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The Brunel MBA is a research-led and applied programme for experienced professionals designed to maximise students' investment in a global executive career. Read more

About the course

The Brunel MBA is a research-led and applied programme for experienced professionals designed to maximise students' investment in a global executive career.

Whether you want to advance your existing career, move to a new field, or start your own business, the Brunel MBA can give you the tools you need. Every aspect of the programme is practical, fulfilling, integrated and, thanks to our world class teaching and research facilities, always relevant to today’s ever-changing business environment.

The Brunel MBA is a one year full-time or 2 year part-time programme with three specialisation options:

General Management
Aviation Management
Healthcare Management

A part-time MBA is now also available. The Brunel MBA part-time programme is designed to maximise your career impact in the global market over a 2 year study period, without having to take a break from work. Indicative study patterns for the part-time MBA are 12 hours per week over a maximum of three days (with some classes on Saturdays), making the programme an ideal option for full-time working professionals in and around London.

Practical Learning

Brunel MBA students benefit from rigorous corporate exposure designed to build global professional advantage throughtout the programme.

A rich calendar of internal and external events and training allows students to get the most of their MBA by activities such as annual international business tours, visits to companies in the UK, networking with companies on campus, Employee Best Practice Competencies training workshops, Business Games and Simulations, high-profile corporate guest speakers, showcase events to present student work to global companies, on-campus recruitment fairs, and many more.

Aims

The Brunel MBA recruits managers and other professionals of high calibre who can both benefit from and contribute to an intellectually challenging management programme.

Choosing the General Management specialisation can help students to become a better manager all-round – from corporate business finance to international strategy, from harnessing IT technology to marketing. Students gain a more informed output into senior management decision making or consultancy within the industry. This General Management specialisation focuses on giving students the skills of practical application of knowledge to solving contemporary business issues, identifying your strengths and weaknesses, maximizing your assets and turning them into a more profitable future.

The Aviation Management specialised MBA is deeply rooted in the Aviation industry and informed by extensive cutting-edge aviation research. It is designed for professionals working for airlines, airports authorities and supply and support services within the aviation sector such as engineers, logistics, catering, cargo, energy, safety, security, IT and travel and tourism. It is supported by our proximity to the world’s busiest passenger hub at Heathrow, Brunel’s growing reputations in aerospace and environmental research, and our close links with the aviation industry.

The Healthcare Management specialised MBA is focused on application of knowledge in the Healthcare industry and enables students to develop managerial skills to handle real-life business situations in the sector. The MBA (Healthcare Management) award is designed for professionals in strategic health authorities, primary care trusts and hospital administration, and for those working in the growing number of private health contractors, outside suppliers and consultancies.

Course Content

The richness of the Brunel MBA curriculum is based on the key business concepts that can help managers and CEOs alike to develop the expertise required to lead and manage in the international business context.

The highly commended Leadership Master Class Series and the Career Development Programme combined with over 500 hours of student-tutor direct (teaching) contact hours successfully maintain the balance between theory and practise and reflect the school’s ambitions for its graduates.

The Brunel MBA academic component comprises core modules, followed by elective modules in General Management, Healthcare or Aviation and is crowned by a Business Project.

The MBA consists of both compulsory and optional modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach.

Compulsory Modules:

Operations Management
Corporate and Competitive Strategy
Business Economics
Leading People and Managing Organisations
Corporate and Business Finance
Strategic Marketing Management
International Business
Business Project and Professional Portfolio

Optional Modules:

Managing for the Future
Airline Management, Economics and Ethics
Healthcare Policy
Information Systems in Organisations
Managing Service Operations and Change in Healthcare
Airport Operations Management

Special Features

Brunel Business School won the Times Higher Education Awards Business School of the Year 2013

AMBA Accreditation
The Brunel MBA is one of a distinguished group of MBA programmes worldwide to have achieved accreditation by the Association of MBAs (AMBA), the leading MBA accreditation body.

Two intakes per year
The intensive full time and part-time programme starts annually in early January and late September.

Leadership Masterclasses
The Brunel MBA incorporates an innovative series of Leadership Masterclasses (LMS) which aim to help you perform better as a manager.

Sessions in the series will help you improve the ways in which you present your ideas, teach you how to manage change, negotiate conflict, as well as give you deeper insight into cross cultural issues and corporate responsibility.

Masterclasses will help you to become a better negotiator, manage projects more efficiently, resolve conflict at work more effectively and present your ideas with greater credibility. Research indicates that these are employable skills that recruiting organisations look for in a senior manager.

Company Links and Visits
MBA students undertake regular visits to companies in the UK and many companies visit the students on campus as part of the MBA Guest Speaker Series: “Let’s Talk Business”. The following companies have an on-going relationship with Brunel MBA and our students have had the chance to network with representatives from:

Barclays
British Airways
Capital & Counties Properties PLC
Enterprise Rent-a-Car
Goldman Sachs
HSBC
IBM
Iraq Energy Institute
Jaguar
Johnson and Johnson
Lloyd Northover
Microsoft UK
Oxford Instruments
Radley Yeldar
Xerox

International Business Tour
MBA students have the opportunity to embark annually on a Business Tour to one of the main economic hubs in the world, where they learn about operations of multinational corporations. A recent visit included a weeklong trip to one of the leading BRIC economies: India. Students had a unique opportunity to meet with senior directors of companies such as Cadburys, McDonalds and Merrill Lynch – as well as a number of local social enterprises and SMEs.

Graduate Entrepreneur programme

Brunel University is pleased to announce that we have once again been awarded ten places on this year's Graduate Entrepreneur programme, plus an additional ten places just for Brunel MBA Graduates.
Under the scheme selected graduates can stay on in the UK and work towards setting up their own business, under a special branch of the Tier 1 Route. Brunel provides Immigration sponsorship and mentoring for those graduates selected.

Teaching

You will be taught by a team of highly qualified, experienced, research active academic staff at the forefront of their field or professionals with a wealth of commercial experience. Many of our lecturers are:

Internationally or nationally recognised for their innovative work and research;
Work as consultants for major companies worldwide;
Have practical and personal experience in business/have run their own companies.

Lectures
These provide a broad overview of key concepts and ideas. They provide a framework from which to carry out more in-depth study.

Group work and presentations
Throughout the course, you will also be expected to undertake group work and individual projects and presentations. There will also be research talks on key management issues and presentations by outside speakers from the industry.

Web-learning and Support
eLearning and knowledge management are now standard ways in which companies communicate with their employees. Students will be expected to engage with online material using the university’s web‑based learning facility, Blackboard Learn.

Assessment

Modules are typically assessed by individual assessment, or an examination.
Coursework and examinations place considerable stress on the ability to think and reason critically, but constructively.
The dissertation (12,000 words) is the capstone demonstration of these skills, requiring students to conceive, justify, design and execute a major project.

Career Coaching

As part of the MBA students receive advice on all aspects of career planning, including reassessment of their true strengths and weaknesses. This aspect of the MBA programme is invaluable to students who, having worked in managerial roles for a number of years may now wish to evaluate their experience to date and progress their careers into the future.

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This programme responds to the worldwide demand for building services engineers who have a sound knowledge of engineering principles and the ability to apply this knowledge within the building services industry. Read more

About the course

This programme responds to the worldwide demand for building services engineers who have a sound knowledge of engineering principles and the ability to apply this knowledge within the building services industry.

Professional ‘Building Services Engineers’ design all of the systems that are necessary in a building for occupants to carry out their business. These systems include: heating, lighting, air-conditioning and electrical systems. The role is increasingly involved with the provision of sustainable, energy efficient and green building within our society. Services have to be carefully designed and installed so that they are unobtrusive and aesthetically pleasing, and also work in harmony with the architecture of the building. The programme will respond to the worldwide demand for building services engineers who have a sound knowledge engineering principles and the ability to apply this knowledge to the complex situations prevailing within the building services industry.

The course is available either as a full-time, 1-year programme at Brunel or as a 3-to-5 year distance learning programme.

Aims

With the growing complexity of engineering services in modern buildings and the significance of energy conservation and emissions control, the role of the building services engineer is becoming increasingly important.

As an interdisciplinary profession that involves the specification, design, installation and management of all the engineering services associated with the built environment, comfort and function also need to be combined – which calls for engineers with a wide range of knowledge and skills.

This MSc programme is suitable for:

Recent engineering and technology graduates, moving into building services and related disciplines.
Established engineers and technologists, working in building services and faced with the challenge of new areas of responsibility.
Engineers who want to develop technical understanding and expertise across the multi-disciplines of building services engineering.
Managers and designers, who need to broaden their experience and require updating.
Lecturers in higher education, moving into or requiring updating in building services engineering.
Others with engineering and technology backgrounds, perhaps working in advisory or consultancy roles, who wish to familiarise themselves with building services engineering. However, choice of course will be dependent upon the type and extent of knowledge and skills required.

Course Content

Modes of Study

1 Year Full-Time: The taught element of the course (September to April) includes seven modules; delivery will be by a combination of lectures, tutorials and group/seminar work. A further four months (May to September) is spent undertaking the dissertation.

3-5 Years Distance Learning: The distance learning programme is designed to enable you to conduct most of your studies at home, in your own time and at your own pace.

There is no requirement to attend lectures at Brunel University and there is no set timetable of lectures, instead you follow a structured programme of self-study at home or at work. This gives you the freedom to arrange a work programme to study yourself and you should usually allow about twelve hours each week for study.

There are set submission dates for assignments but we have tried to design the programme so that they are well-spaced, giving you the maximum flexibility in your study plans.

You can take between three and five years to complete the course. The average is three years, with students taking four modules in the first year, four modules in the second year and the dissertation in the third year. However, depending on your other commitments you can take longer up to a maximum of five years.

You are supplied with a study pack in the form of textbooks and CD-ROMs; you have assignments to submit and exams to sit each year.

Examinations can be taken either at Brunel University or in the country you are resident in. We have an extensive network of organisations (universities, colleges and British Council offices) throughout the world who will provide invigilation services.

The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Typical Modules

The course comprises four core modules, three technical modules and a dissertation. The taught modules are:

Core Modules:

Building Heat Transfer and Air Conditioning
Electrical Services and Lighting Design
Acoustics, Fire, Lifts and Drainage
Energy Conversion Technologies
Dissertation

Technical Modules:

Building Management and Control Systems
Design of Fluid Services and Heat Transfer Equipment
Building Services Design and Management

Special Features

There are several advantages in choosing the Brunel Building Services programme:

Award-winning courses: Building Services Engineering courses have been awarded the Happold Brilliant Award for teaching excellence by the Chartered Institution of Building Services Engineers.

Relevance: It is well established within the building services industry, with sponsors of students that include major design and contracting organisations, area health authorities, local authorities and the British Council, as well as several national governments.

Applicability: Emphasis on applications enables students and employers to benefit immediately from the skills and knowledge gained.

Responsiveness: Brunel's proximity to London, where large and innovative building developments have been taking place over the last decade, enables rapid infusion of new ideas and technological innovations into the programme content.

Excellent facilities
We have extensive and well-equipped laboratories, particular areas of strength being in fluid and biofluid mechanics, IC engines, vibrations, building service engineering, and structural testing. Our computing facilities are diverse and are readily available to all students. The University is fully networked with both Sun workstations and PCs. Advanced software is available for finite and boundary element modelling of structures, finite volume modelling of flows, and for the simulation of varied control systems, flow machines, combustion engines, suspensions, built environment, and other systems of interest to the research groups.

Collaborative research
Engineering at Brunel benefits from research collaboration with numerous outside organisations including major oil companies, vehicle manufacturers, and other leading industrial firms and governmental laboratories. We have links with at least six teaching hospitals and work with universities in China, Poland, Egypt, Turkey, Denmark, Japan, Brazil, Germany, Belgium, Greece, Italy and the US.

Women in Engineering and Computing Programme

Brunel’s Women in Engineering and Computing mentoring scheme provides our female students with invaluable help and support from their industry mentors.

Accreditation

This course is approved by the Chartered Institute of Building Services Engineers (CIBSE) and the Institution of Mechanical Engineers (IMechE) as appropriate additional academic study (further learning) for those seeking to become qualified to register as Chartered Engineers (CEng). Additioanlly we are seeking reaccreditation with the Energy Institute.

Teaching

Students are supplied with a study pack in the form of text books and CD-ROMs; you have assignments to submit and exams to sit each year. Examinations can be taken either at Brunel University or in the country you are resident in.
We have an extensive network of organisations (Universities, Colleges and British Council Offices) throughout the world who will provide invigilation services. The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Assessment

Each module is assessed either by formal examination, written assignments or a combination of the two. Cut-off dates for receipt of assignments are specified at the beginning of the academic year.
Examinations are normally taken in May. MSc dissertation project normally is carried out over four months (full-time students) or one year (distance learning students) and it is accessed by submission of an MSc dissertation.

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The course at Brunel stands out from others in the market because NSIRC is the UK’s first industrially-led postgraduate education centre, which is a joint initiative between TWI and Brunel University London as the lead academic partner. Read more

About the course

The course at Brunel stands out from others in the market because NSIRC is the UK’s first industrially-led postgraduate education centre, which is a joint initiative between TWI and Brunel University London as the lead academic partner.

There are no other postgraduate opportunities that provide a dedicated, specialist training programme that combines academic excellence through Brunel University London, with extensive up-to-date industrial experience of TWI’s experts across the many and varied disciplines essential to structural integrity, as applied in the oil and gas, power generation and transportation sectors.
 
 The National Structural Integrity Research Centre (NSIRC), an education and research collaboration with Brunel University London, is contributing to the course.

Aims

This programme is specifically tailored to provide graduates or practising engineers with the necessary skills to pursue a successful engineering career, who are targeted for recruitment by companies and organisations globally. As industry-ready engineers, recent graduates of this MSc are in high demand and have been successful in gaining employment in:

Oil and gas industry
Engineering consultancies
Asset management
Research organisations

When structures fail, the results can be catastrophic. Not only in terms of potential loss of life and operational downtime, but also because of the huge costs associated with subsequent inspection and repair. Integrity engineers play a crucial role in preventing these failures. Their decisions influence structural design, determine service life extensions and improve safety for a wide range of sectors, including oil and gas, power generation and transportation.

This unique postgraduate programme provides the necessary training needed to detect the existence, formation and growth of damage and defects, and to assess the influence of loads and stresses arising from manufacture and applied in service. While being able to detect defects is vital, it is knowing what to do with these defects that is at the core of this programme. You can expect to be taught by industrial experts involved in developing codes, standards and working practices.

Being industry-led, this programme provides an opportunity to work on real engineering projects, equipping graduates with applied knowledge of material and structural failure, finite element analysis, non-destructive testing and project management. 

Course Content

The MSc in Structural Integrity is based around eight modules and an industry-led dissertation project. Please be aware modules may be subject to change.

Modules:

Fracture Mechanics and Fatigue Analysis
Materials - Metallurgy and Materials
NDT Inspection Methodology
Codes of Practice with Principles and Application
Stress Analysis and Plant Inspection
Numerical Modelling of Solids and Structures
Reliability Engineering
Structural Health Monitoring
Dissertation

Work Placements

All dissertation projects will be linked to an industrial research scheme thus providing opportunities for placements to various extents appropriate to the project requirement.

Teaching

The course runs from September to September, with the key activities in the period up to the end of April being taught lecture modules and seminars from leading experts in the UK. From May until the end of the programme, students work full-time on their industrially supported dissertation project.

The programme employs a wide range of teaching methods designed to create a demanding and varied learning environment including a structured lecture programme, self-study online videos, case studies, “hands on” computing and testing laboratory sessions and guest speakers.

Assessment

Each module is assessed through a range of assessment types (including group work), to ensure students have a comprehensive understanding and can readily apply the taught material to real engineering problems.

Special Features

The MSc in Structural Integrity of Brunel University London has significant industrial involvement with contribution from the NSIRC. The MSc course will combine academic excellence with the extensive up-to-date industrial experience of TWI's experts across the many and varied disciplines that are essential to structural integrity.

Student diversity
Our students come from a variety of personal and professional backgrounds. Many have specific careers in mind, or are already practising integrity engineers working in the oil and gas or power generation sectors. This mix of experience creates an extremely valuable learning environment and excellent opportunities for networking.

Location
Located in a purpose-built facility adjacent to the headquarters of TWI, this specialist off-campus programme is solely delivered at the Granta Park science campus just outside Cambridge. The setting allows students to work alongside leading academics and industrial experts who are at the forefront of structural integrity research.

Getting to Granta Park is convenient and straightforward, with several shuttle buses travelling directly from the city centre every day. Students can enjoy life in Cambridge and benefit from the many sporting, cultural and social events this compact cosmopolitan city provides. Cambridge is also conveniently close to London, just a 45-minute journey by train, and enjoys easy access to the major London airports and road links to the rest of the country. 

Excellent facilities
The bespoke teaching, research and experimental facilities are outstanding; with state-of-the-art equipment available to support a variety of research topics specified by our industrial partners and includes:

- Industry standard commercial software including Simulia ABAQUS, MATLAB and industry standard software developed by TWI, including CrackWISE (fracture and fatigue assessment procedures (BS 7910) for engineering critical assessment and IntegriWISE (Fitness-For-Service (FFS)) assessment software for evaluating the integrity of ageing pipework, pipelines, storage tanks, boilers, pressure vessels and high temperature equipment.

- Access to joint facilities across Brunel University London and TWI, which allows component and full scale testing, which includes mechanical and fatigue testing under different environmental conditions, NDT inspection, together with access to 4D tomography and microscopy facilities.

- Access to onsite, dedicated high performance computing facility, which permits large scale computational research projects to be performed.

- Combined access to Brunel and TWI library resources, which includes the latest publications, staff journal papers and the latest design codes and standards developed by TWI.

Accommodation
With a vast student mix in Cambridge, there is accommodation available minutes from TWI.

Women in Brunel Engineering and Computing Programme

Brunel’s Women in Brunel Engineering and Computing mentoring scheme provides our female students with invaluable help and support from their industry mentors.

Accreditation

Accreditation by external professional bodies is further testament to our teaching standards and course content. Graduates are able to use this degree to satisfy part of the further learning requirements for Chartered Engineer (CEng) status with the Institution of Mechanical Engineers and the Institute of Materials, Minerals and Mining.

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We are pleased to offer our PG Cert which has some of the same features as the MA, via distance learning, starting in September 2017. Read more

About the course

We are pleased to offer our PG Cert which has some of the same features as the MA, via distance learning, starting in September 2017. 

Intelligence and security policy issues are now one of the fastest growing areas of academic and public concern, especially since '9/11' and the wars in Iraq and Afghanistan. Today more than ever before national governments, international agencies and most major international corporations have an identified need for staff with a strong grasp of intelligence and security issues who can also demonstrate first-rate skills of research and assessment.

Taught by the internationally respected scholars of the Brunel Centre for Intelligence and Security Studies, backed up where required by practitioner expertise, the PG Cert in Intelligence Analysis (by Distance Learning) offers a unique opportunity for practical, policy-oriented graduate study of intelligence issues applicable across the private and public sectors around the world.

Aims

To provide you with a systematic understanding of the role of intelligence policy and intelligence operations in national strategy and decision-making.

To provide you with a systematic and critical understanding of the role national intelligence institutions and their products have in the context of contemporary international history and politics.

To provide you with a systematic and critical understanding to the effectiveness of different methods of intelligence analysis to domains and applications of intelligence and introduce students to the core concepts of the cognitive process involved in intelligence analysis and associated cognitive errors and biases.

To provide general training in policy-oriented research and analytical skills.

Course Content

The PGcert consists of two compulsory modules. Modules can vary from year to year, but these offer a good idea of what we teach.

Intelligence Analysis Foundations, Methods and Applications:
This module examines the core concepts of the cognitive process involved in intelligence analysis and associated cognitive errors and biases, and promotes critical understanding to the effectiveness of different methods of intelligence analysis to domains and applications of intelligence. You will gain hands on experience in applying structured analytic techniques, quantitative methods, and traditional analysis methods. The module also draws lessons from other disciplines and examines the analytical implications of organisational aspects in intelligence. Throughout the module, you will undertake the Validation of Intelligence Scenarios and Analysis (VISA).
VISA is a scenario based intelligence analysis exercise covering open source intelligence collection plan, source evaluation and analytical techniques evaluation on contemporary case where denial and deception is potentially involved.

Contemporary Threats and Analytical Methodology:
This module hosts the Brunel Analytical Simulation Exercise (BASE).
BASE provides you with an opportunity to undertake a simulated intelligence analysis on a real-world subject. It is designed to emulate the interdepartmental assessment methods of the British Joint Intelligence Committee, and gives you a chance to apply hands-on analytical principles and methods learned abstractly in the other Intelligence Analysis taught courses.

Teaching

Thematic Video Lectures (TVLs) 
The thematic video lectures and reading materials will provide grounding in the theoretical, methodological and practical issues upon which good research in intelligence and security studies is conducted. It will focus on providing conceptual mapping to the subject. The Lecturer video interaction with students will be supported by well-structured lecture slides. This is to be followed by problem based learning where students engage in practical exercises, case studies, and simulations.

Multidisciplinary Teaching
The programme design enables students to examine intelligence analysis in multidisciplinary approach. Security Studies, Military History, Organisational Theories, Law, Cognitive Psychology and Probability together contribute to thorough and comprehensive approach to studying Intelligence.

Residential Week
Students join Brunel campus for one week, dedicated to supporting the teaching and assessment. During the Residential Week, you will benefit from live seminars and discussions with experts in the field.

Effective Interaction
Lecturers provide timely feedback on students’ regular short assignments, where they demonstrate understanding of key concepts and develop regular interaction with teaching team.
Peer-to-Peer review is an integral part of the online design, where students comment in their colleagues short assignments and engage in discussions. 
Lecturers have regular real-time online office hours, where they can engage with students in live discussions.
The Residential activities further supports the cohort atmosphere where students engage in joint academic and social events.

Online Resources
To further utilise the online platform, students learning will be supported by the use of specialised analysis software tools in intelligence and they will engage with multimedia material where possible. Moreover, students will have access – via the integrated online platform – to supportive teaching materials and workshops provided by Brunel Graduate School and the several units of Brunel Educational Excellence Centre.
Students will have access to Online Journals, E-Books, Digital Copies, and other online materials (such as government declassified documents).

Assessment

Intelligence Analysis Foundations, Methods and Applications

The module is assessed via three types of assignments. The first leg of assessment is a portfolio of short assignments to be submitted online and aims at engaging with the key readings on regular basis, getting regular feedback for lecturers, and interaction among students.
The second leg of assessment is to be conducted while you are on campus. The residential week consists of Workshops – involving presentations and exercises – that will be used as opportunities to ‘test-fly’ your arguments that you wish to make in your final essay in a setting of open discussion and challenge from your peers as well as academic staff.
Finally, you submit your final essays where you reflect on your learning throughout the module.

Contemporary Threats and Analytical Methodology - Brunel Analytical Simulation Exercise (BASE)
Brunel Analytical Simulation Exercise will involve you working in groups in a simulated joint, all-source intelligence assessment modelled on the actual joint assessment processes in the US and UK governments. You are assessed on a mixture of individual and group work.

Special Features

Brunel Centre for Intelligence and Security Studies (BCISS)
The Brunel Centre for Intelligence and Security Studies is Britain's first academic centre dedicated to intelligence scholarship and policy-analysis.
The Centre is an inter-disciplinary endeavour, and includes participation from some of the leading Brunel University London academics in the fields of cryptography, computer networking, imagery, economics and even law. Many of these experts already assist our teaching. As well, the centre benefits from the assistance, from time to time, of various officials of Her Majesty’s Government. The Intelligence Analysis PGCert, therefore, benefits from practitioner input and insight as well as instruction by leading international academics.

Flexible and Interactive Features:
Online office hours with lecturers
Timely feedback on students’ regular short assignments
Individual and team assignments
Use of multimedia materials and software resources in teaching and assessments
Pre-recorded lectures and materials are available throughout the week
Materials can be accessed via standard and Apple computer devices

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The world is recognising that buildings need to consume less energy in the future – and this course develops your building services engineering knowledge with a focus on sustainable design. Read more

About the course

The world is recognising that buildings need to consume less energy in the future – and this course develops your building services engineering knowledge with a focus on sustainable design.

You will learn about renewable energy technologies, efficient ventilation, air conditioning and energy conversion technologies in the programme, and can choose from a broad range of dissertation topics.

The course is available on either a one-year, full-time or three-to-five-year, distance-learning basis.

Aims

The era of zero emission building is within grasping distance of the mass construction industry – creating a huge demand for specialists with the skills to design and project manage effectively.

The aim of this programme is to respond to the worldwide demand for building services engineers and managers who have a sound knowledge of engineering principles and the ability to apply this knowledge to the complex situations prevailing within the building services industry.

Course Content

Modes of Study

1-Year Full-Time
The taught element of the course (September to April) includes seven modules; delivery will be by a combination of lectures, tutorials and group/seminar work. A further four months (May to September) is spent undertaking the dissertation.

3-to-5-Years Distance-Learning
The distance learning programme is designed to enable you to conduct most of your studies at home, in your own time and at your own pace.

There is no requirement to attend lectures at Brunel University and there is no set timetable of lectures, instead you follow a structured programme of self-study at home or at work. This gives you the freedom to arrange a work programme to suit yourself and you should usually allow about twelve hours each week for study.

There are set submission dates for assignments but we have tried to design the programme so that they are well-spaced, giving you the maximum flexibility in your study plans.

You can take between three and five years to complete the course. The average is three years, with students taking four modules in the first year, four modules in the second year and the dissertation in the third year. However, depending on your other commitments you can take longer up to a maximum of five years.

You are supplied with a study pack in the form of textbooks and CD-ROMs; you have assignments to submit and exams to sit each year.
Examinations can be taken either at Brunel University or in the country you are resident in. We have an extensive network of organisations (universities, colleges and British Council offices) throughout the world who will provide invigilation services.

The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Typical Modules

Building Heat Transfer and Air Conditioning
Electrical Services and Lighting Design
Acoustics, Fire, Lifts and Drainage
Energy Conversion Technologies
Building Services Design and Management
Renewable Energy Technologies
Energy Efficient Ventilation for Buildings
Dissertation

Special Features

There are numerous advantages in choosing the Brunel Building Services programme:

Award-winning courses: Building Services Engineering courses have been awarded the Happold Brilliant Award for teaching excellence by the Chartered Institution of Building Services Engineers.

Relevance: It is well established within the building services industry, with sponsors of students that include major design and contracting organisations, area health authorities, local authorities and the British Council, as well as several national governments.

Applicability: Emphasis on applications enables students and employers to benefit immediately from the skills and knowledge gained.

Responsiveness: Brunel's proximity to London, where large and innovative building developments have been taking place over the last decade, enables rapid infusion of new ideas and technological innovations into the programme content.

Excellent facilities
We have extensive and well-equipped laboratories, particular areas of strength being in fluid and biofluid mechanics, IC engines, vibrations, building service engineering, and structural testing. Our computing facilities are diverse and are readily available to all students. The University is fully networked with both Sun workstations and PCs. Advanced software is available for finite and boundary element modelling of structures, finite volume modelling of flows, and for the simulation of varied control systems, flow machines, combustion engines, suspensions, built environment, and other systems of interest to the research groups.

Collaborative research
Engineering at Brunel benefits from research collaboration with numerous outside organisations including major oil companies, vehicle manufacturers, and other leading industrial firms and governmental laboratories. We have links with at least six teaching hospitals and work with universities in China, Poland, Egypt, Turkey, Denmark, Japan, Brazil, Germany, Belgium, Greece, Italy and the US.

Women in Engineering and Computing Programme

Brunel’s Women in Engineering and Computing mentoring scheme provides our female students with invaluable help and support from their industry mentors.

Accreditation

This course is approved by the Chartered Institute of Building Services Engineers (CIBSE) and the Institution of Mechanical Engineers (IMechE) as appropriate additional academic study (further learning) for those seeking to become qualified to register as Chartered Engineers (CEng). Additionally we are seeking reaccreditation with the Energy Institute.

Teaching

Students are supplied with a study pack in the form of textbooks and CD-ROMs; you have assignments to submit and exams to sit each year. Examinations can be taken either at Brunel University or in the country you are resident in.
We have an extensive network of organisations (Universities, Colleges and British Council Offices) throughout the world who will provide invigilation services. The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Assessment

Each module is assessed either by formal examination, written assignments or a combination of the two. Cut-off dates for receipt of assignments are specified at the beginning of each stage. Examinations are normally taken in May/June.
Successful completion of the taught modules allows the student to proceed to the dissertation stage. To qualify for the award of the MSc degree, the student must submit a satisfactory dissertation.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Intelligence and security policy issues are now one of the fastest growing areas of academic and public concern, especially since '9/11' and the wars in Iraq and Afghanistan. Read more

About the course

Intelligence and security policy issues are now one of the fastest growing areas of academic and public concern, especially since '9/11' and the wars in Iraq and Afghanistan. Today more than ever before national governments, international agencies and most major international corporations have an identified need for staff with a strong grasp of intelligence and security issues who can also demonstrate first-rate skills of research and assessment.

Taught by the internationally respected scholars of the Brunel Centre for Intelligence and Security Studies, backed up where required by practitioner expertise, the MA in Intelligence and Security Studies (MA ISS) now available by Distance Learning) offers a unique opportunity for practical, policy-oriented graduate study of intelligence issues applicable across the private and public sectors around the world.

Aims

This course will be of value to individuals seeking to go into security-oriented careers in both the private sectors, as well as to individuals engaged in the security professions who seek further qualifications and professional enhancement.

A distinctive feature of the course lies in its combining the rigorous study of intelligence and security policy studies with practical opportunities to develop intelligence skills through case studies and simulation exercises dealing with intelligence analysis.

Course Content

The MA consists of both compulsory and optional modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach.

Year 1

Compulsory modules:

Intelligence Concepts: Issues and Institutions
Intelligence History: Failure and Success
Intelligence and Security Studies Project

Year 2

Compulsory modules:

Contemporary Threats and Analytical Methodology
Intelligence and Security Studies Project

Optional modules:

Intelligence Analysis Foundations, Methods and Applications
Counterintelligence and Security

Typical Dissertations

Dissertation (60 credits)
All students produce a supervised research dissertation/project of 15,000 - 20,000 words. Students may pick their own topics subject to approval. Students generally undertake topics which might assist them in their intended field of employment, or as suggested by their home agencies or governments.

Teaching

Students will undertake a practical dissertation project over one year where they will have support from the first stage on research methods and guidance on their research proposal through the final stage.

Each of the four taught modules will be taught over two terms to enable students to absorb and reflect on their learning. The three compulsory modules will provide students with the core knowledge, while choosing one out of two options will enable students to specialise in their area of interest.

Effective Interaction

In additions, the design addresses the need for effective interaction with and among students via live online office hours with lecturers, who will also provide timely feedback on students’ regular short assignments, where they demonstrate understanding of key concepts.

Online Resources

To further utilise the online platform, students learning will be supported by the use of specialised analysis software tools in intelligence and they will engage with multimedia material where possible. Moreover, students will have access – via the integrated online platform – to supportive teaching materials and workshops provided by Brunel Graduate School and the several units of Brunel Educational Excellence Centre.

Students will have access to Online Journals, E-Books, Digital Copies, and other online materials (such as government declassified documents).

Assessment

All modules are taught on the basis of lectures, seminars and directed reading. Additionally, the second term Case Studies course is a student-led seminar programme in which participants present detailed case studies and are peer reviewed on their presentation skills.

The second term Analytical Simulation Exercise will involve students working in groups in a simulated joint, all-source intelligence assessment modelled on the actual joint assessment processes in the US and UK governments. Students are assessed on a mixture of individual and group work.

Special Features

BCISS
The Brunel Centre for Intelligence and Security Studies is Britain's first academic centre dedicated to intelligence scholarship and policy-analysis. It includes one of Britain's most innovative scholars in the field, Dr Philip H J Davies, as well Dr Kristian Gustafson (director of the MA programme), an expert on covert action and military intelligence doctrine. The newest member of staff is Mohamed Gaballa. An alumni of the MA, he is a specialist in Structured Analytic Techniques, with a focus on Analysis of Competing Hypothesis. The former senior military imagery analyst, Geoff Oxlee, OBE, joined BCISS as an Honorary Fellow and completes the core team. Together, these scholars not only produce important original research, published worldwide, but actively contribute to the success of government and business in the UK.

The Centre, though, is an inter-disciplinary endeavour, and includes participation from some of the leading Brunel University London academics in the fields of cryptography, computer networking, imagery, economics and even law. Many of these experts already assist our teaching. As well, the centre benefits from the assistance, from time to time, of various officials of Her Majesty’s Government. MA ISS, therefore, benefits from practitioner input and insight as well as instruction by leading international academics.

Thematic Video Lectures (TVLs):
The thematic video lectures and reading materials will provide grounding in the theoretical, methodological and practical issues upon which good research in intelligence and security studies is conducted. It will focus on providing conceptual mapping to the subject. The Lecturer video interaction with students will be supported by well-structured lecture slides. This is to be followed by problem based learning where students engage in practical exercises, case studies, and simulations.

Residential Block Week (RBWs):
Students join Brunel campus for one week in each year, dedicated to supporting the teaching and assessment. Each module assessment has one element – at least – to be conducted while students are on campus. The week consists of Workshops – involving Presentations and Exercises – that will be used as opportunities to test ‘test-fly’ students’ arguments that they wish to make in their final essay in a setting of open discussion and challenge by their peers as well as academic staff.

RBW (1) covers the two modules of the first year and introducing students to the research methods and support available at Brunel for their practical dissertation. RBW (2) hosts the Syndicate Meetings of Brunel Analytical Simulation Exercise (BASE), where students’ teams engage in discussions and produce their joint assessments.

Attendance of the two RBWs is compulsory. Each student will be hosted in on campus accommodation.

Brunel Analytical Simulation Exercise (BASE):
BASE, the jewel in the MA ISS crown, provides a hands-on, practical experience in the skills and techniques of simulations in intelligence collection and analysis. It provides students with a conceptual understanding of the strengths and pitfalls of collective intelligence analysis, assessment, and decision-making; and gives students first hand insight into the management problems of generating an agreed, collective or joint assessment.

Flexible and Interactive Features
-Online office hours with lecturers,
-Timely feedback on students’ regular short assignments.
-Individual and team assignments.
-Use of multimedia materials and software resources in teaching and assessments.
-Pre-recorded lectures and materials are available throughout the week.
-Materials can be accessed via standard and Apple computer devices.

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Do you want to report the news from the most interesting and important parts of the world? Are you committed to a career in journalism but need the professional skills?. Read more

About the course

Do you want to report the news from the most interesting and important parts of the world? Are you committed to a career in journalism but need the professional skills?

From the moment you start our International Journalism MA course you will learn to deliver high quality video, audio, online and print journalism.

The International Journalism MA is designed to provide our students with digital multiplatform journalism skills and advanced understanding of the context of journalism in the fast changing world of news media. This is a challenging, employment orientated course in a major London university focussed on international reporting.

We believe the sooner you get practical experience of a real journalism workplace the sooner you will be ready to join the industry. All our students find placements in the news industry while they are with us. The course features a synthesis of practical and theoretical skills contextualising different forms of journalistic practice within a framework of technological, political and cultural change.

As a research university we are able to offer small course groups so we provide a bespoke service where we know and advise each student individually in their skills and journalism career. We choose students from all over the world.

This course is suitable for:

A recent or mature graduate from a wide range of degree disciplines wanting a career in journalism or to develop a research interest in international news media.

A mature student without a first degree, but with some relevant professional experience. We consider each individual on their merits.

Aims

You will acquire the skills and knowledge to immediately enter the journalism industry in an international context, and will be equipped to undertake further postgraduate level research.

You will gain comprehensive and sophisticated understanding of the advanced academic study of international journalism, and the techniques and principles applied in practice.

You will be provided with the relevant expertise and learning environment to support your critical and practical engagement with issues at the heart of analysing and practising international journalism.

[email protected] employment rates are excellent, with graduates working for news organisations like BBC World Service, Norway’s DTK TV News, Italy’s Il Mattino and London’s China Weekly.

Course Content

This strongly vocational programme is distinctive in allowing students to develop their own journalistic practice at the same time as learning about the impact of technological change, cultural developments and political issues on different forms of global journalism.

Particular attention will be paid to the global versus the local, which will be examined through practical assignments as well as media ownership, the legal context, issues pertaining to journalistic ethics, and the role of journalism in the international political process.

The programme builds on the success of the School of Arts' postgraduate provision by providing a broad-based programme, within a credit framework, offering you the opportunity for specialisation. It consists of a common core of study in journalism, with an offer of specialist study in print/online or broadcast journalism, which will facilitate student entry into different aspects of the industry.

This is particularly relevant in the context of a converging media industry requiring multi-skilling and the ability to adapt to new media environments.

The programme will be delivered by a combination of academics based at Brunel (who also have considerable journalistic experience) and visiting journalists and legal experts working in key positions within the media industries.

You will greatly benefit from the College's excellent links with the journalism, broadcasting and publishing industries, and will be offered the opportunity for work placement.

The MA consists of compulsory modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach:

Journalistic Practice 2
International Institutions
Journalism Issues
Global News Analysis
News and Feature Writing
Major International Journalism Project

Contact Hours

Full time option only:
Term One: 11 Contact hours + 3 hours optional lecture + tutorials and guest speakers
Term Two: 10 Contact hours + tutorials and guest speakers

The course provides for an optional data journalism course in term one.

Assessment

Assessments will take the form of practical projects and tasks, essays, exams, case studies, presentations, reflexive reports and dissertations.

Assessing students’ knowledge and understanding of theoretical debates, hermeneutic skills and understanding of the historical and institutional context of different international journalism practices will be undertaken via written essays.

The assessments covering these cognitive skills are practical exercises, written work and productions which test the acquisition of practical skills and strategies; essays which test theoretical and historical knowledge; and the final journalism project (and accompanying written analysis) which requires a summation of the critical, creative and practical skills learned during the programme.

The Major Project will test students’ theoretical knowledge and practical skills (with supporting reflexive practice) to A-Level commensurate with a Master's qualification. Dissertations are usually agreed in advance with the supervising tutor.

Special Features

The International Journalism MA has the following signature characteristics:

- Multi-skilling in journalism technology
- An emphasis on writing for global journalism
- Specialist activity for informed career choice
- Journalism practice contextualised within a framework of technological, legal, political and broader cultural change
- Work placement, with experience of real-world journalism, supported by strong Brunel/industry links
- International news agenda where students from all over the globe share their journalism and cultural experiences.

8 Reasons to study International Journalism MA

You will be a multi-platform journalist
From the moment you start our course you will learn to deliver high quality video, audio, online and print journalism in our fantastic, 24-hour, state-of-the-art digital newsroom and studios. You will develop the mind-set to find lots of ways to report and present a story or feature to deadline using the very latest techniques. We push you hard and help you develop your personal, professional and intellectual skills. Our course is transformative.

You will be highly employable
Editors come to us when recruiting journalists. Brunel Journalists are now working as staff in top newsrooms across the globe, including the BBC, Norway’s NDK, The Guardian, The Independent, news agencies, glossy consumer magazines, business-to-business journals, websites, local and regional press and broadcasting. Several are now award winning journalists.

You will receive individual attention
As a research university our course groups are small and we can provide individual tutoring. All full-time lecturers are available at least four hours per week for personal consultation on academic issues. A structure of senior tutor and year tutors provides students with an easily accessible system for addressing queries about the programme. Each student has access to top journalists for career guidance.

We have top weekly guest speakers
[email protected] features an impressive record of top level guest speakers from the news industry. This year we have speakers from Cosmopolitan, the Guardian, the Independent, BBC, Sky, Daily Express, C4 News and more.

Great work placements
Brunel journalists land all the best placements, gain enviable referees and see their bylines in leading publications. We have one of the best university Professional Development Centres in the UK who coach our students not only in CV and application writing but also help them develop the necessary skills to exceed at job interviews. We have great contacts with local media including Trinity Mirror newspapers which provides for very easy work experience.

You are taught by top industry names
Our staff team and visiting lecturers comprise some of the biggest names in the business, such as leading investigative journalist Paul Lashmar (World in Action, The Observer, The Independent), Jacquie Hughes (Granada, BBC) and many more. You get the very best expertise preparing you for your career.

London-based campus environment
Brunel’s campus is a lively and attractive environment that buzzes with creativity and diversity, and is within easy reach of Central London. There is always something going on and a wide variety of amenities ranging from the bars and cafés to the computing clusters and the Library.
[email protected] visits to some of London’s major news organisations. Recent visits have included Sky News, Bloomberg and The Guardian.

There’s great student media on site
Whether you fancy going on air, online or in print, you can do it here at Brunel. There’s student radio, a student newspaper and a host of online opportunities at your fingertips to enhance your CV and boost your employability. You will also have the opportunity to compete in national student media awards.

But it’s not all hard work…
There are industry trips, days out, screenings, quizzes, networking events to build your contacts, confidence and just to have fun.

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This course is aimed at professional engineers aspiring to increased management responsibility in the building services sector or who have reached a stage in their careers when they are carrying increasing management responsibility. Read more

About the course

This course is aimed at professional engineers aspiring to increased management responsibility in the building services sector or who have reached a stage in their careers when they are carrying increasing management responsibility.

It caters to the worldwide demand for building services engineering managers who have a sound knowledge of engineering and management principles – and the ability to apply this knowledge to complex situations.

Management modules cover engineering finance and accounting, people management, business organisation and facilities and contract management.

Aims

Building Service Engineers help buildings to deliver on their potential by working with architects and construction engineers to produce buildings that offer the functionality and comfort we expect, with the minimum impact on our environment. They design the lighting appropriate for the space, the heating, cooling, ventilation and all systems that ensure comfort, health and safety in all types of buildings, residential commercial and industrial.

Building services engineering is an interdisciplinary profession. It involves the specification, design, installation and management of all the engineering services associated with the built environment.

With the growing complexity of engineering services in modern buildings and the significance of energy conservation and pollution control, the role of the building services engineer is becoming increasingly important.

As an interdisciplinary profession that involves the specification, design, installation and management of all the engineering services associated with the built environment, comfort and function also need to be combined – which calls for engineers with a wide range of knowledge and skills.

This MSc programme is for:

Recent engineering and technology graduates, moving into building services and related disciplines.
Established engineers and technologists, working in building services and faced with the challenge of new areas of responsibility.
Engineers who want to develop technical understanding and expertise across the multi-disciplines of building services engineering.
Managers and designers, who need to broaden their experience and require updating.
Lecturers in higher education, moving into or requiring updating in building services engineering.
Others with engineering and technology backgrounds, perhaps working in advisory or consultancy roles, who wish to familiarise themselves with building services engineering. However, choice of course will be dependent upon the type and extent of knowledge and skills required.

Course Content

Modes of Study
3-5 Years Distance Learning

The distance learning programme is designed to enable you to conduct most of your studies at home, in your own time and at your own pace.

There is no requirement to attend lectures at Brunel University and there is no set timetable of lectures, instead you follow a structured programme of self-study at home or at work. This gives you the freedom to arrange a work programme to suit yourself and you should usually allow about twelve hours each week for study.

There are set submission dates for assignments but we have tried to design the programme so that they are well-spaced, giving you the maximum flexibility in your study plans.

You can take between three and five years to complete the course. The average is three years, with students taking four modules in the first year, four modules in the second year and the dissertation in the third year. However, depending on your other commitments you can take longer up to a maximum of five years.

You are supplied with a study pack in the form of textbooks and CD-ROMs; you have assignments to submit and exams to sit each year.

Examinations can be taken either at Brunel University or in the country you are resident in. We have an extensive network of organisations (universities, colleges and British Council offices) throughout the world who will provide invigilation services.

The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Compulsory Modules

Building Heat Transfer and Air Conditioning
Electrical Services and Lighting Design
Acoustics, Fire, Lifts and Drainage
Engineering Finance and Accounting
Management of People in Engineering Activities
Organisation of Engineering Business
Management of Facilities and Engineering Contracts
Dissertation

Students should choose one of the two themes below:

Theme A - Traditional

Energy Conversion Technologies
This element provides a broad introduction to the principles of energy conversion and thermodynamic machines and demonstrates their application to energy conversion and management in buildings. Emphasis is placed on refrigeration plant, energy conversion plant and energy management.
Refrigeration covers the basic principles and components of vapour compression systems, heat pumps and absorption systems.
Energy Conversion considers power cycles, combined heat and power, combustion processes, boiler plant, thermal energy storage and environmental impacts of plant operation.

Theme B - Renewable

Renewable Energy Technologies
This element includes: energy sources, economics and environmental impact, energy storage technologies, the role of renewables, solar thermal, solar electricity, wind power generation, hydro, tidal and wave power, biofuels, building integrated renewables.

Special Features

There are several advantages in choosing Brunel's Building Services programme:

Award-winning courses: Building Services Engineering courses at Brunel have been awarded the Happold Brilliant Award for teaching excellence by the Chartered Institution of Building Services Engineers.

Relevance: it is well established within the building services industry, with sponsors of students that include major design and contracting organisations, area health authorities, local authorities and the British Council, as well as several national governments.

Applicability: emphasis on applications enables students and employers to benefit immediately from the skills and knowledge gained.

Responsiveness: Brunel's proximity to London, where large and innovative building developments have been taking place over the last decade, enables rapid infusion of new ideas and technological innovations into the programme content.

Excellent facilities

We have extensive and well-equipped laboratories, particular areas of strength being in fluid and biofluid mechanics, IC engines, vibrations, building service engineering, and structural testing. Our computing facilities are diverse and are readily available to all students. The University is fully networked with both Sun workstations and PCs. Advanced software is available for finite and boundary element modelling of structures, finite volume modelling of flows, and for the simulation of varied control systems, flow machines, combustion engines, suspensions, built environment, and other systems of interest to the research groups.

Accreditation

The course is approved by the Chartered Institute of Building Services Engineers (CIBSE) and the Institution of Mechanical Engineers (IMechE) as appropriate additional academic study (further learning) for those seeking to become qualified to register as Chartered Engineers (CEng).

Teaching

Students are supplied with a study pack in the form of text books and CD-ROMs; you have assignments to submit and exams to sit each year. Examinations can be taken either at Brunel University or in the country you are resident in.
We have an extensive network of organisations (Universities, Colleges and British Council Offices) throughout the world who will provide invigilation services. The cost of invigilation away from Brunel is your responsibility. Examinations are held in May each year.

Assessment

Each module is assessed either by formal examination, written assignments or a combination of the two. Cut-off dates for receipt of assignments are specified at the beginning of each stage. Examinations are normally taken in May.
Successful completion of the taught modules allows the student to proceed to the dissertation stage. To qualify for the award of the MSc degree, the student must submit a satisfactory dissertation.

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The Advanced Manufacturing Systems MSc course is designed to address the challenges of modern manufacturing and enterprise systems. Read more

About the course

The Advanced Manufacturing Systems MSc course is designed to address the challenges of modern manufacturing and enterprise systems. It covers a breadth of subjects that enable candidates to appreciate and deal with complexities of modern industrial environments.

The location for this course:
Brunel’s main campus in Uxbridge, West London, where the course is offered as a 1-year full-time, or 3-to-5 years distance learning programme.

The programme has been designed after extensive consultation with industry and is suitable for:
Recent engineering and technology graduates who have decided to move into manufacturing and related disciplines.
Established manufacturing engineers working in industry and faced with the challenge of new areas of responsibility.
Managers and designers working in manufacturing organisations who need to invest in their personal career development.
Professionals from engineering, technology or appropriate business backgrounds working in advisory, consultancy or research roles, who need to familiarise themselves with advanced manufacturing systems.

Aims

Demonstrate how the technological and human resources of manufacturing are organised to make products in the most competitive way.
Provide a thorough knowledge of the potential and limitations of new manufacturing technologies.
Illustrate the essential role of the human resource and its effective integration into the manufacturing system.
Give the sound theoretical underpinning necessary to exploit the potential of modern manufacturing systems.
Fit management and strategic theories into the realities of modern manufacturing by demonstrating a positive applications approach.
Encourage work on real industrial problems, giving confidence in the ideas underlying manufacturing and the practicalities of implementing these ideas.

Course Content

Modes of Study

1 Year Full-Time:
The taught element of the course (September to April) includes eight modules
delivery will be by a combination of lectures, tutorials and group/seminar work
a further four months (May to September) is spent undertaking the dissertation.

3-5 Years Distance Learning:
The distance learning programme is designed to enable you to conduct most of your studies at home, in your own time and at your own pace.

There is no requirement to attend lectures at Brunel University - instead, you follow a structured programme of self-study at home or at work. Students are supplied with a study pack in the form of text books and CD-ROMs which are supported by e-learning web based lecture materials.

You can take between three and five years to complete the course, it is entirely up to you how long you take but usually the minimum is three years, with students taking four modules in the first year, four modules in the second year and the dissertation in the third year. However, depending on your other commitments you can take longer up to a maximum of five years.

Compulsory modules

Systems Modelling and Simulation
Manufacturing Systems, Design and Economics
Sustainable Design and Manufacture
Advanced Manufacturing Measurement
Robotics and Manufacturing Automation
Computer Aided Engineering 1
Dissertation

Optional modules (choose two modules)

Design of Mechatronics Systems (full-time students only)
Project Management
Quality Management and Reliability
Logistics and Global Supply Chain Management (distance learning only)
Managing People and Organisations (distance learning only)

Special Features

From Brunel University
The top graduate (highest grade in the same year) from the course will be considered for a full or partial scholarship to cover tuition fees (normally three years) for the candidate to pursue research in the same area for PhD.

Applicants who have had exceptional achievements such as wining national or International Scientific Olympiads or nationally or internationally recognised inventions can also apply for Full or Partial scholarships to cover their tuition fees whilst reading AMS.

http://www.brunel.ac.uk/study/postgraduate-fees-and-funding/funding

The course is underpinned by the current research still being carried out by the staff in the former academic unit Advanced Manufacturing and Enterprise Engineering which promotes manufacturing as a discipline.  Thus the academics teaching on the Advanced Manufacturing Systems MSc which were part of this unit have strong research portfolios in manufacturing. This research has been judged world leading.  In the 2014 Research Excellence Framework, academics teaching on the course were involved with Brunel’s General engineering submission, one of one of the largest in the UK. The area’s percentage of world leading research doubled, with a significant increase in our research judged as internationally excellent as well. The impact of over 75% of this research was judged to be world leading or internationally excellent. This placed the discipline in the top 20% in the UK terms of research power.

Women in Engineering and Computing Programme

Brunel’s Women in Engineering and Computing mentoring scheme provides our female students with invaluable help and support from their industry mentors.

Accreditation

The course is accredited by the Institution of Mechanical Engineering (IMechE) and the Institution of Engineering and Technology (IET). This will provide a route to Chartered Engineer status in the UK, if you have a qualifying first degree. Please check with the relevant professional body.

Assessment

Assessment is by a combination of assignments and examinations.
Examinations can be taken either at Brunel University London or in the country you are resident in. We have an extensive network of organisations (universities, colleges and British Council Offices) throughout the world that will provide invigilation services.
The cost of invigilation away from Brunel is your responsibility. The exams are held in May and September each year.

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This MA prepares students from design and other creative disciplines to apply their knowledge and skills in the branding domain. Read more

About the course

This MA prepares students from design and other creative disciplines to apply their knowledge and skills in the branding domain.

The course develops your high-level skills and creative thinking, helping you learn how to clearly communicate strategies for successful brand building, futures forecasting and change management.

During the course you will also gain valuable industry insight from design and branding professionals who are part of Brunel’s extensive network of industry contacts. You will complete an individual design project, supported by personal supervision, and complete a final year dissertation on your specialist subject of choice.

Aims

All organisations use design, but few master its use strategically. This course provides the skills and knowledge to students wishing to enter this exciting and rewarding field of endeavour.

We were one of the first Masters programmes, globally, that sought to explain the relationship between branding and design and the importance of applying a strategic approach using design thinking, design methods and process. Today we remain a unique course internationally and attract students from all over the world, from different creative and design backgrounds, both with one purpose - to become masters of design strategy.

By the time you graduate you will be equipped to:

effectively apply design to create and deliver innovative brand propositions
creatively communicate brand values and deliver brand experiencein engaging and meaningful ways through a combination of tangible and intangle design
demonstrate expertise in your chosen specialism in exciting fields, such as branding for the collaborative economy
critically evaluate the roles and potential benefits of design in brand strategies
show personal initiative in addressing challenging issues that are relevant to the design industry.

Course Content

The balanced combination of critical examination and rigorous academic research and creativity is a unique characteristic of Brunel's MA programme. You will do a three-phase programme:

Phase One Modules: Taught Element (September - December)

Strategic Design Management
Branding Strategy Studies
Innovation Strategy and Management
Design Research

Phase Two Modules: Taught/Tutored (January - April)

Design and Branding Futures: Seminar & Workshop Programme
Design and Branding Research Project 1
Design and Branding Research Project 2

Phase Three Module: Student-led (May - August)

Design Dissertation

Special Features

Brazilian week - We host an annual visit from top Brazilian designers, with joint activities organised with Brunel students. It’s an extremely exciting and rewarding experience for both our students and visitors.

Eminent speakers - Every year, our ‘Design Futures’ event offers students the chance to use their research to find design-based solutions to issues facing the world. Design Futures also features eminent guest speakers from all aspects of the design profession, who offer their views on the future of design and its role in meeting global challenges.

Industry and professional focus: London is arguably the most important design and creative capital in the world. Brunel Masters plays a key part in this vibrant landscape. Consequently students leave with a realistic and cutting edge set of skills and knowledge. A world renowned consultancy has praised Brunel design graduates for their ability to ‘hit the ground running’ – meaning they start work understanding modern branding and are able to immediately contribute to strategic thinking within a company.

International flavour: Our MA Design courses draw a truly international mix of students, creating a diverse pool of creative talent at Brunel that attracts employers.

Employability

The MA Design courses at Brunel have established links with industry. Every year the MA Team run a Design Futures module, which gives students a chance to explore future trends and scenarios, and to use research in order to find design-based solutions to issues facing the world.

As part of this initiative they invite eminent guest speakers from all aspects of the design profession to come to Brunel and give the students their views of the future, and the role that design will play in meeting global challenges. Speakers in recent years have included Sir Terence Conran, Sir George Cox, Lord Michael Bichard and Wally Olins, to name a few.

The MA Design staff also work closely with several branding and innovation consultancies, for instance, Design Bridge, NewEdge and Jane Wentworth Associates. The course also has a good relationship with trade association organisations such as Design Business Association (DBA). Working closely with these organisations has resulted in student projects, internships/work placements and also graduate employment positions.

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This unique international, multi-disciplinary course will develop design managers and leaders as catalysts for strategic innovation and change. Read more

About the course

This unique international, multi-disciplinary course will develop design managers and leaders as catalysts for strategic innovation and change.

The programme comprises compulsory modules of theoretical and analytical topics in areas such as innovation, creativity, team-working and leadership. Special features include analytical design exercises, multimedia educational material, research methods, case studies, design audits and international placements.

The aim of the course is to create closer links between design and industry and to widen the horizons of design management students, enabling you to make informed reference to the world beyond design – to users, the market, new technology, economics, politics, law and the global environment.

Aims

All organisations use design, but few master its use strategically. This course provides the skills and knowledge to students wishing to enter this exciting and rewarding field of endeavour.

This innovative course was one of the first Master’s programmes - globally - that sought to explain the relationship between innovation and design and the importance of applying a strategic approach using design thinking, design methods and process.

Today we remain a unique course internationally and attract students from all over the world, from different creative and design backgrounds, both with one purpose…to become masters of design strategy.

By the time you graduate you will be equipped to:

apply thinking, design methods and process to identify opportunities for innovation and drive changes in commercial, public and/or no-for-profit organisations
explore how strategic design could be used to deliver a whole spectrum of innovation ranging from an innovative business model right through to new products/services
show expertise in your chosen specialism in exciting fields, such as social innovation
critically evaluate the relationship of design, creativity, innovation and enabling technologies
demonstrate personal initiative in addressing challenging issues relevant to industry and other organisations and /or the design profession.

Course Content

The balanced combination of critical examination and rigorous academic research and creativity is a unique characteristic of our Design Strategy and Innovation MA programme at Brunel. You will do a three-phase programme:

Phase One modules: Taught Element (September - December)

Strategic Design Management
Branding Strategy Studies
Innovation Strategy and Management
Design Research

Phase Two Modules: Taught/Tutored (January - April)

Design Innovation Futures: Seminar & Workshop Programme
Design Innovation Research Project 1
Design Innovation Research Project 2

Phase Three Module: Student-led (May - August)

Dissertation

Special Features

'Rich Design' - This is a term we use to describe the many extracurricular activities on offer for Design and Branding students at Brunel.

Brazilian week - We host an annual visit from top Brazilian designers, with joint activities organised with Brunel students. It’s an extremely exciting and rewarding experience for both our students and visitors.

Design consultancies - Many design staff at Brunel are practicing design consultants in their own right, and also work closely with several design consultancies, including Design Bridge. an international brand design agency. This has resulted not only in this company participating in Design Futures, but offering student projects, internships and also graduate employment positions.

Eminent speakers - Every year, our ‘Design Futures’ event offers students the chance to use their research to find design-based solutions to issues facing the world. Design Futures also features eminent guest speakers from all aspects of the design profession, who offer their views on the future of design and its role in meeting global challenges.

Industry and professional focus: London is arguably the most important design and creative capital in the world. Brunel Masters plays a key part in this vibrant landscape. Consequently students leave with a realistic and cutting edge set of skills and knowledge. A world renowned consultancy has praised Brunel design graduates for their ability to ‘hit the ground running’ – meaning they start work understanding modern branding and are able to immediately contribute to strategic thinking within a company.

International flavour: Our MA Design courses draw a truly international mix of students, creating a diverse pool of creative talent at Brunel that attracts employers.

Work Placements

Our students have completed placements and design audits with following major companies and corporations: Grange, Wolff DIms, British Airways, Xerox Europe, HSBC Bank, Black and Decker, IDEG and Hasbro UK.

This might explain why many of our alumni now work for some of the world’s leading consultancies including Saffron, New Edge, Design Bridge, Imagination and Seymour Powell, as well as ‘blue-chip’ companies such as Lenovo, Samsung, British Airways, The Virgin Group, Dyson and HSBC amongst others. Some like Brunel so much they elect to stay on with us for a few more years and study design research for their PhD.

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This Military History MA offers an in-depth study of warfare on land, sea and air across a range of periods and continents, from the Classical Age to the present. Read more

About the course

This Military History MA offers an in-depth study of warfare on land, sea and air across a range of periods and continents, from the Classical Age to the present.

The core modules on the course examine:

- the Royal Navy in the twentieth century.
- warfare in ancient and medieval times.
- the impact of the French and Industrial Revolutions on warfare in the age of 'total war'

Optional modules give students the opportunity to study the Second World War, warfare in modern Africa and, additionally, the programme draws on Brunel’s expertise in intelligence studies. Students have the chance to take an optional module in this area with Brunel's Centre for Intelligence and Security Studies (BCISS).

Students will also complete a 15,000 dissertation on any military history topic, drawing on the wide expertise of staff in the department.

Aims

The MA in Military History will provide students with a systematic understanding and critical awareness of debates and interpretations of military history.

Students will gain a comprehensive and practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in specific subject areas.

Students will be encouraged to extend and develop their analytical, evaluative and critical capacities, and increase their ability to reflect on their own learning and intellectual development.

The MA in Military History will give students transferable skills in writing, discussion, analysis, and independent judgement.

Students will also work independently, thus demonstrating initiative and the ability to organise their time and work through their research project (a dissertation) of 15,000 words.

Course Content

The MA consists of both compulsory and optional modules, a typical selection can be found below. Modules can vary from year to year, but these offer a good idea of what we teach.

Compulsory modules:

Dissertation
War in History, 1789 to present
The Royal Navy in the Twentieth Century
European Warfare in the Age of Muscle.

Optional modules:

Intelligence History: Failure and Success
The Second World War
War and the Military in Modern African History
International Security

Special Features

Taught by internationally recognised academics in the field of Military History, Naval History, War Studies, Intelligence History and Security/Intelligence Studies.

Situated in London, the MA Military History has established links to world-renowned archives and libraries based in and close to London including the Caird Library (National Maritime Museum), The National Archives and the Imperial War Museum, among others.

Students on the MA Military History can automatically receive membership to the Royal Institute for International Affairs.

Students have access to the Specialist Angus Boulton Military History library held at Brunel University.

The MA in Military History regularly invites guest speakers to lecture on specialist subjects. Previous speakers have included, Professor Ilan Pappe (University of Exeter), Emeritus Professor Avi Shlaim (Oxford University), Sir Tony Brenton (Cambridge University), and Professor Brian Holden-Reid (KCL).

Research at Brunel

The Isambard Centre for Historical Research
The Isambard Centre for Historical Research brings together scholars at Brunel whose work examines the tensions inherent in the transnational connections that have shaped the modern world. The Centre takes its title from the University’s namesake, Isambard Kingdom Brunel. During the nineteenth century, the dockyards, steamships and railways that he built, revolutionised transportation and communication, helping to create the infrastructure that underpinned increasing global trade. People, products, ideas and cultural artefacts were all transmitted along these routes, producing transnational exchanges that stretched across traditional political, cultural and geographic divides. But such processes helped to make borders as well as transcend them. They stimulated anxieties that led to new efforts to control, define and regulate ownership, identity and exchange. Attending to these dual impulses is crucial if we are to understand the social, cultural and political landscapes of the modern world.

Brunel Centre for Intelligence and Security Studies
Brunel's Centre for Intelligence and Security Studies (BCISS) is a University Inter-Disciplinary Research Centre, taking in members from the School of Engineering and Design, School of Law, and from the Department of Economics and Finance from the School of Social Sciences, as well as core members from the Department of Politics and History. BCISS is the first academic Centre established in the UK to deal specifically with intelligence issues, policy and institutions. Established in November 2003 the Centre aims to promote and develop social science and policy-oriented approaches to intelligence.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning.
It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Primary programme prepares you to work with pupils aged 5-11. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Primary course is structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based.

The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

2. Education Studies II
This module aims to develop understanding of the learning, teaching and assessment of the National Curriculum for Key Stage 1 & 2, in the Core (English, Mathematics and Science) and Foundation subjects (Computing, Physical Education, History, Geography, Religious Education, Art and Music).
The primary focus will be on developing approaches to maximise the impact you can make on pupil progress (TS2). This module focuses on special educational needs and disabilities (SEND) and ways to meet the differentiated needs of a range of pupils in relation to theoretical perspectives and real-life classroom applications and strategies are addressed.

3. Education Studies III (Curriculum Enhancement)
The following range of Curriculum Enhancements are usually offered: Bilingualism, Culture & Identities (BCI), Mathematics, Mathematical Thinking, Physical Education, Talk, Science, Computing
This unique module aims to develop curriculum expertise in the chosen area, whereby student teachers can:
research and develop innovative skills and projects within the context of their curriculum enhancement study and school setting;
apply the skills and principles of highly effective planning, teaching and assessment principles of National Curriculum focus areas, using a broad range of learning, teaching and assessment resources and approaches;
explore and develop skills in ‘specialised’ cross-curricula approaches.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools and Pupil Referral Units (PRUs). This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

The application will cost £51.86 (this amount may be subject to change) and the University will send further instructions as part of the admissions process. For further guidance please email .

Teaching

We adopt an enquiry-based learning approach in our PGCE Primary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Primary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of Qualified Teacher Status (QTS). In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities (Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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