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Masters Degrees (Blended Learning)

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Blended Learning involves flexible opportunities to learn for working clinicians. Students will view on-line resources and then attend a cadaveric based teaching session at Queen’s University at the end of the module. Read more
Blended Learning involves flexible opportunities to learn for working clinicians. Students will view on-line resources and then attend a cadaveric based teaching session at Queen’s University at the end of the module. Blended Learning is an opportunity to study on-line and then have face to face teaching at the University.

The modules presented will emphasise clinically and surgically relevant anatomy.

During the face-to-face teaching students will have access to human cadaveric teaching material in a purpose-built facility licensed by the Human Tissue Authority. Teaching will be based in the Centre for Biomedical Sciences Education, whose staff have won seven Queen’s University Teaching Awards in recent years.
Students will have the opportunity to study for a Postgraduate Certificate or Diploma in Clinical Anatomy.

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This 1 year full time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (5 days) and two additional Face to Face teaching courses (4 days each) (dates to be confirmed shortly). Read more
This 1 year full time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (5 days) and two additional Face to Face teaching courses (4 days each) (dates to be confirmed shortly).

The full time Blended Learning course is extremely intensive and you need to make sure that you can commit an average of 32 hours study each week; this mode of study is not therefore suitable for those who also have a full time job.

The LLM LPC is the postgraduate stage on the route to becoming a solicitor and represents a practical training for the solicitors' profession, where students learn how to put law into practice. Most students study the LPC after completing the academic stage of training by means of passing a law degree or Graduate Diploma in Law (GDL).

You will need to have a Qualifying Law Degree or have met CPE/GDL requirements before you start the Legal Practice Course.

Course content

In common with all UK institutions, as part of our LPC you will study:
Core Practice Areas
-Property Law and Practice
-Litigation
-Business Law and Practice

Five Specified legal skills
-Writing Skills
-Drafting Skills
-Advocacy
-Interviewing Skills
-Practical Legal Research

Pervasive areas of Professional Conduct and Regulation - Study the Code of Conduct dealing with realistic scenarios based on real issues which arise.

Wills and Administration of Estates - An introduction to will drafting and the administration of estates.

Solicitors' Accounts Rules - Learn how to recognise, record and interpret receipts into and payments from office and client accounts, transfer between office and client accounts and between two client accounts.

Electives include (choose three electives from the following):
-Corporate and Commercial Client
-Commercial Property
-Employment Law
-Family Law
-Advanced Criminal Practice
-Advanced Civil Litigation and Dispute Resolution
-Private Client

This award combines the taught elements of the Legal Practice Course (120 credits) with a tutor guided research project (60 credits). Alongside the LPC core and elective modules, students will undertake a Blended Learning module in Legal Research Methods where they will engage with differing research methodologies and practices and produce an assessed final project/dissertation proposal.

Students will have two primary options for their final research project/dissertation in that they can opt to align their research to their work within a legal field or if not currently employed in the legal sector can choose from a prescribed list of academic research topics.

Upon successful completion students will have attained a full Master of Laws degree in Legal Practice which will enhance their employability. From September 2016, the revised award attracts the new Postgraduate Student Loans which will assist students in funding their studies.

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This 1 year full time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (5 days) and two additional Face to Face teaching courses (4 days each) (dates to be confirmed shortly). Read more
This 1 year full time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (5 days) and two additional Face to Face teaching courses (4 days each) (dates to be confirmed shortly). The full time Blended Learning course is extremely intensive and you need to make sure that you can commit an average of 32 hours study each week; this mode of study is not therefore suitable for those who also have a full time job.

The LPC is the postgraduate stage on the route to becoming a solicitor and represents a practical training for the solicitors' profession, where students learn how to put law into practice. Most students study the LPC after completing the academic stage of training by means of passing a law degree or Graduate Diploma in Law (GDL).

You will need to have a Qualifying Law Degree or have met CPE/GDL requirements before you start the Legal Practice Course.

Course content

In common with all UK institutions, as part of our LPC you will study:
Core Practice Areas
Property Law and Practice
Litigation
Business Law and Practice

Five Specified legal skills
-Writing Skills
-Drafting Skills
-Advocacy
-Interviewing Skills - Learn how to conduct client interviews to obtain instructions, advise on the law and write to confirm your advice.
-Practical Legal Research - Identifying the legal and practical considerations and advising on the law using up to date online legal resources used by legal practitioners.
Pervasive areas of Professional Conduct and Regulation - Study the Code of Conduct dealing with realistic scenarios based on real issues which arise.

Wills and Administration of Estates - An introduction to will drafting and the administration of estates

Solicitors' Accounts Rules - Learn how to recognise, record and interpret receipts into and payments from office and client accounts, transfer between office and client accounts and between two client accounts.

Electives include:

Choose three electives from the following:
-Corporate and Commercial Client
-Commercial Property
-Employment Law
-Family Law
-Advanced Criminal Practice
-Advanced Civil Litigation and Dispute Resolution
-Private Client

Optional top up LLM in Legal Practice which provides an insight into the topical issues in legal practices, both nationally and internationally.

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This 2 year part time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (3 days) and two additional Face to Face teaching courses (2 days each) each year for 2 years (dates to be confirmed shortly). Read more
This 2 year part time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (3 days) and two additional Face to Face teaching courses (2 days each) each year for 2 years (dates to be confirmed shortly).

The part-time course requires a commitment of approximately 16 hours each week over two years. The LLM LPC is the postgraduate stage on the route to becoming a solicitor and represents a practical training for the solicitors' profession, where students learn how to put law into practice. Most students study the LPC after completing the academic stage of training by means of passing a law degree or Graduate Diploma in Law (GDL).

You will need to have a Qualifying Law Degree or have met CPE/GDL requirements before you start the Legal Practice Course.

Course content

In common with all UK institutions, as part of our LPC you will study:
Core Practice Areas
-Property Law and Practice
-Litigation
-Business Law and Practice

Five Specified legal skills
-Writing Skills
-Drafting Skills
-Advocacy
-Interviewing Skills
-Practical Legal Research

Pervasive areas of Professional Conduct and Regulation - Study the Code of Conduct dealing with realistic scenarios based on real issues which arise.

Wills and Administration of Estates - An introduction to will drafting and the administration of estates.

Solicitors' Accounts Rules - Learn how to recognise, record and interpret receipts into and payments from office and client accounts, transfer between office and client accounts and between two client accounts.

Electives include (choose three from the following):
-Corporate and Commercial Client
-Commercial Property
-Employment Law
-Family Law
-Advanced Criminal Practice
-Advanced Civil Litigation and Dispute Resolution
-Private Client

This award combines the taught elements of the Legal Practice Course (120 credits) with a tutor guided research project (60 credits). Alongside the LPC core and elective modules, students will undertake a Blended Learning module in Legal Research Methods where they will engage with differing research methodologies and practices and produce an assessed final project/dissertation proposal.

Students will have two primary options for their final research project/dissertation in that they can opt to align their research to their work within a legal field or if not currently employed in the legal sector can choose from a prescribed list of academic research topics.

Upon successful completion students will have attained a full Master of Laws degree in Legal Practice which will enhance their employability. From September 2016, the revised award attracts the new Postgraduate Student Loans which will assist students in funding their studies.

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Approximately one-third of intellectually disabled people present behavioural disorders and mental illnesses. This is one of the key challenges faced by the professionals and services involved in their care. Read more
Approximately one-third of intellectually disabled people present behavioural disorders and mental illnesses. This is one of the key challenges faced by the professionals and services involved in their care.

This blended-learning programme uses an integrated biopsychosocial approach based on evidence of the concepts, models, service planning and assessment and intervention techniques used in the field of mental health and behavioural disorders. Students will have the opportunity to undertake professional internships to help them develop the knowledge acquired on the programme.

The programme incorporates the person-centred care model from the ethical viewpoint of positive behaviour support. This has been achieved by focusing on the most recent neurobiological knowledge of the aspects underlying so-called challenging behaviours.

It therefore meets the demands of many professionals caring for intellectually disabled people in a whole range of services. All of this makes it a unique postgraduate programme for those who provide support to this group of people.

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This 2 year part time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (3 days) and two additional Face to Face teaching courses (2 days each) each year for 2 years (dates to be confirmed shortly). Read more
This 2 year part time course combines on-line learning sessions and face to face teaching. Attendance at Staffordshire University will be required for the Foundation course (3 days) and two additional Face to Face teaching courses (2 days each) each year for 2 years (dates to be confirmed shortly).

The part-time course requires a commitment of approximately 16 hours each week over two years.

The LPC is the postgraduate stage on the route to becoming a solicitor and represents a practical training for the solicitors' profession, where students learn how to put law into practice. Most students study the LPC after completing the academic stage of training by means of passing a law degree or Graduate Diploma in Law (GDL).

You will need to have a Qualifying Law Degree or have met CPE/GDL requirements before you start the Legal Practice Course.

Course content

In common with all UK institutions, as part of our LPC you will study:
Core Practice Areas:
-Property Law and Practice
-Litigation
-Business Law and Practice

Five Specified legal skills:
-Writing Skills
-Drafting Skills
-Advocacy
-Interviewing Skills
-Practical Legal Research

Pervasive areas of Professional Conduct and Regulation - Study the Code of Conduct dealing with realistic scenarios based on real issues which arise.

Wills and Administration of Estates - An introduction to will drafting and the administration of estates

Solicitors' Accounts Rules - Learn how to recognise, record and interpret receipts into and payments from office and client accounts, transfer between office and client accounts and between two client accounts.

Electives include (choose three from the following):
-Corporate and Commercial Client
-Commercial Property
-Employment Law
-Family Law
-Advanced Criminal Practice
-Advanced Civil Litigation and Dispute Resolution
-Private Client

Optional top up LLM in Legal Practice which provides an insight into the topical issues in legal practices, both nationally and internationally.

Employment opportunities

In the current market, we provide ongoing careers advice to enable you to make the most of the opportunities available.

We have longstanding links with both national and local practices which enable us to advise you on a range of options. You may start your LPC with a training contract, or find one during the year you are with us. Students also find that the skills and experience gained during the LPC enables them to work as paralegals until the start of their training contract.

Our dedicated careers tutor for LPC students, well supported careers department and fantastic on line resources continue to be available to you with careers advice, support and guidance even after you have left us.

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People are the ultimate resource of a business, meaning effective management of that resource is vital for an organisation to thrive. Read more
People are the ultimate resource of a business, meaning effective management of that resource is vital for an organisation to thrive.

Human Resource Management course at Wrexham Glyndŵr University provides a thorough understanding of the the importance of delivering an effective employment relationship and the facets within it.

Working closely with the Chartered Institute of Personnel an Development (CIPD), the programme has aligned its module structure to the CIPD’s Advanced Diploma and created flexible study options including distance and blended learning. The course is relevant for Human Resource Management professionals in all types of organisation within the UK and internationally and aimed at experienced middle or senior level managers or HR professionals. Consequently they are likely to have relevant work experience as well as hold appropriate formal educational qualifications suitable for a Masters programme.

The programme makes sure students not only develop the knowledge they need, but also provides them with the know how to apply that knowledge and develop their skills as professional practitioners.

The MA HRM Programme team are all practitioners themselves, who work in the various specialism’s within HRM. This means the tutors can support students with a real understanding of what it means to be an HR practitioner and are up to date in regards to what challenges organisations in a wide range of sectors are facing. They can also easily demonstrate the links between theory and practice.

Key Course Features

-Course Delivery – There are two modes of delivery, Distance Learning and Blended Learning with the only difference between the two modes being the tutorials. For Distance learning these will be asynchronous online forums, whilst Blended Learning students will attend once a month for face to face contact with the tutor. Narrated lectures, subject guides and supporting material will all be delivered online. Why? Flexibility. Busy working lives, and a turbulent environment mean that professionals don't have time for day release and it is reflective of how people want to learn in the digital age.
-Residential Weekends - Which will take place once a trimester (5 during the programme in total) - these will be a mixture of experiential learning workshops designed to build skills and develop self awareness, visiting speakers sharing experience of HR in practice and application in practice sessions to demonstrate the connection between what the student has learned and what that means for them within their workplace through case studies, discussion and collaborative learning.
-Mentoring programme throughout the Course - Students will be asked to nominate a mentor in their workplace who will become part of their programme of study with the development of learning contracts and scheduled mentoring sessions, the outcomes of which will form of part of the students Continuous Professional Development Record.
-Throughout the course, students will have the opportunity to network and attend the CIPD conference, as well as accessdifferent levels of CIPD membership (depending on your progress through the course).

What Will You Study?

The module structure is closely aligned to the CIPD's Advanced Diploma. The advantage of this is that students are now able to take individual modules, to study for Continuous professional Development purposes. If a student took their CIPD qualification some time ago and wants to refresh knowledge and skills in particular subject areas this is now possible.

Or if a student began their studies and haven't finished all the modules in order to finish their studies and need to complete individuals modules to upgrade to Chartered Membership they can. It also means that for those students taking the full programme only two modules will be studied and completed per trimester supporting students in being able to differentiate the subjects and regularly review their progress during the programme. It also means that students can join in January as well as the start of the normal academic year (subject to viability of cohort)

The dissertation which has been the mainstay of the Masters programme is being replaced with a Research for Publication module. Students will be working towards the development of a publishable journal article. Although publication is not guaranteed, the aim is that each year Wrexham Glyndŵr University will see some of the MA HRM Programme students leave, not only with their Master's Qualification but also with a published journal article to add to their CV. Our hope is that our students will not only be learning from contemporary research but contributing to it as well.

YEAR 1
-HRM in Context
-Developing Skills for Business Leadership
-Leading, Managing and Developing People
-Resourcing and Talent Management

YEAR 2
-Reward Management
-Managing Employment Relations
-Learning and Talent Development
-Investigating a Business Issue

YEAR 3
-Developing a Research Practitioner

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

Assessment of modules is predominately a mixture of course work and unseen assessments in relation to the main topic/theme of the modules and is normally based on research within the student’s host organisation.

Online submission of assessments by both Distance Learning and Blended Learning Students will be used to avoid the requirement for students to present their submission in person during school office opening times. Web conferencing platforms are used in some MA HRM Programme modules for live online assessments. Distance Learning Students will be able to perform Oral Assessments, Simulations and Practical assessments using web conferencing platforms where required.

For online assessments to be possible Distance Learning Students must have a webcam, microphone, headset and direct high-speed internet connection. Students are responsible for ensuring that their computer system and internet connection will support the web conferencing platform prior to any assessment. The assessments conducted via Web Conferencing Platforms will be run in ‘real time’ and will be recorded for external moderation purposes.

Career Prospects

The MA Human Resource Management is a highly valued postgraduate qualification designed for those who want to pursue senior level careers in Human Resource Management (HRM) and covers essential skills for students to develop their professional and future career potential.

There is a high demand for qualifications that are linked to professional membership of the CIPD. The course will help students network with professional colleagues and allow access to the latest research and thinking in HRM. Successful completion of the first year (Postgraduate Certificate) will result in the student being automatically upgraded to Associate Membership of the CIPD.

Successful completion of year two (Postgraduate Diploma) provides the qualification required for an application to upgrade to Chartered Membership of the CIPD. The final year of study provides seamless progression to the Masters qualification for CIPD graduates. Applicants will need to join the CIPD and pay an annual subscription fee in order to qualify for professional membership.

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.

Other admission requirements

Both the Distance Learning and Blended Learning modes of the programme have been designed to be very flexible – meaning that students can generally fit their work around their study. The Postgraduate Certificate and Diploma are a mix of both academic and vocational study and assessments are focused on individual research and work experience. It is therefore considered advantageous for a student to be in employment throughout their study, although students may apply their learning to an organization with which they are familiar.

A student must also satisfy one, or a combination of, the following criteria:
-An initial degree of Glyndŵr University, or another University approved degree awarding body.
-A non-graduate qualification which the University deemed to be of satisfactory standard for the purpose of postgraduate admission.
-Relevant work experience that is deemed to compensate the lack of formal qualifications and have held a position of management responsibility for a minimum of two years.

A student who has already achieved the current or previous CIPD Advanced Diploma may be given permission to proceed directly onto Year 3. Students with other qualifications may also be considered for full or part exemption from the programme in line with Glyndŵr University’s RPL criteria.

Both Distance and Blended Learning modes require students to access course material digitally, access to the following hardware and software is require to study on the MA HRM Programme.
-Desktop, Laptop or Tablet
-Speakers (these may be built into your computer)
-Microphone (which may be built into your computer)
-Webcam (Likely to be in-built if using a tablet or laptop)

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The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments. Read more
The MA in Learning and Technology responds to the demand for qualified professionals in the field of technology-mediated learning and education and the need for management level individuals who have the knowledge, skills and ability to assume the leadership roles that are required to plan, design, develop, implement and evaluate contemporary learning environments.

Being founded on principles of networked learning; open pedagogy and digital mindset means that students create and build on their digital presence in order to collaborate and contribute meaningfully to digital learning networks and communities in the field throughout their program. The virtual symposium at the beginning and end of the program is one of the many opportunities for students to engage in, cultivate and contribute back to these digital learning networks and communities as they learn more about facilitating in contemporary learning environments.

The program has three exit pathways; a thesis; secondary research paper or digital learning-consulting project. Graduates of the program work in the creation and evaluation of contemporary digital learning environments. They use their theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. The cross-sectoral skill set cultivated in the program enables graduates to lead and support their organizations to continually improve the learning experiences they offer.

A Graduate Diploma in Learning and Technology is also offered which ladders into the MA in Learning and Technology degree. If you are considering a master’s degree but are not sure where to start, the Graduate Diploma in Learning and Technology may be a fit for you.

Who It’s For

This program is designed for individuals involved in the creation of contemporary learning environments that incorporate the best of what is known about learning and technologies. People who could benefit from the program include decision-makers responsible for learning, training or education; training managers and co-ordinators; training and development positions; facilitators, trainers, or instructors. The program attracts learners from multiple sectors including post-secondary institutions, government departments, K-12 education systems, the corporate sector, healthcare, not-for-profit agencies and small businesses.

Professional Certification

The MA in Learning and Technology program is recognized by the Institute of Performance and Learning. Graduates of the program receive credit towards the work experience requirements of the Certified Training and Development Professional (CTDP) certification. Students in the MA in Learning and Technology program are also eligible for an International Baccalaureate Organization (IBO) certificate.

Outcomes

The School of Education and Technology works with a program learning outcomes framework that informs the course learning outcomes. Program learning outcomes identify what the learner will know and be able to do by the end of the program. They are the essential and enduring knowledge, capabilities (attributes) and attitudes (values, dispositions) that constitute the integrated learning by a graduate of the MA in Learning and Technology program.

Graduates will be able to apply the principles of networked learning; open pedagogy and digital mindset as they work in the creation and evaluation of digital learning environments. They will apply theoretical and practical knowledge to critically analyze learning innovations and assess their impact on organizations and society. Graduates of the MA in Learning and Technology will have the knowledge, skills and ability to:
-Communicate and synthesize information and arguments at the graduate level.
-Critically evaluate how learning occurs in a variety of contexts.
-Design and create research-informed digital learning environments.
-Demonstrate effective collaboration skills.
-Develop and analyze support strategies to meet the needs of stakeholders in digital learning environments.
-Select appropriate assessment and evaluation strategies for digital learning environments.
-Contribute meaningfully to digital learning network(s) and communities.
-Explain the interrelationship between innovation, change and digital learning environments and their impact on organizations and society.
-Apply reflective processes to improve professional practice.
-Critically evaluate and/or produce research.

Delivery Model

Proximity to the RRU campus doesn’t have to be an issue. You can choose to do your program completely online or you can include a 2-week on-campus residency in your program. The majority of this program is experienced through online learning as both the fully online and blended programs come together in the third online course and continue online for the duration of the program. Using a combination of Web 2.0/3.0 technologies for learning, you will engage, collaborate, share, create and contribute to the learning experience from anywhere in the world. The courses are designed for flexibility of access while at the same time achieving a balance between individual work and teamwork. Regular contribution in the form of blog posts, discussions or other course activities is required.

Completion Options
The first six foundational courses are common to all students in the program. Then there are the following options for program completion.

Thesis Track
Students apply to the thesis track in their first year of the program. If the application is not successful they have the option of completing the program following the Research Paper or Digital Learning Consulting Project tracks. Students who are admitted to the 12-credit thesis track will identify a research area of focus and work 1:1 with a thesis supervisor on primary research. View recent student research titles.

Research Paper Track
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit secondary research paper. Students who choose this track will engage in a deep investigation on a specific research question using secondary data. Previous secondary research papers have included meta-synthesis; critical literature reviews; policy analysis, etc.

Digital Learning Consulting Project
Students taking this track will be engaged in additional course experiences including inquiry-based courses that require them to co-create their learning experience with the course instructor. They will then take an advanced research course in preparation for their 6-credit digital learning consulting project. Students who choose this track will gain hands-on practical experience that will help them apply their theoretical knowledge in a real-world setting on tightly scoped project and provide the research informed justification and rationale for the design decisions made. Projects are sourced from a variety of program-industry stakeholder groups. Student proposed projects may also be considered.

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This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD. Read more
This blended learning module allows you to reflect critically and guide your practice in the management of children, adolescents and adults with ADHD.

The SEN Attention Deficit Hyperactivity Disorder (ADHD) is a challenging and stimulating blended learning course delivered by the internationally recognised Dyscovery Centre. The Dyscovery Centre offers assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Masters level 30 Credit module is accessible through blended learning which includes a combination of face-to-face teaching at the University of South Wales and e-learning. This offers you the opportunity to meet for four training days, receive information via the website and have telephone and email support and discussion.

There is growing awareness of ADHD in the UK and internationally. The SEN ADHD course will guide all those providing support, including members of CAMHS teams, Allied Health Professionals (AHP) and paediatricians to understand the diagnosis and treatments for ADHD and gain the skills to work in this field. The module will also be relevant to teachers and psychologists with an interest in Attention Deficit Hyperactivity Disorder.

See the website http://courses.southwales.ac.uk/courses/1379-sen-attention-deficit-hyperactivity-disorder-adhd

What you study

You are required to critically reflect on the challenges of interdisciplinary working as well as the issues of comorbidity that are evident among individuals with ADHD and how these may impact on the identification and assessment processes.

You are expected to undertake reading from a wide range of sources to develop your understanding and to reflect upon current practice from the evidence base presented.
The content of this module allows you to reflect critically and to guide your practice in the management of children, adolescents and adults with ADHD.

The module considers methods and models of management and intervention in the field of ADHD and considers the overlap with other related disorders. The course examines the effective working practices in this field.

Learning & Teaching Methods

This course is delivered through blended learning and will include four days of direct teaching time, plus online learning. The attendance at the four days of direct teaching is essential.

Assessment methods

Students will be required to submit a 5,000 word assignment at the end of the module.

Employment Prospects

Students may wish to progress to the MA Education and Linked Named Awards programme at the University of South Wales or to undertake research in the field of developmental disorders.

Teaching

This course is delivered through The Dyscovery Centre, an internationally recognised centre offering assessment and assistance to children and adults with living and learning difficulties such as ADHD.

The Dyscovery Centre is a specialist and high quality service that undertakes research, provides clinical services and provides consultancy services and training at all levels from awareness raising courses to Masters degree level.

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Overview. The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). Read more

Overview

The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.

Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.

WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.

Awards available:

There are four core awards available to students, focusing on enhancing professional practice:

  • Postgraduate Certificate (PG Cert) in Work-Based Learning (Enhancing Professional Practice)
  • Postgraduate Diploma (PG Dip) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Arts (MA) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Science (MSc) in Work-Based Learning (Enhancing Professional Practice)

There are 12 subject-specific ’named awards’ available to students:

Master of Arts (MA) in Work-Based Learning (Business Management)

Master of Arts (MA) in Work-Based Learning (Drama)

Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)

Master of Arts (MA) in Work-Based Learning (Health Mentor)

Master of Arts (MA) in Work-Based Learning (Heritage and Public History)

Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)

Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)

Master of Arts (MA) in Work-Based Learning (Youth and Community Work)

Master of Science (MSc) in Work-Based Learning (Applied Social Science)

Master of Science (MSc) in Work-Based Learning (Business Management)

Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)

Master of Science (MSc) in Work-Based Learning (Health Mentor)

Who is it for?

The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:

  • Career enhancement.
  • Additional qualifications.
  • A subject-specific ‘named’ award e.g. MA in WBL (Enhancing Professional Practice).
  • Opportunities to engage in continual professional development (CPD).
  • Academic credit for their prior experiential and certificated learning.
  • Opportunities to use their work-based expertise and experiences as a focus for their studies.
  • Learning that is tailored to their personal needs, interests and aspirations.
  • Opportunities to develop their subject knowledge and expertise related to their professional role.

Progression opportunities for current Newman University postgraduate students:

There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:

PG Cert in Higher Education Practice

PG Cert in Heritage and Public History

PG Cert in Chaplaincy with Young People

PG Cert in Safeguarding

Attendance

The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend. 

In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.

Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.

For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.

Assessment

Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.



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The Forensic Psychology and Crime MSc provides part-time students with a unique opportunity to study forensic psychology at a distance, whilst also being able to continue in employment. Read more
The Forensic Psychology and Crime MSc provides part-time students with a unique opportunity to study forensic psychology at a distance, whilst also being able to continue in employment.

The course is underpinned throughout by reflection and critical evaluation of theoretical concepts, research evidence and best practice to ensure the development of a sound, effective and reasoned approach in professional forensic psychological practice. The programme is accredited by the British Psychological Society (BPS) as fulfilling the Stage 1 requirements towards becoming a Chartered Psychologist and obtaining Full Membership of the Division of Forensic Psychology with the British Psychological Society. Graduates of the programme who go on to successfully complete Stage 2 of the Qualification in Forensic Psychology will be eligible to apply for registration with the UK Health and Care Professions Council (HCPC) as a Forensic Psychologist.

WHY CHOOSE THIS COURSE?

-A unique opportunity to study the BPS accredited Forensic Psychology and Crime MSc through blended learning
-Interactive and participative teaching supported through the use of Coventry University’s extensive online learning resources
-A range of assessment methods, including essays, practical reports, literature reviews, practice-based reports, oral presentations and examinations
-Development of important transferable skills for forensic practice, for example in considering ethical dilemmas, reflective practice and writing papers in formats suitable for publication in peer-reviewed journals

WHAT WILL I LEARN?

You will complete the nine modules listed below. In your first year, you will complete sixty credits studying a range of topics such as theoretical explanations of criminal behaviour, violent crime, and responses to crime, as well as research methods.

The second year includes topics providing an overview of key aspects of forensic practice, risk assessment and risk management. Two modules explore the legal process and the use of psychology in forensic/legal decision making, one of which is taught by Coventry Law School. In the third year, you will complete your dissertation.

HOW WILL THIS COURSE BE TAUGHT?

The course is delivered by blended learning methods – a mix of online and classroom-based learning – and as such you will only pay for the modules you take each year. Blended learning incorporates the use of a well-established online learning system, an interactive, informed and participative teaching approach and residential schools.

Indicative course content
-Psychological Explanations of Criminal Behaviour (M71PY)
-Research Methods in Psychology (M72PY)
-Violent Crime (M73PY)
-Criminal and Civil Justice Responses to Crime (M74PY)
-Psychology in Forensic Decision Making (M75PY)
-Practice and Contemporary Developments in Forensic Psychology (M76PY)
-Risk Assessment and Offender Programmes (M77PY)
-Introduction to the English Legal System (M49CLS)
-Dissertation in Forensic Psychology (M114PY)

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Confidence and competence are two essential skills required to effectively manage and lead within the current global economy. Read more
Confidence and competence are two essential skills required to effectively manage and lead within the current global economy. A Master of Global Management (MGM) degree from Royal Roads University is a generalist program designed to develop these skills, and more, to ensure you are ready to .manage across borders and bridge across cultures.

The Master of Global Management is an international business management degree designed specifically for professionals who want to perform with sensitivity and agility in the global workplace. We offer a practical program that provides employability training while creating connections with professionals from around the world. Graduates of this program are fully skilled, work-ready managers and leaders with a global perspective and cultural awareness and an understanding of the ways in which disciplines like accounting and law vary across global markets.

In the MGM program, you will be given the choice of completing the program through four applied completion options: either the Global Management Project, the Internship Research Project, the Graduate Certificate in Project Management, or a unique Dual Degree with the Management Center Innsbruck (MCI) in Austria that allows you to obtain a Masters of Business Administration (MBA) International Business degree in addition to your MGM degree through blended learning. All four options emphasize “experiential learning” – the application of business knowledge to real-word situations. You will develop a broad range of international business skills while learning to work effectively with individuals from other cultures, regions, and ideologies. The applied completion options require you to utilize all the learning and knowledge attainted throughout the program and this will leave you with an intelligent and informed perspective about the world of business. The MGM is designed to be completed full-time on campus or through our blended learning program of online study and in-person residencies. The on-campus track can be completed in 12 or 18 months, and the blended learning path is designed for working students, and is completed in 19 months with a three-week residency in Victoria and a two-week residency on location in Asia. The MGM-MBA International Business Dual Degree option can be completed in 24 months, and includes a three-week residency in Victoria and one week in Innsbruck, Austria.

Who It's For

This masters' program is designed as a launch platform for a globally oriented career. Graduates will be prepared to excel as:
-An entry level position with a transnational corporation
-An effective manager in a multi-cultural environment
-A globally aware professional in a public or private organization
-A director of international marketing or international business development for a small or medium enterprise
-An entrepreneur with the ability to identify an international business opportunity, develop an international business plan, secure funding, and launch an international new venture
-A social entrepreneur starting their own NGO or serving as a program officer offshore

Outcomes

The Master of Global Management degree uses a holistic and integrative approach to deliver academic content and soft skills, such as self-awareness, problem solving, teamwork, and collaboration. At the end of your program, you’ll have hands-on experience with the graduate-level business skills and industry-recognized competencies required for success in today’s international business market.

Academic assessment in the Master of Global Management program focuses on international business skill and competency development. In addition to practical experience with the essential business skills needed to succeed in today's global market, you’ll learn and practice negotiation, risk assessment, persuasive communication, critical thinking, problem solving, active listening, effective rational and ethical decision-making, and much more - all through an international business lens.

The MGM program outcomes are informed by industry experts and are the basis for the design of each course and are used to assess your learning:
-Communicate Effectively – communicate effectively through writing, speaking, presenting, interviewing and using computer-based media.
-Think Critically – use a broad range of research methods and conceptual models to make judgments and draw conclusions.
-Solve Problems – use a range of processes, models and approaches (quantitative and qualitative) to make deductions, and to identify sound potential solutions, goals and actions.
-Work with Others - respect cultural diversity, share knowledge, work as members of a team and lead a team.
Innovation - recognize the need for innovation, initiate the process of generating innovation, assess the value of proposed ideas and solutions and implement innovations in an organization.
-Think Globally - recognize and respect cultural differences, learn from outside their own culture and predict how their actions will interact with the environment in which their organizations operate.

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Today’s societies require more and more geographical information. Think of physical planning, analyzing the spread of epidemic diseases, risk management, navigation systems, location based services, movement analysis, augmented reality, increasing use of maps and volunteered geographical information. Read more

MSc Geographical Information Management and Applications (GIMA)

Today’s societies require more and more geographical information. Think of physical planning, analyzing the spread of epidemic diseases, risk management, navigation systems, location based services, movement analysis, augmented reality, increasing use of maps and volunteered geographical information.

Our GIMA course offers a comprehensive MSc programme, focusing on the management and application of geographical information from a scientific perspective. Two additional aspects contribute to the uniqueness of the GIMA programme: GIMA is a joint venture involving four renowned Dutch universities: Utrecht, Delft, Twente and Wageningen; and GIMA is a blended learning programme, enabling you to do most of your studying from the place at which you study best (home or office). Only the first and the last week of each module are classroom-based.

Programme Summary

The MSc Geographical Information Management and Applications (GIMA) offers a challenging programme in the domain of Geographical Information Sciences (GIS). It will help you to develop your knowledge and skills in the field of geo-information management and geo-information applications. As a future geo-information specialist, you have to address a wide number of fundamental issues in today’s society such as: Why is geographical information needed and how can it be used to solve problems in the broadest variety of application fields (in flood risk management, spatial planning, location-based services, orientation and navigation, location of sales outlets, spatial aspects of crime, dealing with natural hazards and humanitarian disasters)? How can proof-of-concept geo-information and geo-information technology based solutions for societal problems be designed and implemented and how can the quality and usabiliy be evaluated? What are appropriate concepts, methods and techniques for the management of geo-information and geo-information processes, which may involve multidisciplinary teamwork?
The GIMA programme deals with all of these issues and, teaches, among other things, how to apply and manage geo-information in organisations and projects by critically understanding and using state-of-the-art geo-information theories and technology.

Features of the programme

This Master programme is offered by four renowned universities in the Netherlands: Utrecht University, Delft University of Technology, University of Twente and Wageningen University. As a student, you have access to the large pool of experts from all four universities. You can choose between a full-time (two years) or parttime (four years) programme. Exemptions are possible for students who have relevant working experience, making it possible to complete a part-time programme in approximately three years. GIMA is a blended learning programme. It consists of distance learning (85%) with contact weeks at the four universities (15%).

Your future career

Graduates have excellent career prospects. The demand for managers and application specialists in geo-information in the professional market is constantly increasing. Our alumni are employed in both the private and public sector (by companies, consultancies, government organizations and research institutes) as managers, specialists and researchers. APPLICATION AND ADMISSION This programme is registered in CROHO as MSc Geographical Sciences at Utrecht University, code 60732. Application for GIMA proceeds through Utrecht University. The application deadline is 1 June 2015 for the programme that starts in September 2015. All information about application and admission requirements can be found at the GIMA website http://www.msc-gima.nl.

Alumna Gineke Snoeren.
Business consultant at ESRI Nederland. “GIS offers many opportunities and will become more important in future. That is why I decided to enrol in this programme. The course has 2 advantages. First, it does not focus solely on GIS techniques, but also at management. Second, the blended learning system is great because it combines contact teaching with distance learning. You can study in your own time with less contact hours but still contact with teachers and students at set times. Not only Dutch and foreign students take the course, but also people who are already employed in the field of GIS. You learn a lot from each other”.

Related programmes:
MSc Geo-information Science.

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This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber. Read more
This course provides a programme of preparation for registered nurses, midwives, chiropodists/podiatrists and physiotherapists to prescribe safely and competently as an independent and supplementary prescriber.

See the website http://www.chc.brookes.ac.uk/courses/postgraduate/sc/non-medical-prescribing

Why choose this course?

- Our lecturers are experienced in their specialist practice area and maintain excellent practice links with those areas locally or across the region.

- We support multi and interprofessional learning and teaching, and many of our courses are either fully multiprofessional or offer excellent opportunities for shared learning.

- Oxford Brookes is a student-centred institution that is fully committed to each individual achieving their potential. To support this, we offer a broad range of student support schemes to facilitate learning and development.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

- Many of our lecturers have reputations for excellence and have established links with colleagues, organisations and institutions at national and international level.

This course in detail

The Postgraduate Certificate for Non-Medical Prescribing consists of two modules totalling 60 CATS credits:

Advanced History Taking and Assessment (20 level 7 credits) - Semester 1 Mondays, Semester 2 Tuesdays. This is a practice-based module enabling you to develop the skills and knowledge to take a comprehensive patient history and conduct a thorough physical and psychosocial assessment. It will significantly enhance your assessment skills and ability to accurately describe the patient/client’s history and examination findings using appropriate terminology, reporting deviations from normal in a succinct manner to colleagues within the multidisciplinary team. This module must be successfully completed before commencing the Non-Medical Prescribing (v300) module or the Independent and Supplementary Prescribing for AHP's (v300) module.

Non-Medical Prescribing (v300) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered nurses and midwives to prescribe safely and competently as an Independent and Supplementary prescriber. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

OR

Independent and Supplementary Prescribing for AHP's (v300 ) 40 level 7 credits - Semester 1&2 or Semester 2&3 Thursdays (and Friday week 12). This blended learning course provides a programme of preparation for registered chiropodists/podiatrists and physiotherapists to develop the knowledge and skills required in order to be a safe, effective and competent Independent and Supplementary prescriber (v300) who is able to provide a high standard of care and be accountable for that care. The course introduces pharmacology, legal and ethical prescribing, interpersonal skills and quality assurance aspects of prescribing. These are underpinned by reflection on your own experience, evaluation of your own performance and application of theory to practice. It also enables participants to be aware of current development within non-medical prescribing in the UK.

Teaching and learning

Modules in the course are designed in a ‘blended learning’ framework which combines attended taught sessions with e-learning through our virtual learning environment (Moodle), which contains an online repository of lectures, handouts, information and learning exercises.

Please note that you will require an internet connection to access this (preferably broadband). You will encounter a variety of teaching methods, which are designed to support your needs both within the taught sessions and the e-learning components.

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.

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This module is designed for post registration Nurses, Midwives, Allied Health Professionals and other professionals who have responsibility for educating and mentoring students on health professional programmes. Read more
This module is designed for post registration Nurses, Midwives, Allied Health Professionals and other professionals who have responsibility for educating and mentoring students on health professional programmes. The module can be assessed at either Level 6 or 7.

It enhances skills in and knowledge of supporting student learning and development in clinical practice, developing leaders with the skills and confidence to act as a role model, supporting the professional development of students, colleagues and the work of organisations.

This interprofessional education module complies with the Nursing and Midwifery Council (NMC) (2008) "Standards to Support Learning and Assessment in Practice", enabling those registered with the NMC to be included on the mentor register.
Members of the allied health professions registered with the HCPC or BASRaT are also welcome to undertake this course.
There are two ways to study this module; either face-to-face with five attendance dates, or via blended learning with two attendance dates and an e-learning component.

Choose Blended Learning if:
-You have good IT skills
-You are comfortable with more self-directed learning
-You are unable to secure the number of days away from work required for the Face-to-Face option

What support will I receive if I choose Blended Learning?
You will have access to online tutorials to support engagement with learning tools and resources. There are also opportunities to benefit from peer-to-peer support and engage collaboratively via online discussion groups and wikis. You will also have access to an academic supervisor to support you as you prepare for assignment submission.

The two contact dates also ensure you have physical access to learning resources and supervisors. The theoretical elements of the Support for Learning in Practice programme are directly linked to your practice experience, facilitating educational coherence for both you and your mentor and ultimately employers and most importantly patients.

Why Bradford?

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.

The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

The Faculty of Health Studies is regionally, nationally and internationally recognised for its teaching and research, and works with a number of healthcare partners to ensure clinical excellence.

Modules

This module is provided as part of this interdisciplinary Framework within the Faculty of Health Studies. The Framework enables students to create an individualised programme of study that will meet either their needs and/or the employers’ needs for a changing diverse workforce within a modern organisation.

The modules and academic awards are presented in areas representing employment practice or work based or clinical disciplines.

Whilst some students can build their own academic awards by choosing their own menu of module options, other students will opt for a named academic award. The Framework also provides the option for students to move from their chosen named award to another award if their job or personal circumstances change and they need to alter the focus of their studies. The majority of named awards also offer students, the option of choosing at least one module, sometimes more, from across the Faculty module catalogue enabling them to shape their award more specifically to their needs.

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

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