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Masters Degrees (Behavioural Safety)

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With an increased international focus on health and safety and environmental issues, there is an international demand for SHE (Safety, Health and Environmental) Managers. Read more
With an increased international focus on health and safety and environmental issues, there is an international demand for SHE (Safety, Health and Environmental) Managers. Our course is the perfect preparation for such a role.

Course overview

Sunderland’s postgraduate training is designed to give you the skills and professionalism needed to take up these opportunities. Our course is accredited by The Institution of Occupational Safety and Health (IOSH) which is the leading professional body for people working in the field of Health and Safety, which demonstrates the real-world value of this Masters.

This Masters is one of the few postgraduate courses to include an eight-week placement for all students. This allows you to apply your new skills in the workplace. The placements can be extended by a further 12 weeks and many placements have led to job offers.
You will be taught by academic staff with wide practical experience as well as active research interests. Research specialisms include behavioural safety, air pollution, contaminated land and life cycle assessment.

The taught modules will cover the management of both health safety and environment, covering risk assessment, accredited management systems and monitoring and control of environmental and health and safety hazards. You can negotiate the topic of your research project to fit your personal interests and career aspirations.

Course content

The course mixes taught elements with independent research and supportive supervision. At MSc level, responsibility for learning lies as much with you as with your tutor. Modules on this course include:

Core modules
-Data Analysis and Research Methods (15 Credits)
-Health and Safety 1 (15 Credits)
-Health and Safety 2 (15 Credits)
-Environmental Auditing and Management Systems (15 Credits)
-Environmental Impact Assessment (15 Credits)
-Pollution Monitoring and Control (15 Credits)
-Risk Assessment and Management (15 Credits)
-Life-Cycle Analysis (15 Credits)
-Research Project (50 Credits)

Choose one of the following:
-Work Experience Placement (10 Credits)
-Dissertation (10 Credits)

Teaching and assessment

We use a wide variety of teaching and learning methods which include lectures, seminars, group activities, guest speakers and site visits.

Compared to an undergraduate course, you will find that this Masters requires a higher level of independent working. Assessment is mainly through coursework and the research project.

Facilities & location

Sunderland has excellent facilities that have been boosted by multi-million pound redevelopments.

Sciences Complex
This course is based in the Sciences Complex at our City Campus, which has benefited from multi-million pound investment in modern facilities. The technical equipment is backed up with excellent IT facilities, with hundreds of workstations available for students to use. If you have any computer problems, just ask the friendly helpdesk team.

University Library Services
The University boasts a collection of more than 430,000 books in total, with many more titles available through the inter-library loan service. There are nearly 9,000 journal titles, mostly in electronic format. Each year the University invests around £1 million in new resources.

Learning environment
Overall Sunderland offers a vibrant learning environment with an international dimension thanks to the presence of students from around the world. At the same time, the University is fully plugged into relevant environmental safety industry organisations, with strong links and an exchange of ideas and people.

Employment & careers

Employers in the Health and Safety sector increasingly expect candidates to be members of professional bodies such as IOSH.

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This course is one of few in the UK to bring together both Environmental Management and Health and Safety. Read more
This course is one of few in the UK to bring together both Environmental Management and Health and Safety.

Course overview

Do you want a Masters qualification to help you move into the rewarding areas of Environmental Management and Health and Safety? Alternatively, do you want to enhance your career prospects by undertaking job-relevant postgraduate training? We have designed this course to deliver on both objectives.

The course is accredited by the Institution of Occupational Safety and Health (IOSH), the leading chartered body for Health and Safety professionals. On completion of the Masters, you can become a graduate member of IOSH. More and more employers are looking for membership of IOSH when it comes to recruitment and promotion.

The distance learning format allows you to study when and where you like. Our academic staff will guide you through the course and provide the support you need, no matter where you are based. Modules include ‘Environment Auditing and Management Systems’, ‘Risk Assessment and Management’ and ‘Health and Safety’.

For the Masters research project, you can negotiate a topic that reflects your personal interests and career aspirations as well as our supervisory expertise. Sunderland’s research specialisms include air pollution, contaminated land, environmental sustainability, and behavioural safety.

This course is available via distance learning either full-time over 1 year or part-time over 3 years.

Course content

The content of the course is entirely delivered through distance learning, making it a very flexible way to achieve a Masters qualification. Modules on this course include:
-Environmental Awareness (15 Credits)
-Data Analysis and Research Methods (15 Credits)
-Pollution Monitoring and Control (15 Credits)
-Environmental Auditing and Management Systems (15 Credits)
-Health and Safety (30 Credits)
-Risk Assessment and Management (30 Credits)
-Masters Research Project (60 Credits)

Teaching and assessment

This distance learning course is delivered via the University’s Virtual Learning Environment. Our teaching and learning methods include web-based reading packs, e-books, e-journals, relevant websites, multimedia and e-discussions.

Before applying for the course, we advise that you carefully consider your work and other commitments. The full-time course requires around 40 hours of study per week, every week for 13 months. The part-time course is designed for people who are working and requires around 20 hours of study per week, for the duration of each module. You will take three modules per year.

The majority of students on this course are in employment and choose to study part-time. Part-time mode normally takes three years to complete. As modules occur at fixed times, any other programme of study will need to be negotiated and agreed with the Programme Leader.

Facilities & location

This course can be studied anywhere in the world that has internet access. The course is delivered by the University's Virtual Learning Environment using learning reading packs, e-books, e-journals, relevant websites and multimedia.

You will have full access to our libraries and, as a distance learning student, you will particularly benefit from our web-based ‘Discover’ search tool. This helps you gain remote access to online journals, articles and e-books – whenever and wherever you happen to be studying.

Employment & careers

Legislation and stakeholders are demanding ever higher standards of quality and accountability in Health and Safety and Environment Management. This is generating new roles with higher expectations of professionalism and knowledge. This course equips you to take up those roles, which are increasingly central to the way that organisations do business.

Potential roles include:
-Health and Safety manager or consultant
-Environmental manager, project leader, consultant or auditor
-Health, Safety and Environmental manager
-Environmental and Sustainability manager
-Waste manager
-Pollution control agency manager

At management level, salaries are in the range of around £35,000 up to around £50,000 in large companies. Employers typically require proven expertise in health, safety and environmental systems, an in-depth knowledge of relevant legislation and standards, and the ability to work effectively with others in order to take proactive measures and to communicate with all stakeholders.

Increasingly, employers expect candidates to be members of professional bodies such as IOSH. Our course is accredited by IOSH and provides the basis for graduate membership.

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On this course, you will explore workplace wellbeing, including physical and emotional health, as well as environmental and social factors. Read more
On this course, you will explore workplace wellbeing, including physical and emotional health, as well as environmental and social factors.

Course overview

Evidence shows that work performance is improved if employees have a positive physical and mental wellbeing. Many organisations have therefore realised that they should take a proactive approach to wellness, rather than focusing on illness and absence management. This has created a need for highly skilled health, safety and wellbeing managers.

A key component of this course is a major piece of independent work, where you will focus on a specific area of interest and develop an in-depth project.

You will study health and safety regulation and legislation, communication, management tools, risk assessment, control and mitigation for a range of workplace hazards typical in most industries and organisations. You will also examine related issues such as the impact of societal factors on health in the workplace, and the wider public health agenda.

Health, Safety and Wellbeing MSc is a new course at the University of Sunderland, and is accredited with The Institution of Occupational Safety and Health (IOSH). As a student on this course, you will be able to join IOSH as a student member and attend IOSH seminars offered by the North East regional group.

We strongly encourage you to take a placement as part of your degree, so that you can apply and develop your learning in a real work context. A placement enables you to augment your experience of work, and also build up a professional network. When you graduate you will have the knowledge, skills and confidence to take on roles in health, safety and wellbeing in a wide range of public, private and regulatory organisations.

Course content

The content of this course has been developed with input from the NHS in the North East. Modules on this course include:

Stage 1
-Health, Safety and Wellbeing 1 (30 Credits)
-Applied Epidemiology (30 Credits)

Stage 2
-Health, Safety and Wellbeing 2 (30 Credits)
-Public Health (20 Credits)

Masters Stage
-Placement or Dissertation (10 Credits each)
-Research Methods and Project (60 Credits)

Teaching and assessment

Teaching will involve lectures, seminars, groupwork and one-to-one sessions with your personal tutor.

Staff teaching on this course are research active in the fields of: the application of occupational psychology principles to workplace health and safety, how human factors impact upon human behaviour; public health focussing on healthy agi­­­­­­­ng and behavioural change themes and epidemiology investigating the impacts of photochemical smog on respiratory health.

The teaching team also have many links with local industry and regulatory bodies. Elements of the course will be delivered by guest speakers and tutors who have a wide range of experience in the sector.

Facilities & location

Sunderland has excellent facilities that have been boosted by multi-million pound redevelopments.

Sciences Complex
This course is based in the Sciences Complex at our City Campus, which has benefited from multi-million pound investment in modern facilities. The technical equipment is backed up with excellent IT facilities, with hundreds of workstations available for students to use. If you have any computer problems, just ask the friendly helpdesk team.

University Library Services
The University boasts a collection of more than 430,000 books in total, with many more titles available through the inter-library loan service. There are nearly 9,000 journal titles, mostly in electronic format. Each year the University invests around £1 million in new resources.

Learning environment
Overall Sunderland offers a vibrant learning environment with an international dimension thanks to the presence of students from around the world. At the same time, the University is fully plugged into relevant health care and industry organisations, with strong links and an exchange of ideas and people.

Employment & careers

Graduates of this course will gain the knowledge and skills needed to gain employment in this increasingly topical area.

Those with experience in health and safety will gain the knowledge needed to enable them to move into the area of wellbeing. Those with a general business background will develop the specialist skills and knowledge needed to work in the field of health and safety.

All employers have a duty to address the health, safety and wellbeing of their employees. This has created a need for skilled health, safety and wellbeing managers. This course has been developed to fill this skills gap. There are also employment opportunities working for consultants or health and safety regulatory bodies.

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Summary. Read more

Summary

The broad aim of the MSc Applied Behaviour Analysis is to give students the opportunity to develop their theoretical and conceptual knowledge in behaviour analysis, develop skills in behavioural assessment, and acquire the ability to work in partnership with clients where they plan and implement programmes that are aimed at establishing, strengthening and/or weakening targeted behaviours.

The course is designed for professionals who work (or intend to work) in the caring professions, for example with people with autism and other learning disabilities, in the area of general behaviour management, parent training, community development, and adult mental health.

The programme aims to provide a foundation that contributes to the preparation of candidates interested in applying for the internationally recognised examination leading to Board Certification in Behaviour Analysis (BCBA). It will normally be completed over two calendar years to allow time for students to obtain relevant work experience, which is a requirement for certification in Behaviour Analysis.

Attendance

In Semesters 1 and 2 students will attend the campus on Fridays during the teaching period of 12 weeks. In semester 4 students will attend the campus on Thursdays for the teaching period of 12 weeks. In Semester 1, they will take Module 1 (3 hours class time) and Module 2 (3 hours). In Semester 2 they will take Module 3 (2 hours), Module 4 (3 hours) and Module 5 (3 hours. In Semester 3, they will commence work on the placement, which will continue through Semester 4 (the first semester in their second year of enrolment). In Semester 4, they will also take Module 6 (4 hours). The dissertation based on a research project in ABA will begin in Semester 5 of enrolment (i.e. the second semester of the second academic year) and continue through Semester 6, the summer period.

Work placement / study abroad

Students are responsible for sourcing their own suitable placement opportunities which will allow them to complete a minimum 250 hours of work based practice using the principles of behaviour analysis. We anticipate the use of a variety of types of placement. These will include those where the student is an employee of an organisation that regularly employs ABA, or is a full-time employee of an organisation that employs a range of approaches in working with clients (e.g. a learning disability service), or is a part-time employee involved in delivering a behavioural programme at the home of a child. Where none of these conditions are possible we will endeavour to help students identify a community-based activity which could form the basis of a suitable placement. In every case, there will be active negotiation with the agency to ensure that suitable opportunities for the placement student can be made available, that adequate health safety standards will be met, and that adequate supervision arrangements can be established.

Those students interested in carrying out a placement in the New England Center for Children (NECC) should be aware that the Ulster University cannot guarantee any student a placement position or the number of placements available. These decisions are at the discretion of NECC. Please also note that Ulster University cannot guarantee any student a work visa for the US, thus any student applying for a visa should not give up employment or book flights until the visa application has been successful.

Career options

Those students who have completed the course have gone on to have successful careers in a number of areas. For example numerous students have gone on to work for local health authorities and charities as behaviour specialists in both Northern Irland and the Republic of Ireland. Numerous students have gone on to work privately by providing home- and school-based behavioural interventions for families. A number of students who completed their placement year with the New England Center for Children (NECC) in Boston went on to work for NECC in London and Abu Dhabi.

As the BCBA qualification is internationally recognised a number of graduates have gone on to work as behaviour analysts in countries such as the US and Canada.

Those students who completed the course whilst in employment have gone on to bring their new skillset to such diverse backgrounds as education (Special Needs and mainstream), social work, and mental health nursing.



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Our Implementation and Improvement Science MSc programme is a practical and innovative course for graduates with an interest in improving health services and a desire to do it efficiently. Read more

Our Implementation and Improvement Science MSc programme is a practical and innovative course for graduates with an interest in improving health services and a desire to do it efficiently. The Implementation and Improvement Science MSc programme is delivered by expert scientists working together under the auspices of the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) South London.

Key benefits

  • Leading researchers and specialists in the field, including implementation and improvement science experts from NIHR CLAHRC South London and King’s Improvement Science (KIS).
  • A free two-day Implementation Science Masterclass managed by the CLAHRC South London with international experts in the field.
  • Located in the heart of London, across three of King's Thames-side campuses (Waterloo, St Thomas' and Guy's) and the Denmark Hill Campus in South London.
  • Lectures will be delivered by experienced multi-disciplinary researchers on contemporary issues in the conduct and utilisation of health, clinical and social care research.
  • A thriving research community to join and to participate with active researchers in a range of extra-curricular events, such as reading groups, round-table discussions and workshops.

Description

Implementation Science is the study of methods to support the application of evidence and research findings in healthcare policy and practice. As well as seeking to understand the behaviour of healthcare professionals, managers and policymakers together with service users and carers. The study also examines the impact of decisions on the sustainable uptake, adoption, and spread of evidence-based interventions.

Implementation and Improvement Science looks to determine which improvement strategies offer the greatest benefit in terms of safety, health outcomes and the experience of service users.

The course provides a thorough training that will enable you to develop research skills to support the design and delivery of effective health services. You will have the opportunity to develop, implement and evaluate health interventions working in partnership with health and social care providers to meet vital service needs.

What you will learn?

  • How to design, implement and evaluate an implementation or improvement project using different theoretical approaches and designs
  • The importance of measurement e.g. how to know if an intervention is making a positive difference, how to measure unintended consequences of an intervention, and how to evaluate the effectiveness of different intervention and implementation strategies
  • Research and practical skills that will help you make real and long-lasting improvements in health services – including how to design effective interventions to improve population health.

This research programme offers you the flexibility to study either full or part-time and is made up of optional and required modules totalling 180 credits. If you are studying full-time, you will complete the course in one year, while the part-time study pathway will take two years to complete.

Initially, you will explore the Principles of Implementation and Improvement Science, Measurement and Evaluation for Healthcare Practice as well as issues in the conduct of healthcare research methods. You will then choose a range of optional modules to reflect your academic interests before completing a dissertation worth 60 credits. Your thesis will enable you to draw on your knowledge and research skills with a choice of three options: an analysis of an area of healthcare provision, an empirical study, or a systematic review.

If you are following the part-time study pathway, you will typically complete the required core study modules as well as the optional modules in the first year and the dissertation in the second and final year.

Who should apply?

  • Health professionals, researchers and health service managers working in the NHS, voluntary sector or private sector
  • Patient and service user activists, or members of a patient organisation
  • Staff working in the charity sector who are interested in making health services better
  • Social scientists
  • Staff working for a commissioning organisation.

Location

The majority of learning for this degree takes place across the four King’s College London campuses, including three Thames-side campuses (Waterloo, St Thomas’ and Guy’s) and the Denmark Hill Campus in South London. Please note that locations are determined by where each module is taught and may vary depending on the optional modules you select. 

Course purpose

The course content is suitable for people at the start of their career as well as people who have been working in, or using health services for a longer period of time.

Course format and assessment

You will be assessed through a combination of coursework and examinations. This can include written assignments such as essays, portfolios and dissertations. In addition, some modules will require you to undertake a presentation as part of the module assessment. A small number of modules are assessed by an exam such as an unseen written examination or a computer based assessment.

Regulating body

King’s College is regulated by the Higher Education Funding Council for England.

Extra information

What is Implementation Science?

Implementation Science is the study of methods to promote the translation of research findings and evidence into healthcare policy and practice. It seeks to understand the behaviour of healthcare professionals, managers and policy makers alongside those of service users and carers and how these behaviours impact the sustainable uptake, adoption, and spread of evidence-based interventions.

The methods investigate and address major blockages (eg social, behavioural, economic, management) that prevent effective implementation of practices that have already been shown to have the capacity to improve healthcare, and systematically measure the impact of these practices on patient outcomes, experience, safety and population health.

Implementation science is closely aligned to improvement science, which seeks to determine which improvement strategies offer most benefit in terms of safety, health outcomes and the experience of service users.



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Physician associates first joined the NHS workforce nearly ten years ago and are now employed throughout the UK in increasing numbers. Read more

Physician associates first joined the NHS workforce nearly ten years ago and are now employed throughout the UK in increasing numbers.

Physician associates are permanent members of the medical team, responsible for performing physical examinations, ordering and interpreting diagnostic tests and recommending therapy. The role of physician associates is increasingly important within the healthcare workforce and individuals with this qualification are in demand.

Our PGDip in Physician Associate Studies aims to develop the skills required to become an effective practitioner through a combination of teaching and practical placements.

You will be trained according to the medical model and will work in collaboration with doctors and other healthcare professionals to diagnose and manage a wide range of common and complex diseases,

A range of benefits are provided by the University to support your career development:

  • you may be eligible to receive some financial support during the course;
  • Year 2 provides you with an elective period and the opportunity to develop your skills through working abroad;
  • develop your skills with the help of our excellent tutors and state-of-the-art clinical teaching facilities;
  • integrated training in prescribing safety (in anticipation of prescribing rights for physician associates) and communication skills is provided;
  • the University will provide iPads with access to a range of online resources, which are essential during placements;
  • at the end of the course, our 'preparation for practice' placement allows you to specialise in a specialty of your choice.

On successful completion of the course and having passed the national examinations and fulfilled all required competencies, you will spend a further two years in clinical practice within the NHS by applying for a range of posts with primary and acute care providers.

Aims

You will develop:

  • intellectual skills in problem solving and enquiry, critical analysis, logical thinking, clinical reasoning and reflection;
  • your knowledge and understanding of relevant principles and practical approaches in the clinical, behavioural and social sciences;
  • patient-centred consultation skills;
  • advanced clinical skills;
  • a detailed knowledge of pharmacology and prescribing safety (in anticipation of changes to legislation to allow physician associates to prescribe).

Special features

Extensive clinical training

You will receive over 1,600 hours of clinical training, including placements across the full range of medical specialities at teaching hospitals and primary care providers.

Work abroad

You have the opportunity to develop your skills by working abroad in Year 2. Travel bursaries are available to support this.

Specialist course

This course has been developed as a stand-alone postgraduate taught programme with a graduate-entry ethos and a fully integrated course structure based on clinical presentations rather than body systems.

Excellent teaching  

We use a combination of problem based learning (PBL) tutorials, small group teaching and lectures to deliver a course with very high levels of staff-student contact time and excellent student satisfaction. The curriculum is delivered through a mixed methods approach incorporating early clinical skills training, reflective practice, clinical immersion, a short elective, distance learning, and a dedicated 'preparation for practice' block.

Coursework and assessment

We use a structured programme of formative and summative assessments to examine the knowledge and skills that you must develop. You will undertake written and OSCE examinations at the end of each year and will maintain a portfolio for personal and professional development (PPD).

Course unit details

The course is non-modular, providing you with an opportunity to develop and consolidate skills throughout each year of the course.

Taught content is delivered in blocks of study of increasing complexity alongside the two longitudinal themes of Personal and Professional Development (PPD) and Consultation Skills (CS), with assessment periods at the end of each year. Each taught block feeds seamlessly into the next and all components of the programme are compulsory.

You have the option of spending an elective period in a speciality of your choosing.

Course content for Year 1

The first year of the course begins with a four-month period of intensive study where you will develop your understanding of the essential basic and clinical sciences that facilitate safe and effective practice.

After this 16-week taught block, you will rotate through a series of medical and surgical placements, each incorporating a short period of university-based teaching.

The curriculum is built around a core content of common clinical situations that are then organised according to their relative complexity. The content of each taught block is delivered using a problem-based learning (PBL) approach through the study of clinical cases/scenarios.

Each case integrates elements of the taught content and you will learn about and reflect upon the related biomedical, behavioural and population sciences appropriate to the case.

PBL is supported by small group teaching, lectures and workshops to form a truly integrated curriculum with very high levels of contact time.

Course content for Year 2

The second year of the course provides more advanced specialist instruction in the core medical and clinical sciences alongside a comprehensive programme of clinical reasoning to prepare you to sit your national postgraduate examinations.

Course collaborators

This course is part of a wider collaboration across the north-west. We work in partnership with Health Education England and the Universities of Liverpool and Central Lancashire to develop the physician associate role across the region.

The three universities collaborate in interviewing applicants and you apply directly to the HEE North West physician associate programme, indicating your preference of university on the application form.

Facilities

You will have access to medical facilities at the University (similar to students studying the Medicine MBChB course) with a focus on clinical teaching and highly advanced clinical simulation.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

CPD opportunities

Elements of the course will be available for CPD in 2018. Please contact us for further information.



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This course allows you to develop an advanced knowledge of crime and offenders, as well as to assess contemporary trends and concepts in criminal justice policy and community safety. Read more
This course allows you to develop an advanced knowledge of crime and offenders, as well as to assess contemporary trends and concepts in criminal justice policy and community safety. In the most recent (2014-15) Destinations of Leavers from Higher Education (DLHE) survey, 100% of graduates from this course were in work or further study within six months.

More about this course

It will incorporate approaches to crime control within the community and penal institutions. You will also gain the methodological and analytic skills required to conduct research within the field of crime and criminal justice; this level of knowledge and skill can prepare you for doctoral study or research posts within the criminal justice arena, or can consolidate your professional experience.

You are assessed via essays, projects, examinations and a dissertation between 12,000 and 15,000 words in length. The dissertation forms a key element of the MSc. It allows you to pursue in depth a topic of your choosing and is to be completed over the summer study period.

Modular structure

The course consists of four core modules, and a dissertation of no more than 15,000 words.

Core modules:
-Contemporary Issues in Criminal Justice
-Crime Control and Community Safety
-Criminological Research Methods
-Crime and Offender Patterns

Students also select one 'designate' module per semester, and these include (subject to availability):
-Community Development
-Sexual Violence: causes, consequences, and interventions
-Psychology and Criminal Behaviour
-Intelligence Analysis
-Urban Patterns and Spatial Analysis

After the course

The aim of the course is to prepare you for employment or further study in the criminal justice sector.

The curriculum will equip you for a range of careers in the criminal justice system and related professions, all with excellent recruitment prospects. Key career paths include the Metropolitan Police Service, Probation Service, Foreign Office, Prison Service, youth offending and community safety departments, as well as academic or government research posts.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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The Master of Criminology programme is designed to provide students with an advanced understanding of crime, public response to crime and, specifically, criminal justice in Europe and beyond. Read more

The Master of Criminology programme is designed to provide students with an advanced understanding of crime, public response to crime and, specifically, criminal justice in Europe and beyond.

What is the Master of Criminology all about?

The programme is characterised by a strong link between education and research, an explicitly international orientation, and a comparative approach, with special attention to the cross-border character of criminality. 

General subjects include criminological theories and models of law enforcement, psychology, law and criminal justice, youth criminology and juvenile justice, and research methods. The programme also offers cutting-edge courses on international police and judicial cooperation, political crimes and transitional justice, restorative justice, terrorism, and organised and corporate crime – research fields in which our Leuven Institute of Criminology (LINC) professors are internationally renowned experts.

LINC is the most recent institutional incarnation (2007) of the criminological tradition in Leuven, which began with the establishment of the School for Criminology in 1929. Excellence in criminology continues today, combining solid research with a deep commitment to society structured within ten research lines. LINC is composed of 11 professors and more than 70 assistants and fellows involved in criminological research and education. 

Is this the right programme for me?

 Prospective students should possess:

  • a critical-reflective attitude towards law (as a normative behavioural regulating framework), community and crime;
  • genuine interest in (inter)personal and social interactions;
  • theoretical knowledge of applied psychology, sociology and anthropology within the field of crime and the treatment of crime;
  • extensive knowledge of basic research methodology
  • familiarity with specific criminological sources as well as legal, psychological and sociological sources
  • the ability to formulate research questions from existing literature
  • basic knowledge concerning (quantitative and qualitative) data collection
  • the ability to independently carry out analysis and report results
  • basic skills of oral and written reporting, especially in a criminology context;
  • an ability to apply criminological theory in practice (for instance, in an internship, case study, etc.);
  • basic knowledge of English, that is, the ability to read and understand English texts and comprehend seminars and lectures taught in English

Objectives

Goals

  • the criminological program provides an appealing specialized, European and internationally oriented and research-based study of crime and the way of dealing with it as well as the study of the processes of (de)criminalization
  • to optimize methodological skills and attitudes in order to make autonomous constructive and high standing contributions to the field as well as further research possible
  • an international and comparative approach has been highlighted in the Master program, bearing in mind however the characteristic Belgian situation

Final terms

Knowledge: The graduates need 1) to obtain specialized and more in-depth theoretical insights into the criminology; 2) to know facts concerning the developments and (the possible solutions for) problems in policy and practice of institutions that are involved in dealing with criminality. 3) to have specialized knowledge of recent developments in the field of methodology that allows to examine the problems from a point of legal and empirical-criminological view.

Skills: The graduates must be able to make an autonomous contribution in the development in the search to solutions for complex social and individual questions on the field of crime and the treatment of crime. More specifically: to be able to formulate relevant challenges for further criminological research; to observe, detect and analyze the large variables and indicators; to collect information independently; to comment and report in a methodically founded statement; can possibly function in (multidisciplinary) surroundings with eye for its own input and the guarantee of its quality.

Attitude: the graduates need to develop a discerning mind and recognize the importance of theoretical, methodological and moral reflection, both to guarantee the quality of policymaking as the quality of the own vocational practice. From an ethical notion the students develop further sensitivity for the tensions which occur at the treatment of crime and (in)security, at the individual, institutional and social level on the one hand and between these levels on the other hand.

Career perspectives

The programme is intended to prepare students for research and professional employment in national and international policy and operational agencies in the fields of criminal justice and victim assistance.

Graduates find employment in the domains of:

  • safety, police, justice
  • youth care
  • execution of sentences and penal measures
  • forensic mental healthcare
  • private security and safety
  • the civil service
  • the non-profit sectors at the national, European and international level


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The field of nutritional epidemiology and public health aims at elucidating the relationships between dietary intake, nutritional status and health outcomes. Read more

The field of nutritional epidemiology and public health aims at elucidating the relationships between dietary intake, nutritional status and health outcomes.

We train future epidemiologists in observational and intervention studies, with the aim of finding novel ways to preventing disease and promoting health. This will be based on studying the aetiology of diet related diseases (from a biomedical perspective), the strategies for prevention in the community setting (from a behavioural and environmental perspective) and treatment in the curative setting (from a clinical perspective). In this way, epidemiology strengthens the understanding of maintaining good healthand disease aetiology, and helps quantify the impact of public health interventions on individual and environmental outcomes.

Study programme

This online master's specialisation is designed as a part-time study. The approximate workload is 20 hours per week and gives the student the flexibility to combine work and study. The programme is therefore also suitable for employees who want to continue their education in the sense of life-long-learning.

The general structure is a 2 year part time course-programme followed by a tailor-made internship and master's thesis agreement of 1 or 2 years. Read more about this programme.

Your future career

Graduates from the master's Nutrition and Health greatly value the research skills they acquired in the programme. After graduation, many of them begin working as researchers or PhD students. Another group becomes advisors, trainers or take up other jobs in the private sector.

The majority of graduates finds employment at universities (including university medical centres), research institutes (TNO Nutrition or RIVM), in the public sector (national, regional and local governments, Netherlands Nutrition Centre, District Health Authorities, World Food Programme, WHO, FAO) and some find employment in companies involved with nutrition and health. As graduates progress in their careers, they usually advance to a (more) managerial level. Graduates work in both developing and developed countries. Read more stories of graduates.

Related on-campus programmes:

MSc Food Safety

MSc Food Technology 

MSc Nutrition and Health



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In the first academic year of the MSc program, the students of the 3 main subjects have several courses in common, aiming in giving them all an in-depth knowledge and know-how related to nutrition and rural development related topics, creating a common academic level between all program students of diverse backgrounds. Read more
In the first academic year of the MSc program, the students of the 3 main subjects have several courses in common, aiming in giving them all an in-depth knowledge and know-how related to nutrition and rural development related topics, creating a common academic level between all program students of diverse backgrounds. The common part of the programme consists on the one hand of basic knowledge, insights and skills in the areas of production, transformation, preservation, marketing and consumption of food products. On the other hand, it contains a practically oriented component that enables the alumni to identify problems by means of quantitative and qualitative research methods and analytical techniques, to assess and rank causes, and to plan, to execute and to evaluate appropriate interventions.

The other part of courses given during the first year are main subject specific courses. The academic second year provides a more in depth understanding of the specific problems and their solutions for the main subject and major chosen and consists of main subject and major specific courses, elective (optional) courses and Master Dissertation research (30 ECTS).

The specific expertise the students receive depends on the main subject , major and optional courses chosen.

Human nutrition

Transfers specific and profound knowledge, insights and skills related to the food and public health nutrition security problems and possible solutions at population level. Therefore, this subject focuses on themes such as food chemistry, food and nutrition science, nutritional requirements, food and nutrition policy, nutrition surveillance, nutrition disorders, nutrition research, food and nutrition interventions, food safety, nutrition epidemiology, consumer behaviour, rural development and agriculture, development economics, project management, and project planning.

Structure

Semester 1 (Sept-Jan)
-Preceded by introduction courses.
-Common and main subject specific basic courses.
-Fundamental, in depth and high level knowledge.
Semester 2 (Febr-June)
-Main subject specific courses with special attention to ‘in field’ applications.
-Possibility to do internships in summer holidays.
Semester 3 (Sept-Jan) and Semester 4 (Febr-June)
-Specialised courses (fine-tuned individual programme).
-Master dissertation (at Ghent University, other Belgian institutes/organizations/multinationals or one of our partners in the South or Europe).

Learning outcomes

Have thorough knowledge and comprehension (theory and practice) l in the interdisciplinary domains: food and feed production, socio-economic, (public health) nutrition and management concepts, theories and skills, and in the main subject specific domains and the chosen major domains. The program additionally focuses on international collaboration.
-Major: Public Health Nutrition : Have profound insights in public health nutrition realities and compare public health nutrition issues, approaches and policies within the international context.
-Major Nutrition Security and Management: Have profound insights in different food/nutrition security realities and compare nutrition security issues, approaches and (nutrition) policies within an international context.
-Major Plant Production: Have profound insights in plant production realities and compare plant production issues, and approaches within the international context.
-Major Animal Production: Have profound insights in animal production realities and compare animal production issues, and approaches within the international context.

Apply theories and methodological approaches to characterize and analyse specific problems: food, nutrition and agricultural chains, food sovereignty /safety and security, natural resource management, sustainable production, economic and social problems of rural areas, national and international agriculture.

Design and implement adequate instruments, methods, models and innovative tools to analyse, evaluate and solve interdisciplinary related problems in the context of sustainable development.

Apply the interdisciplinary tools to design, implement, monitor and evaluate national and international agro-nutrition policies and programs. More specifically:
-For Human Nutrition: construct innovative tools and instruments for the development of a better nutritional health status of a country/region/area and its inhabitants/households.
-For Tropical agriculture: a more efficient and economic feasible agricultural balanced, food production guaranteeing a better food security situation per country respecting local environment.

Assess the importance and magnitude of a problem, define strategies for intervention and/or identify knowledge gaps. Develop a research protocol based on the analysis of existing evidence and set up a research plan, analyse and interpret the data and present the findings.

Identify, select and apply appropriate research methods and techniques to collect, analyses and critically interpret data.

Critically reflect on program specific issues, and on ethical and value driven aspects of research and intervention strategies.

Take up a trans-disciplinary role in an interdisciplinary ((inter)national) team dealing with global challenges, and develop a global perspective.

Dialogue and professionally interact with different actors and stakeholders from peers to a general public to convincingly communicate evidence based research findings and project results.

To effectively use appropriate communication and behavioural skills in different language and cultural environments.

Learn to continuously critically reflect (individually and in discussion with others) upon personal knowledge, skills, attitudes, functioning, and develop an attitude of lifelong learning. This includes:
-Design and plan own learning processes.
-Self-Directed Learning: work independently, take initiative, and manage a project through to completion.

Other admission details

The applicant must be proficient in the language of the course or training programme, i.e. English. The English language proficiency can be met by providing a certificate (validity of 5 years) of one of the following tests: (TOEFL/IELTS predictive tests and TOEIC will not be accepted):
-TOEFL IBT 80.
-TOEFL PBT 550.
-ACADEMIC IELTS 6,5 overall score with a min. of 6 for writing.
-CEFR B2 Issued by a European university language centre.
-ESOL CAMBRIDGE English CAE (Advanced).

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MPhil supervision covers a number of research topics supported by research active academic staff. Our range of research areas relate to animal health and welfare, environmental impact of livestock systems, and safety and quality of livestock products. Read more
MPhil supervision covers a number of research topics supported by research active academic staff. Our range of research areas relate to animal health and welfare, environmental impact of livestock systems, and safety and quality of livestock products.

The school of Agriculture, Food and Rural Development has an internationally recognised centre of excellence in Animal Sciences, drawing on fundamental research and applying it to areas of societal, industrial and policy importance.

Our research primarily involves:
-Farm livestock, domesticated animal and wildlife applied research
-Integrated livestock system development and evaluation
-Animal behaviour, health and welfare
-Survival, health and efficiency of nutrient utilisation

Opportunities are available for postgraduate research in the following areas:
-Animal health and welfare
Work ranges from understanding animal behaviour and behavioural problems, through development of practical on-farm monitoring and assessment methods to mechanistic studies of health and disease at the molecular level.

-Environmental impact of livestock systems
Our work examines the consequences of modifications in nutrition and husbandry and alterations in breeding strategies to improve the efficiency of resource use.

-Safety and quality of livestock products, including milk, meat and eggs
Our 'field to fork' expertise allows us to study the relationships between husbandry systems and nutritional inputs of animals and the composition of their products, with further implications for human diet and health.

Delivery

We offer a number of different routes to a research degree qualification, including full-time and part-time supervised research projects. We attract postgraduates via non-traditional routes, including mature students and part-time postgraduates undertaking study as part of their continuing professional development. Off-campus (split) research is also offered, which enables you to conduct trials in conditions appropriate to your research programme.

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This course will appeal to practitioners and students interested in careers in a range of professions such as policing, probation, prison service work, social work and many new areas in third sector and private sector security and outsourced support for offenders, vulnerable adults and young people. Read more
This course will appeal to practitioners and students interested in careers in a range of professions such as policing, probation, prison service work, social work and many new areas in third sector and private sector security and outsourced support for offenders, vulnerable adults and young people. A broad based masters programme in public protection would enable students to pursue their particular interest be it in domestic violence, terrorism, dangerous offenders or child protection.

More about this course

The course encourages you to look critically at public protection, a key practitioner concept for professionals working in socially responsible professions.

You'll explore applied and theoretical critical understanding of public protection and other aspects of risk, which will transform the professional practice of participants or enhance their future employability.

Modules draw on the research expertise of staff, and aim to create a virtuous circle, where contacts generated through students/staff on the course and via the London Practitioner Forum will enable and assist their further research.

Including critical approaches to the understanding of risk within hard to reach groups and incorporating issues of diversity, the programme draws upon the University's established Criminology MSc degree and utilises the existing module provision.

Two additional modules are offered, Public Protection and Risk Awareness, and Terrorism and Counter-Terrorism.

There is a special emphasis on a sound grasp of the relevant academic literature, including substantial use of key scholarly journals in the field of criminology and criminal justice. There is also a focus on how theory relates to and enhances good practice.

This is assessed through a variety of summative assessments including essays, examinations (seen), practical research methodology assignments, an extended thesis (12-15,000 words), and various formative presentations to class peers.

Modular structure

This course consists of five core modules: Understanding Public Protection and Risk, Crime Control and Community Safety, Criminological Research Methods, Crime and Offender Patterns and the Criminological Dissertation on a topic of students choice.

There are opportunities to specialise in areas of your interest when choosing the two optional designates: topics range from Terrorism/Counter Terrorism, Domestic Violence, Critical Issues in Criminal Justice, Psychology and Crime and other more specialist research modules.

The course also provides a unique opportunity to enhance professional practice and critical understanding.

After the course

The course will help prepare students for employment in the criminal justice sector (including the police, probation, prison, youth offending and community safety departments), as well as academic or government research posts. It is hoped that some students will progress to doctoral studies after successful completion of the MSc.

It is the intention that students already engaged in a related occupation will benefit markedly from the course, in that the latter will provide the academic contextualisation with which to understand and evaluate the complexity of, and reciprocity between, varied agencies, departments and policies related to crime, criminology and criminal justice.

Criminology itself is an increasingly strong and prevalent academic discipline. The analytic and research skills acquired on the MSc are, of course, transferable to other jobs and areas of expertise. Previous students from this course have joined the police service either as police officers or civil investigation officers, some have embarked upon training to equip them to join the probation service or become social workers working with young offenders.

Other students have joined the voluntary sector working in residential or drugs/alcohol units. Still others have entered research jobs within the public or private sector and finally a number have progressed on to PhD studies.

Moving to one campus

Between 2016 and 2020 we're investing £125 million in the London Metropolitan University campus, moving all of our activity to our current Holloway campus in Islington, north London. This will mean the teaching location of some courses will change over time.

Whether you will be affected will depend on the duration of your course, when you start and your mode of study. The earliest moves affecting new students will be in September 2017. This may mean you begin your course at one location, but over the duration of the course you are relocated to one of our other campuses. Our intention is that no full-time student will change campus more than once during a course of typical duration.

All students will benefit from our move to one campus, which will allow us to develop state-of-the-art facilities, flexible teaching areas and stunning social spaces.

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Gain IET accreditation on this Electrical Power and Control Engineering Masters at Liverpool John Moores University. This course meets Chartered Engineer requirements and the demand for postgraduates in this growing global industry. Read more
Gain IET accreditation on this Electrical Power and Control Engineering Masters at Liverpool John Moores University. This course meets Chartered Engineer requirements and the demand for postgraduates in this growing global industry

•Complete this masters degree in one year full time
•Study at one the UK’s leading Engineering Schools
•Programme informed by internationally-acclaimed research from LJMU’s Electrical and Electronic Engineering Research Centre
•Postgraduates of this course highly sought after by major UK and international employers

This MSc degree programme provides an excellent progression point from undergraduate courses in the area of electrical engineering. You can also complete the course as development and to specialise in the Electrical Power and Control Engineering field.

Did you know that there is growing demand for electrical power engineers in the energy, automotive, and process industries? You could be involved in the design and development of electrical systems, such as those found in hybrid vehicles, cooling systems and aircraft actuators or the generation, distribution, regulation and conversion of electrical power.
You’ll develop advanced analytical and experimental skills to design new power and control systems and learn how to critically analyse designs, their functionality and expected reliability.
It will also be important for you to gain a strong understanding of the capabilities and limitations of modelling and simulation tools.

The expertise and laboratories available are aligned to the new sources of energy, green energy and the energy saving industry. LJMU specialist facilities support investigation into wind power electricity generation, where wider penetration of remote off-shore wind farm installations is expected in near future and multi-phase systems have many advantages.
The programme design provides opportunities to practice communication skills at Chartered Engineer level. You’ll gain the professional behavioural traits to prepare you for technical and management roles in power and control engineering.

Please see guidance below on core and option modules for further information on what you will study.
Level 7
Modelling and Control of Electric Machines and Drives
Control Systems
Dynamic Systems Simulation
Digital Control Power Systems Modelling
Analysis Alternative Energy Systems Modelling with Matlab and Simulink
MSc Project
Operations Research
Safety Reliability
Project Management
Programming for Engineering
LabVIEW
Professional and Leadership Skills

Further guidance on modules

The information listed in the section entitled ‘What you will study’ 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. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained. A review is currently in progress and will be operational for the academic year 2016/2017. Final details of this programme’s designated core and option modules will be made available on LJMU’s website as soon as possible and prior to formal enrolment for the academic year 2016/2017.

Please email if you require further guidance or clarification.

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The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the construction industry who can oversee the entire life cycle of any project, including unique and specialist developments. Read more
The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the construction industry who can oversee the entire life cycle of any project, including unique and specialist developments. It is ideal for anyone with ambitions for project management within the construction sector.

We consult extensively with people from a wide spectrum of companies and organisations in order to make sure that the course content remains practically relevant. For example, prominent companies in the industry are represented in our Professional Liaison Group.

The MSc is available as a one-year, full-time programme or as an open learning programme (a combination of distance learning with intensive on-campus study periods) which is normally taken over two years. There are two entry points: September and January.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/project-management-in-the-built-environment/

Why choose this course?

- Accreditation by the Chartered Institute of Building (CIOB) and the Royal Institution of Chartered Surveyors (RICS) demonstrates professional recognition of the quality of our programme.

- Strong links with prominent companies in the sector, such as Mace, Willmott Dixon and BAM Construction who are all represented in our Professional Liaison Group (PLG), which exists to provide advice on existing and proposed courses of study, on research activities and consultancy work.

- The programme adopts a problem-based learning (PBL) approach to ensure that it is real-world focused and holistic. Not only is this more effective, it is more fun than the traditional study and examination approach.

- Students develop a whole range of management skills and knowledge including project finance, technology, law and contract by working on real-life or realistic problems as experienced by the construction industry, consultants and clients. They are also exposed to behavioural aspects of managing projects, which most project managers only experience when their careers in the construction industry are well-advanced.
- There are four intensive study weeks during the programme where full-time and open-learning students come together on campus to attend lectures, seminars and workshops and share experiences.

- Our students come from a wide range of backgrounds and locations. Many have originally studied subjects outside the realm of the built environment such as law, psychology, architecture and geography, and others have been or still are (in the case of our open-learning students) employed in project management roles. As a result, there are great opportunities to share experiences, to gain a better understanding of the industry and the range of challenges that project managers face and also to benefit from the many different approaches to problem solving that is a feature of such a diverse group of students.

- Our graduates span the globe, working in countries including Malaysia, India and USA.

- Our teaching is backed up by strong research activity. Many of our academic staff are involved in academic research and/or professional or commercial consultancy work. In the 2008 Research Assessment Exercise, approximately 80% of our research, with our colleagues in other Built Environment areas, was judged to be of ‘international’ quality, with approximately 40% rated as ‘internationally excellent’ or ‘world leading’.

- Many members of staff are part of Brookes' Oxford Institute of Sustainable Development (OISD), a leading research and promotional organisation noted for its work on sustainable technology in buildings and sustainable urban form.

Teaching and learning

Teaching, learning and assessment methods are to a considerable degree determined by the use of problem-based learning (PBL) which leads to a more challenging and industrially relevant course than the traditional lecture approach. Learning takes place through groups of students puzzling through problems, often adapted from real situations with much of the complexity and context intact, using published resources, or reference to experts who are available to offer advice.

Assessment is 100% coursework, which includes a great variety of types of work, including quizzes taken remotely on Moodle (Brookes online learning environment). Material can be downloaded from our virtual learning environment and closed discussions can take place. It also enables on-campus and open-learning students to remain in contact with each other.

In full-time mode, the delivery of new material is generally bi-weekly with intermediate tutorial or seminar sessions. The intensive study weeks and a European field trip, when students in both modes of study come together, complement this delivery pattern. Outside these periods, online learning is the primary mode of learning for distance-learning study. Communication with distance-learning students will be supplemented by email and telephone during the periods off-campus.

Field trips

A European field trip is a compulsory element of the PGCert modules. It typically takes place over a five-day period towards the end of January and is heavily subsidised by the department.

The aim of this field trip is to consolidate the knowledge gained in the early part of the course and to develop team and other relationships through exposing our students to European project management practices and to assess their ability to observe and report on the different approaches to project management in the UK and in a European country.

The field trip normally consists of visits to prominent construction/engineering projects and sites, plus architectural attractions, both en route and at the destination. You are introduced to the development and planning practices at the destination, as well as having the opportunity to visit major complex projects.

Student body

The programme attracts students from diverse backgrounds and locations.

Many of our current students already hold degrees in fields outside the realm of the built environment including law, psychology and geography, and have decided to contribute to the development of the built environment around us by effectively managing projects. They hail from as far afield as Nigeria and India, with backgrounds ranging from languages to architecture.

This diverse group of students bring with them individual responses to the PBL approach that is at the core of our course delivery.

Typically the distance-learning students are employed by a number of different organisations from the private and public sectors in different countries. They have the opportunity to share their experiences in order to gain better understanding of the industry, the range of challenges that project managers face, and therefore the breadth of skills that they need to develop in order to perform successfully.

Our full-time students benefit from contact with the open-learning students engaged in project management roles in a variety of built environment projects across many countries.

Careers

Graduates of the Department of Real Estate and Construction have an outstanding employment record. Local and national construction companies, developers, project managers, house builders, surveyors and housing associations regularly recruit our graduates.

Many of these companies visit the department annually to meet students for graduate positions. Our graduates are recognised as having an excellent level of communication, presentation and problem-solving skills.

All of our open-learning students are employed full-time by prominent companies in the sector.

Full-time students find similar employment shortly after graduation. They typically hold (Assistant) Project Manager positions. However, the breadth of knowledge that our students gain gives them the flexibility to function effectively in a number of different roles.

Free language courses for students - the Open Module

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

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

Research highlights

Our teaching is backed by strong research activity. Many of our academic staff are involved in academic research and/or professional/commercial consultancy work.

Areas of interest include:
- sustainability, adaptation and resilience to climate change
- collaborative supply networks for procurement and delivery of project
- building economics
- forecasting techniques
- risk management
- social networks in project environments
- managing complex projects
- management of knowledge and innovation as a source of competitive advantage/li>
- adaptive re-use of existing buildings
- facilities management
- health and safety.

Many members of staff are part of the Oxford Institute of Sustainable Development (OISD). This research and promotional organisation is noted for its work on sustainable technology in buildings and sustainable urban form among many on-going projects.

A recent HEFCE report into sustainable development in higher education in England suggests that the OISD is one of the key players in sustainable development research.

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This programme is intended for non-surveying graduates who are working, or intending to work, in this area of the construction industry. Read more
This programme is intended for non-surveying graduates who are working, or intending to work, in this area of the construction industry. The Building Surveying programme is for those involved in the maintenance, refurbishment, alteration and extension of existing buildings, or in project management and design for public bodies, commercial organisations and professional practice firms.

This programme is accredited by the Royal Institution of Chartered Surveyors (RICS). By studying a combination of core and optional modules the course provides the skills required by the practicing building surveyor, and to equip you for both the profession and industry. In order to complete the MSc stage, you are required to take a Research Methods unit and undertake a dissertation on a topic approved by your supervisor.

Highlights

• RICS accredited award (PGDip) in 2 semesters for full-time students and 4 semesters for part time students.
• Emphasis on the business skills required in modern building surveying practice
• Contributions to programme from practitioners
• An expanding Alumni Association which provides you with excellent networking opportunities
• The department has recently set up a Building Information Modelling (BIM) Centre to provide a research and enterprise facility linking the University with industry. It is designed to foster knowledge creation and exchange in BIM by connecting staff and students with practitioners in an increasingly inter-disciplinary world
• Fantastic London location affording access to major development areas and schemes to visits / study, the main offices of the country's leading consultancies and companies, RICS headquarters and library,as well as a wealth of social, cultural and recreational activity.

Excellent scholarship opportunity

Students who have accepted an offer for a place on this course are encouraged to apply for LSBU's Stuart A Johnson scholarship. Find out more about the Stuart A Johnson scholarship by clicking the link below

http://www.lsbu.ac.uk/courses/postgraduate/fees-and-funding/scholarships/stuart-a-johnson-scholarship

Modules

Core:

Institutional and legal context for property
Construction
Valuations and surveying
Building pathology
Property and building law
Building surveying project
Use and performance of buildings
Property and asset management
Dissertation

Optional:

Please be aware that option selection is subject to availability.

Behavioural finance
Building control
Building Information Modelling and Collaborative Working
Health and safety management in construction
History of architecture and construction
International real estate and construction
Legal resolution of property and construction disputes

Surveying project

Our surveyors look at financing a project, procuring construction work, financial management and the entire construction process. We want our students to have 'real world' experiences while studying at LSBU, of field work is a major component. We create these situations by inviting guest speaks in to give up-to-date lectures, having great industry links and taking our students into situations where they would like to work. Most of our surveying and construction courses give our students the opportunity to carry out a construction project. Their work will take into account current construction technologies, energy efficiency solutions and environmental and sustainability issues. The project is very detailed and is carried out across site visits, analysing on-going construction projects and an appraisal of eco-technologies. These factors can be influenced by a construction's location so our field trips can take our students both overseas to expanding countries like Dubai or round the corner to building developments happening on our own campus.

Market report and case study analysis

Students on our MSc Surveying courses can choose to study International Real Estate & Construction as an optional. For this complex module students need to go on a study visit to an international city which has an emerging real estate and construction market.

Past students have gone abroad to take in either Dubai in the United Arab Emirates or Shanghai in the People's Republic of China. The field trip includes visits to real estate companies and construction firms, site visits and meetings with various professionals. From these briefings, students need to produce a country report that includes a detailed strategy including how they could break through in the real estate or construction market in these overseas destinations.

Professional links

Accreditation is a mark of quality assurance and professional relevance.

The MSc and the PgDip is accredited by the Royal Institution of Chartered Surveyors (RICS) and is a recognised qualification for students to progress on to the Assessment of Professional Competence Graduate Training Programme.

Expertise and history

London South Bank University has a long history of educating professionals for the building-related industries. With roots in London Council School of Building (1904), Brixton School of Building (1940) we have been offering training for this sector for over 100 years.

Today we are expert at attracting property and construction students from the UK and around the world. Much of this is down to the highly successful links we have with major real estate consultancies, property companies, contractors, cost consultants and developers to ensure our courses are highly relevant for the current market.

Today, according to the Guardian PG subject tables 2013 we are the largest School of Building and Town Planning in the UK (combining full-time and part-time modes of study) and our building graduates have the best employment prospects in London (Complete University Guide 2014).

Our current students and alumni hold key positions in their organisation, often as senior managers and business owners.

Employability

Employment prospects for graduates of the MSc/PgDip Building Surveying programme are excellent, with nearly 100% employment of graduates from the course since its inception. Graduates work in a range of organisations including both small and large private practices, local authorities, housing associations and government organisations as well as property and construction companies.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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