of department/section who work in the field of ESOL teaching. Read more
The MA Policy and Practice in Basic Skills Education (ESOL) is for teachers, trainers, team leaders and heads of department/section who work in the field of ESOL teaching.

You will consider the different contexts in which English language teaching and learning takes place and learn about the latest research in the field. You will also explore the development of ESOL provision and the impact of external factors, such as political and historical events, and how they have affected the teaching of English as a second language.

You will learn about theories and principles of ESOL provision and relate these to your personal practice.

What you will learn

You will examine the relationship between theories and practice of teaching English as a second language. You will learn about the latest developments in curriculum design and issues of sociolinguistics, ethnographic and social-physiological approaches to ESOL teaching and learning.

You will consider the wider issues that may have an impact on the teaching of ESOL, for example, the place of English in a changing global context; the effects of international political events; national trends; immigration policies and attitudes to integration, multiculturalism and cultural identification. You will also look at issues relating to policies on further and adult education.

You will have the opportunity to share your experiences and observations with your fellow students as basic skills practitioners and will research, critique and analyse principles and practice in ESOL learning.

For more information please visit http://www.bolton.ac.uk/postgrad

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The Graduate Certificate in Professional Development (Education) provides you with Continuing Professional Development (CPD) which will enable you to meet the NQT standards it is designed to provide professional development for practising teachers. Read more
The Graduate Certificate in Professional Development (Education) provides you with Continuing Professional Development (CPD) which will enable you to meet the NQT standards it is designed to provide professional development for practising teachers.

Both programmes aim to link theory with course participants’ own practice so that real benefits will be felt by both Newly Qualified Teachers and their schools.

Key Course Features

-Wrexham Glyndŵr University works in partnership with employers, related organisations and agencies. It works closely with schools, FE colleges and local education authorities to offer comprehensive CPD opportunities for teachers. These partnerships are central in ensuring that all programmes are fit for purpose and provide the highest possibility of employment and career progression.
-This course is designed in partnership with local education authorities, professional agencies and leading consultants.
-These courses will enhance your practice and strengthen your link between teaching and research.

What Will You Study?

The course is designed to provide professional development for practising teachers and is accredited by the University of Wales. Participants are required to study and achieve 60 credits in order to gain the Graduate Certificate in Professional Development (Education). The Graduate Diploma in Professional Development (Education) is made up of a number of different modules which may be grouped together.

Graduate Certificate in Professional Development (Education)
-The Reflective Practitioner
-Learning from Teaching
-Positive Behaviour Management

Graduate Diploma in Professional Development (Education)
-Accountability, Evaluation and School Improvement
-Strategic and Developmental Planning for School Improvement
-Leading and Managing Staff
-Classroom Observation
-Mentoring in Practice
-Action Research for School Improvement
-Working together for School Effectiveness
-Pedagogy for Wales in the 21st Century
-Developing thinking and assessment for learning
-Transition
-Y Curriculum Cymreig
-Inclusion/SEN
-Education, Citizenship and Critical Thinking
-Techniquest – Numeracy and Problem Solving
-Techniquest – The Development of Thinking Skills
-Techniquest – Sustainability, Education for Sustainable Development and Global Citizenship
-Physical Development and Physical Education – putting theory into practice
-Developing Health and Emotional Wellbeing
-Working in Partnership
-An Introduction to Teaching Basic Skills Through the Curriculum
-Basic Skills in Transition - Numeracy
-Basic Skills in Transition - Literacy
-Assessment for Learning Strategies

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

You will undertake practical-based assignments throughout the course. The course team is responsive to creative use of assessment strategies that facilitate and support learners’ styles of learning.

There are variable assessment methods including written work, portfolios, and presentations. In particular, the assessment will enable theory to inform practice and enable participants to reflect critically on and, wherepossible, improve the quality of leadership, management, learning and teaching within their schools.

Career Prospects

The courses offer continuing professional development for teachers which will give them the edge in a competitive employment market.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

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This ten week course provides an introduction to basic counselling skills and personal development. Read more
This ten week course provides an introduction to basic counselling skills and personal development.

The course is suited for people who have little or no counselling experience who are interested in developing their counselling-related skills to either enhance their work or as the starting point for further training in counseling.

The proposed dates for the 2016-2017 intakes are:

Tuesday 20th September 2016 - Tuesday 22nd November 2016 (6pm - 9pm, Science Centre)

Tuesday 07th February 2017 - Tuesday 11th April 2017 (6pm - 9pm, Science Centre)

Tuesday 25th April 2017 - Tuesday 26th June 2017 (6pm - 9pm, Science Centre)

(Please note that these dates may be subject to change and that this course will run according to minimum student numbers).

Course outline

The Introduction to Basic Counselling Skills course is a vibrant, experiential insight into developing an understanding of a range of counselling theories, emotional development and practical skills. The course prides itself on a student centred method of learning through self-reflection and self-awareness.

The Introduction to Basic Counselling Skills provides students with smooth transition onto future training in the form of the Certificate in Counselling but also aims to develop and enhance students’ existing skills base.

Key Features

-Our counselling lecturers are all fully qualified and practising counsellors with a wide range of experience and an enthusiasm for counselling training.
-Our Counselling courses are taught in our dedicated counselling facilities, these include a specialist base training room and three purpose designed counselling rooms with the latest audio / video recording facilities.
-Our facilities also include a state of the art video and observation suite, plus other psychological research laboratories, housed in a £30 million Science Centre.

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This programme provides training for individuals in outcomes-based CBT interventions to promote psychological wellbeing in children and young people. Read more
This programme provides training for individuals in outcomes-based CBT interventions to promote psychological wellbeing in children and young people. This Master's programme is aimed at professionals already working in the field of children's services, including social care, education and health, who hope to gain skills they can practise in the workplace.

Degree information

The programme will develop participants’ knowledge and skills in cognitive behavioural based interventions with children and young people experiencing a range of difficulties in social and emotional aspects of their development. Participants will also develop skills in evaluating the impact of their own work, in order to be able to reflect on and modify practice in future.

All candidates should initially enrol for the Postgraduate Certificate (modules 1-4, 60 credits).

On completion they should make a decision to terminate their studies at that point or enrol to take further modules for the Diploma (modules 5–8, 60 credits) and MSc (dissertation module, 60 credits). There are no optional modules for this programme.

Core modules
PG Certificate:
-Introduction to Cognitive Behavioural Therapy in Context
-Assessment and Engagement for Cognitive Behavioural Therapy in Context
-Basic Skills (Developing Understanding)
-Basic Skills (Methods of Change)

PG Diploma:
-Introduction to Disorder Specific Approaches
-Disorder Specific Approaches
-Complex Problems
-Cognitive Behavioural Therapy in Context

MSc:
-Research Dissertation

Dissertation/report
All MSc students undertake an independent research project which culminates in a substantial dissertation.

Teaching and learning
The programme is delivered at the Anna Freud National Centre for Children and Families, and taught by leading practitioners in the field. Teaching is a combination of lectures, workshops and seminars. A core component of the programme is videoing of students' CBT practice which is discussed in small practice tutor groups during each teaching day.

Careers

The programme is aimed at applicants in relevant employment and supports career progression.

Top career destinations for this degree:
-Educational Psychologist, Hampshire County Council
-Consultant Clinical Psychologist, Unspecified Healthcare
-Primary Mental Health Worker, NHS Oxford Health NHS Foundation Trust

Employability
CBT for children and young people is one of a number of evidence-based interventions for common childhood problems and disorders. The demand for professionals with skills in this area in known to be high and is likely to grow. Students will have a (Certificate/Diploma/Master's) UCL qualification in CBT with children and this will be much valued by employers looking to develop this type of intervention within their service. Several of our students have been funded by employers who want to increase their supervisory capacity in CBT and this is likely to be a trend that will continue.

Why study this degree at UCL?

The programme is based and taught at the Anna Freud National Centre for Children and Families, the leading national charity supporting young minds through innovative therapeutic practice, training and research. The vision of the centre is a world in which children, young people and their families are effectively supported to build on their own strengths to achieve their goals in life.

Students benefit from the centre's collaboration with UCL; they gain the advantages of studying within the intimate and vibrant environment of the centre, together with access to the facilities and resources of UCL - an internationally renowned university.

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Ofsted rated Grade 2. Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+). Read more
Ofsted rated Grade 2: Good in 2010, this nationally-recognised award is endorsed by Standards Verification UK (SVUK), and provides teacher education geared towards the post-compulsory sector (16+).

It helps you develop the knowledge, skills and attributes identified within the LLUK Standards for Teaching and Supporting Learning.

This is a full-time pathway for graduates or applicants with an equivalent professional qualification. It is designed for applicants who wish to teach Adult Basic Skills, Numeracy. We expect you to have a relevant Level 3 qualification, e.g. ‘A’ level Maths. Some experience of Basic Skills teaching in further education, normally gained by visiting your local FE college and a relevant degree would also be ideal.

It offers initial teacher education for those who wish to be employed in a variety of post-16 educational and training establishments and will eventually enable the holder to submit evidence for Professional Formation and QTLS status once registered with the Institute For Learning (IfL). It is not therefore an appropriate training course for applicants who wish to teach in primary or secondary schools. It does not confer qualified teacher status (QTS) and does not provide the participant with a DFES number.

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The Masters in Social Work is the professional postgraduate qualification for social work throughout the UK. The course aims to equip students with the knowledge, skills and values appropriate for work in a variety of social work settings. Read more
The Masters in Social Work is the professional postgraduate qualification for social work throughout the UK. The course aims to equip students with the knowledge, skills and values appropriate for work in a variety of social work settings. The teaching and learning is delivered by qualified/registered Social Work academic staff who are actively engaged in research, consultancy, direct practice and publication.

Course content

Social workers deal with some of the most vulnerable people in society at times of greatest stress. By the end of this programme you will have been assessed against the Standards of Proficiency for Social Work and the Professional Capabilities Framework. Once qualified, you will be able to apply to the Health and Care Professions Council (HCPC) for registration. Competent practice is essential for the award and you will undertake 200 days of practice learning (placement and skills for practice) during the programme. Practice learning through placement experience is undertaken in blocks of the course and skills for practice, 30 days experiential skills for practice during Year one (in the university), 70 days (in placement) during Year 1 and 100 days (in placement) during Year two.

For students enrolled on the programme, you will be expected to travel to placements with employer providers and be able to travel to service users. Being a holder of a current UK driving licence is therefore desirable.

Year One
During this initial year your knowledge and skills for social work practice is developed and assessed. The value base of social work is emphasised and you will engage in teaching designed to support your learning and understanding of anti-oppressive, anti-discriminatory and anti-racist practice in a model that promotes social justice and relationship based practice. The Preparing for Professional Social Work Practice module is designed to develop students’ skills, knowledge and understanding about social work. The course is delivered by a range of qualified social work academics, service users and social work practitioners, which includes 30 days experiential skills. You will have an opportunity to undertake a five-day shadow placement with an employer provider in a social work setting. The first year is designed to prepare and assess students’ ‘readiness for direct practice’ prior to the 70 day placement

Year Two
You will develop your understanding of different service user groups and service provision in social work settings building on the teaching and learning during Year one. The teaching will provide opportunities for you to work in small learning sets developing your reflective critical thinking skills. A module on diversity develops your understanding of the correlations between oppression, discrimination and inequality and how gender shapes organisations and service delivery. A 100-day assessed placement learning opportunity will be completed in a social work setting. During this final year you will also undertake research which is either empirical or literature based which is presented in a final dissertation.

Masters in Social Work students will have the opportunity to enrol onto the Developing Housing Practice module. This is a 10 credit level 7 module which, on completion, gives students partial accreditation with the Chartered Institute of Housing (CIH) which is equivalent to 10 credits towards postgraduate housing related training. This would be offered to the Masters students as an elective online module. There are a number of overlaps between housing and social work which include: vulnerable adults, people seeking asylum, safeguarding children, domestic abuse, hate crime, community safety and anti-social behaviours. This optional module would support the employability of the Masters students and offer a unique partial accreditation in housing-related training which complements social work.

Course modules (16/17)

-Life Span 1: Human Growth and Development
-Diversity
-Social Work Law and Policy
-Dissertation and Research Skills for Effective Social Work Practice
-Preparing for Professional Social Work Practice
-Life Span 2: Assessing and Managing Risk in Child and Adult Protection
-Developing Housing Practice, Knowledge and Provision
-Gender and Sexuality Studies in Social Work

Methods of Learning

This programme promotes an approach to learning that engages students as active participants. This includes group work, role play, individual skills development, inquiry based learning, seminars and lectures. Students link academic learning to two supervised and assessed placement learning opportunities. Over the two years you will experience a range of social work services and work with service users.

Facilities and Special Features

-Prepares you for professional social work practice
-Enables you to develop their practice skills
-Develops your skills and knowledge in working with other professions
-Raises political awareness and encourages you to be a creative, critical and reflective thinker
-The Social Work subject team sign up to and hold the International Federation of Social Work definition of social work
-Students will have the opportunity to develop a range of communication skills in the first year through experiential teaching and learning facilitated by Service Users, Social Work Practitioners and Practice Educators.

Careers

You will undertake 170 days of practice learning (placement). You will complete a student profile during the first year of study and through strong partnerships between the University and employer providers, you will be matched to a specific service placement. You will be expected to be able to travel effectively to and from the placement and be able to carry out community based duties (where required) during the placement which may involve independent travel. It is therefore desirable that you hold a current UK driving licence. Placement learning opportunities can be outside of Northampton. All placement providers are quality assured by the University.

Other admission requirements

English Language & Mathematics: Social work entrants must hold at least a GCSE grade C in English Language and Mathematics (O level grade C or CSE grade 1 are the equivalent). Key Skills Level Two qualifications are also acceptable. For students whose first language is not English an IELTS score of 7 is required.

You will be required to declare that you have these qualifications.
-Ability to write thoughtfully, insightfully and coherently about your motivation in applying for the course and understanding and commitment to the social work profession.
-Relevant work experience. Students must demonstrate (100 days or equivalent) relevant previous experience in social care or a related area. This could be paid or voluntary work.
-Students yet to graduate should provide an academic reference on the application, indicating their predicted degree classification. Students who have already graduated can also provide a professional reference.
-All applicants must confirm prior to interview/offer decision making that they have the ability to use basic IT facilities, including word processing, internet browsing and the use of email, and may be asked to specify how these skills have been obtained.

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The study of how history is engaged with outside academia is a major growth area of research. The MA History and Heritage at Aberystwyth has been developed both for those who are interested in the academic study of this interplay and those who are interested in pursuing careers in the heritage industry itself. Read more
The study of how history is engaged with outside academia is a major growth area of research. The MA History and Heritage at Aberystwyth has been developed both for those who are interested in the academic study of this interplay and those who are interested in pursuing careers in the heritage industry itself. It offers you the opportunity to explore key concepts and debates in heritage studies, to acquire some heritage business related skills, and to participate for academic credit in a work placement with a leading heritage organisation.

See the website http://courses.aber.ac.uk/postgraduate/history-and-heritage-masters/

Suitable for

This degree will suit you:

- If you wish to interrogate historical and heritage practises at an advanced level;
- If you desire a strengthen your critical and scholarly abilities through engagement with historical sources;
- If you wish develop practical skills and gain hands-on experience in Heritage issues;
- If you aim to foster transferable skills and engage in professional and personal development for entering employment.

Course detail

Our Masters programme in History and Heritage draws on expertise from across the university to provide a wide-ranging engagement with the concept of ‘heritage’ and ‘public history’.

All our lecturers are active researchers who publish their work, and you will benefit from being taught the latest historical theories and techniques. In the most recent Research Excellence Framework (2014) assessment the university was placed in the top 50 institutions for research power and intensity. It submitted 77% of eligible staff and 95% of the university's research was of an internationally recognised standard.

Format

In Semester 1 you’ll follow a core module that addresses the theory and practice behind heritage studies. This is followed in Semester 2 either by a module on heritage organisations and the presentation of the past, or by one of the option modules offered on our other schemes, where you will be encouraged to focus in particular on the uses of the past in the countries and eras in question.

Alongside this study you will also have the opportunity to develop your practical skills and experiences through a range of skills and research training modules, including courses in basic accountancy and marketing, and through a work placement module where you get to take a full part in the work of one of the major heritage agencies based here in Aberystwyth.

There are also classes to help you research and write your MA dissertation, an original research project (15,000 words) undertaken by you and written over the course of the year under the close supervision of a specialist within the Department.

Contact time is approximately 6 hours a week in the first two semesters. During semester three you will arrange your level of contact time with your assigned supervisor.

Assessment

The course is assessed through a diverse range of assignments, including the 15,000 word MA dissertation.

Employability

Many of our Masters graduates go on to PhD study and academic careers. Others apply their skills directly within the heritage industry, in tourism, museums and archives, or related branches of public administration, the civil service and local government, or go on to careers in related fields such as teaching, journalism or the broadcast media.

Work placements in collaboration with the National Library of Wales, the Royal Commission on Ancient and Historic Monuments in Wales, or another of the heritage agencies based in and around Aberystwyth, are an integral feature of this MA scheme and give you the experience of applying your skills in a workplace environment.

Every element of the Aberystwyth Master’s in Heritage and History enhances your employability in both vocational and more generic work situations. Alongside the development of your subject-specific knowledge and experience, an especially noteworthy strength of this course is the emphasis on personal development. As an emerging Master historian and heritage expert, your strengthened research and critical faculties will make you a strong candidate for any post where ideas and topics need research, analysis, discussion, expansion and classification.

The inclusion of an optional work placement within this course is highly significant. It balances the best of theory and practice, giving you subject-specific and practical expertise, which will set you above your competitors upon entering the jobs market where experience is at a premium. The study skills, technical knowledge and hands-on experience of heritage and historical processes will give you a tremendous advantage in employment within the discipline.

Beyond Heritage and History-related work contexts, employers in any industry value creativity, research, analysis and discursive skills that you will gain in this course. You will develop highly marketable skills which will, upon graduation, stand you in excellent stead for entry into the general jobs market. The organisational skills you will learn on this course will help you direct and therefore make the most of your individual flair, bringing a balance of skills that prospective employers will find attractive.

- Advanced Skills in Research, Writing and Reporting:
Upon completion of this degree, you will have mastered the diverse skills needed in many employment situations which require thoroughness, flair and clarity in your work disciplines. As the assessment for this Master’s course is done through essay-writing, tutorial and seminar presentation, culminating in the dissertation of up to 20,000 words, you will receive much practise in writing and reporting, as well as rigorous feedback on your submissions. This will develop in you a thorough knowledge of the structure, conventions and development of written communications, which will, in turn, make your writing clear, accurate and authoritative.

A host of employers look for accuracy, thoroughness, an eye for detail and the ability to find and prove connections across broad subject matter, and you certainly will have proven yourself, simply by graduating from this prestigious MA course.

Find out how to apply here https://www.aber.ac.uk/en/postgrad/howtoapply/

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In the UK moves to devolve government and decision-making to the regional and local levels are generating an increased requirement for well-trained professionals who are capable of providing the knowledge and analytical skills required. Read more
In the UK moves to devolve government and decision-making to the regional and local levels are generating an increased requirement for well-trained professionals who are capable of providing the knowledge and analytical skills required. Across Europe increased economic and monetary union is emphasising the need for Member States to consider how those involved in urban and regional government can tackle the spatial disparities in economic growth and development that have been such an entrenched feature of the last 20 years.

In the Far East and North America a similar level of interest is being shown in how governments can best ensure more geographical balance in development. The design and implementation of spatial policies to manage the process of growth requires professionals with a multidisciplinary skill base and an international perspective on best practice.

This course is therefore designed to equip you with the analytical skills required to:

- Understand the factors that lead to variations in regional growth and development and to understand the consequences of regional imbalance
- Assess the scope for policy intervention to manage regional growth
- Design efficient and effective policies to manage growth at the regional level
- Understand how best to implement growth and regeneration policies
- Evaluate policy achievement and monitor and assess the effectiveness of policy initiatives.

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

Course detail

The course emphasises the importance of adopting a multidisciplinary approach both to understanding the nature of growth and regeneration problems as well as creating successful policy solutions.

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 o 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 submit a 12,000 word dissertation.

The modules offered for this course are confirmed on an annual basis but may include:
- Quantitative research methods I
- Mixed research methods
- Urban and environmental planning I
- Issues in public policy and regeneration and economic tools for spatial planning
- Urban and environmental planning II
- Real estate development

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

Continuing

Continuation to the PhD degree 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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In a competitive international business environment, real estate professionals need a sophisticated understanding of finance, economics and law to succeed. Read more
In a competitive international business environment, real estate professionals need a sophisticated understanding of finance, economics and law to succeed. The MPhil in Real Estate Finance has been designed to provide rigorous training in the latest concepts from these three key areas as applied to international real estate markets.

The course is aimed at those who may already have some experience or interest in real estate markets, banking or investment and wish to upgrade their skills or for those who are looking to commence a career in this area. The programme offers an opportunity to study theoretical and practical finance, investment and law applied to global commercial real estate markets, while enjoying the cultural, social and recreational facilities of Cambridge. The course takes students from a wide variety of backgrounds: finance, geography, economics, law, biology, international business, mathematics. These students have in common a strong desire to work in property and investments coupled with strong academic skills.

Tuition in the programme is based around classroom lectures, case studies and field trips to ensure students can apply the theoretical concepts taught. The programme can also serve as an entry point into PhD training for those interested in pursuing research in real estate finance in greater depth.

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

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 o 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 submit a 12,000 word dissertation.

The modules offered for this course are confirmed on an annual basis but may include:
- Quantitative research methods I
- Introduction to real estate finance
- Real estate securities, securitisation and investment
- Private real estate investment
- Real estate development
- Legal issues in land use and finance
- The macroeconomy and housing
- Real estate project modelling and decision methods
- Urban and environmental planning
- Spatial economics

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

Continuing

Continuation to the PhD degree - 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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Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates. Read more
Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates.

The MSc Social Research Methods programme is backed by decades of experience: we were the first in the UK to run this type of programme in 1974.

PROGRAMME OVERVIEW

Social researchers employ a constantly evolving range of qualitative and quantitative methods to explore attitudes and experiences, and to understand patterns of social behaviour.

This programme won't just train you in the application of specific research techniques: it will illuminate the connections between sociological theory and empirical research, and relate research to the development of public policy and the analysis of substantive social issues.

Wider issues of the social research process are also covered and include: the planning and management of research projects; the methodological, theoretical, philosophical and ethical aspects of research; and the presentation and publication of research findings.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Data Analysis
-Documentary Analysis and Online Research
-Field Methods
-Principle of Survey Design
-Research: From Design to Dissemination
-Evaluation Research
-Statistical Modelling
-Theory and Method
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for students on to employment involving the use of social science research
-Introduce students to a variety of different approaches to social science research at an advanced level
-Cover the principles of research design and strategy, including formulating research questions or hypotheses and translating these into practicable research designs
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Introduce students to the philosophical, theoretical and ethical issues surrounding research and to debates about the relationship between theory and research, about problems of evidence and inference, and about the limits of objectivity
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation of research results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, policy makers, professionals, service users and the general public

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research, from survey research to field methods
-Collect or generate quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Analyse: quantitative data using basic and more advanced skills; qualitative data from both ‘real world’ and ‘virtual world’ environments
-Employ a quantitative and qualitative software package to manage and analyse data
-Apply critical reflection skills to the methodological, theoretical, ethical, and philosophical aspects of social research practice
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences
-Have an understanding of the contribution social research makes to social policy formulation and the evaluation of planned social interventions

Knowledge and understanding
-Appreciate the epistemological and ontological questions that underpin social research
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show systematic knowledge of basic principles of research design and strategy
-Understand the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge of techniques, and appropriate use, of quantitative and qualitative data analysis
-Recognise the significance of social/political contexts and uses of research
-Show engagement with innovations and developments in social research
-Demonstrate a comprehensive understanding of research ethics

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Use methodological, theoretical, ethical, and philosophical knowledge about social research practice to address complex issues creatively
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences in both written and oral formats, as appropriate

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Work to deadlines and within work schedules
-Work independently and self-organise
-Apply computing skills for research instrument design, data analysis, and report writing and presentation
-Formulate and solve problems, both individually and as part of a team
-Demonstrate experience of a work environment

GLOBAL OPPORTUNITIES

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

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

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

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

PROGRAMME OVERVIEW

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

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

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

PROGRAMME STRUCTURE

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

EDUCATIONAL AIMS OF THE PROGRAMME

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

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

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

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

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

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

PLACEMENTS

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

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

CAREER OPPORTUNITIES

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

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

GLOBAL OPPORTUNITIES

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

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

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This course is designed for people who work in a setting that involves offering help, support, or guidance to others. People working in education, the NHS, voluntary agencies, social services, government schemes or in the private sector will find the course provides invaluable skills and knowledge. Read more
This course is designed for people who work in a setting that involves offering help, support, or guidance to others. People working in education, the NHS, voluntary agencies, social services, government schemes or in the private sector will find the course provides invaluable skills and knowledge.

Course detail

The certificate in counselling gives you the chance to develop counselling skills, so it is useful for a wide range of roles and also a first step towards full qualification as a Professional Counsellor. UWE Bristol also provides a Diploma in Professional Studies Counselling, which you can apply for when you have completed this Certificate successfully. Alternatively, if you have an undergraduate Psychology degree (with Graduate Basis for Chartership with the British Psychological Society) you can go on to apply for our Professional Doctorate in Counselling Psychology.

We introduce counselling skills through student-centred and experiential learning techniques, with the opportunity to consider a wide variety of counselling-related subjects. For example, you will investigate different models of counselling and learn what it is like to be a client. You'll come to clearly understand client-counsellor contracts, develop self-awareness and learn when counselling is appropriate. You will also be trained in the safe and ethical use of counselling skills, and develop an awareness of its limitations.

Format

The course comprises several elements to help you develop your counselling skills, along with a firm background knowledge and understanding of its approaches, theories and disciplines:

• Peer support - You will pair up with a fellow student and meet weekly for peer support. This helps you develop self-awareness and listening skills.

• Introduction to counselling - This consists of training in basic listening skills, giving and receiving feedback, the use of different types of questions and how to 'challenge' appropriately in your work. We also focus on key issues relating to boundaries and ethical practice.

• Person-centered, Psychodynamic and Gestalt approaches to counselling - In the first unit of the course, we cover the person-centered approach to give you a solid foundation in the practice of counselling skills. The second unit covers either Psychodynamic or Gestalt counselling skills, to build an understanding of another significant approach in contemporary counselling.

• Group work - Sessions that involve focusing on the theory of group work and the processes of the group.

• Practical work - Spread throughout the course, this will include an opportunity to develop your counselling skills with feedback from tutors, as well as developing your assessment and self-assessment skills.

• Reading - You will be given a reading list which suggests key texts, and undertake other reading set by course tutors.

Careers / Further study

This qualification is invaluable to develop your counselling skills and enhance your career prospects if you're in existing employment in education, the NHS, voluntary agencies, social services, government schemes on in the private sector. It can also help those wishing to become professional counsellors to progress onto further study, and is a prerequisite to studying the Diploma level.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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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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