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Designed for those who want to advance their understanding of youth issues, youth offending and social and criminal justice responses to young people, this programme focuses on developing critical analytical skills and enhancing the ability to assess policy and practice against international standards and benchmarks. Read more

Designed for those who want to advance their understanding of youth issues, youth offending and social and criminal justice responses to young people, this programme focuses on developing critical analytical skills and enhancing the ability to assess policy and practice against international standards and benchmarks.

Targeted at practitioners, policy-makers and those interested in further academic study, it provides the opportunity to apply academic knowledge and critical analytical skills to practice and enhance understanding of young people's lives, the criminal justice system and the discourse of children's rights.

Given increased policy attention in the area of youth justice and strategies impacting on children and young people more generally, the programme reflects the concern to understand the needs and rights of children and young people and ground responses in evidence, best practice and international standards.

COURSE STRUCTURE

Course Details

20 CATS modules generally involve 20 contact hours per semester, 10 CATS modules generally involve 10 contact hours per semester. Contact hours often include a blend of face-to-face lectures/ workshops and online sessions. Students can choose some optional modules that are all face-to-face, all online or a blend of both.

Core modules:

  • Childhood and Youth Research and Practice – 10 CATS
  • Foundations in Children's Rights – 20 CATS
  • Introduction to Research Methods - 20 CATS
  • Perspectives in Childhood and Youth – 10 CATS
  • Youth and Social Justice – 20 CATS
  • Youth Justice: Theory, Law and Practice – 20 CATS
  • Dissertation – 60 CATS (20,000 words max.)

Optional modules include:

  • Child Rights Based Research Methods – 20 CATS
  • Economic Impact of Childhood Interventions – 10 CATS
  • Improving Outcomes Using Evidence Based Practice – 10 CATS
  • International Contexts of Childhood Adversity – 10 CATS
  • Qualitative Data Analysis – 10 CATS
  • Qualitative Research in Childhood and Youth – 10 CATS
  • Quantitative Data Analysis – 10/20 CATS

YOUTH JUSTICE HIGHLIGHTS

WORLD CLASS FACILITIES

  • The programme is an excellent stepping stone for Doctoral research.

STUDENT EXPERIENCE

  • This programme involves a blended learning approach offering a mixture of online and face-to-face course delivery.
  • Skills development The programme has been designed to encourage students to consider the interface between social justice, criminal justice and children’s rights. Students have the opportunity to apply academic knowledge and critical analytical skills to practice and enhance understanding of young people’s lives, the criminal justice system and the discourse of children’s rights.


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This two-year studentship at Bristol Veterinary School provides a link between feline clinical and research work, with an opportunity for involvement in multiple projects and completion of an MSc by research on a project entitled ‘The impact of feline degenerative joint disease on mobility and quality of life in cats’ using data from the Bristol Cats study. Read more

This two-year studentship at Bristol Veterinary School provides a link between feline clinical and research work, with an opportunity for involvement in multiple projects and completion of an MSc by research on a project entitled ‘The impact of feline degenerative joint disease on mobility and quality of life in cats’ using data from the Bristol Cats study. The MSc will be undertaken on a part-time basis over 2 years with the remainder of time being devoted to a range of feline-related work such as production of the e-newsletter Feline Update, delivery of CPD and advice to veterinarians, involvement in teaching, journal club, clinical rounds, diagnostic laboratory work and involvement in other research projects ongoing during the fellowship. The studentship provides an insight into an academic/research career and is particularly suitable for a veterinary graduate with some clinical experience who is interested in feline medicine and research. Other current areas of research interest are infectious diseases, feline immunology, genetic disorders, shelter medicine and epidemiology. 94666 189

The MSc by Research project:

Feline degenerative joint disease (DJD) is a common, but challenging condition in cats, with prevalence estimates ranging from 61% to as high as 99% of cats. Whilst DJD can lead to reduced mobility and pain, with significant potential impacts the cat’s quality of life (QoL), little is known about risk factors for this condition. Diagnosis of DJD primarily depends upon owners detecting behavioural changes in activity in their pet. Differences in activity between cats with DJD and normal cats have been detected using accelerometry. Early detection of DJD would allow a multimodal approach to delaying/halting progression of the disease, thereby improving the cat’s QoL. The aims of this project are to: 1) evaluate risk factors associated with the occurrence of feline DJD, 2) identify differences in the activity profiles of cats with signs of DJD, compared with disease free cats and determine whether accelerometry is more sensitive than owner report at detecting DJD and 3) investigate changes in the QoL with this condition. The project will use data from the Bristol Cats study, veterinary orthopaedic examinations, owner reported signs of altered activity, accelerometry and QoL questionnaires to realise these research aims.

How to apply:

Please make an online application for this project at http://www.bris.ac.uk/pg-howtoapply. Please select ‘Faculty of Health Sciences’ and then ‘Veterinary Science (MSc by Research)’ on the Programme Choice page and enter details of the studentship when prompted in the Funding and Research Details sections of the form. Interviews will take place on 2.3.18



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This MA programme is especially designed for those with an interdisciplinary background who wish to more fully comprehend core issues and approaches within International Relations post 9/11. Read more
This MA programme is especially designed for those with an interdisciplinary background who wish to more fully comprehend core issues and approaches within International Relations post 9/11.

At the dawn of a third millennium, the pace of integration among the world’s regions and populations is breathtaking. Powerful forces – the emergence of transnational economies, the lightning speed of global communications, and the movement of peoples, cultures and ideas into new settings – are reshaping notions of citizenship, society and community.

At the same time, however, older religious hatreds, sectarian violence and new fundamentalisms are recasting existing states and disintegrating individual, national and international notions of security. Such dynamics demand that we rethink why we are and where we are today, but also reconsider historical interpretations of past change within and among the world’s regions. To understand the global condition requires a thorough and sensitive understanding of diverse interests, ethnicities and cultures. The purpose of this new postgraduate award in International Relations (IR) is to foster within students a global perspective and encourage a multicultural awareness of contemporary problems.

Why study with us?

IR is a vital and dynamic field of intellectual inquiry that offers an interdisciplinary exploration of human interaction. It is not so much a single discipline; rather it is a study of a particular type of behaviour whose comprehension requires the insight and methods of a number of disciplines. Although your MA is set within a strong political and sociological framework, the course is enhanced through the support of Law, History, and American Studies.

IR provides an opportunity to engage with and adapt to changing international, national and regional realities post 9/11. The security implications of the events of 9/11, and the impact of global developments on everyday lives, are present in the public mind as never before. The Palestinian question, western intervention and civil war in Iraq, nuclear proliferation, international crime and terrorism are just some of the recurrent themes that have taken on a new urgency and demand our attention.

IR develops critical awareness, conceptual understanding, sound research methods, and originality in the application of knowledge. Your MA will provide you with an appropriate set of intellectual skills to enable more informed and effective participation in an ‘ever-changing’ global context. Current social, political and economic globalisation demonstrates the inexorable importance of the ‘international’ and the increased relevance of this knowledge dimension at both academic and practice levels.

Course content

International Relations is a vital and dynamic field of intellectual inquiry that offers an interdisciplinary exploration of human interaction. Students undertaking the course will come from a variety of disciplinary backgrounds and it is not assumed that all students will have similar abilities or skills. It is not our aim to encourage further specialisation along the line of a student’s first degree but rather to complement existing knowledge and build upon transferable capabilities. Overall this is a unique opportunity for graduates both with and without International Relations training to study at a very high level for a postgraduate degree with global relevance.

Our aim is to foster a set of intellectual skills to enable more informed and effective participation in an ‘ever-shrinking’ global society. This goal is to provide a rigorous and intellectually challenging foundation in approaches to the study and practice of international relations while developing an understanding and sensitivity to key issues in diverse areas of the modern world. The MA offers an exciting opportunity for graduates to develop their understanding of international affairs both theoretically and through their own or others’ experience.

Course modules (16/17)

-International Relations Theory: Great Debates, New Directions
-Major Organisations in the International Order
-Methodology and Research Design in International Relations
-The Peoples’ Republic of China: Foreign Policy Dilemmas
-European Integration
-America after 9/11
-The Politics of Latin American Development
-The International Politics of the Post-Soviet Space
-The Politics of Sub-Saharan Africa
-Politics of International Communications
-Dissertation
-The International Relations of the Pacific Rim
-The Political Economy of East African Development
-Comparative Transnational Criminology
-European and International Human Rights
-National Security, Terrorism and The Rule of Law
-Political Economies of International Development
-The Politics of Aid

Methods of Learning

The Master’s award in International Relations is designed to provide a rounded education and broadly based qualification for UK graduates and equivalently qualified foreign students, particularly those who lack an international dimension through their previous study. It is awarded after completion of a mixture of taught courses and a programme of research. The MA lasts at least one year (if taken full time, two years part time), and is to be taken by persons with honours degrees (or equivalent achievement). Also on offer (and commensurate with this standard of education) are advanced short courses leading to Postgraduate Certificates and Postgraduate Diplomas in IR.

In common with all universities, certain elements of the course are compulsory and other elements chosen. To be awarded the MA in International Relations each student must achieve 180 credits at Master’s level (here called CATS (Credit Accumulation and Transfer Scheme)). This includes 40 CATS of compulsory modules in International Theory, 20 CATS of compulsory methodology and research training, and a 60 CATS compulsory dissertation of between 15,000 and 20,000 words. Compulsory modules define the intellectual basis of IR as a multi-disciplinary and interdisciplinary subject while providing a firm foundation in theoretical issues and debates. They also develop the cognitive skills for specialist study and the practical skills for research. You gain the remaining 60 CATS through a wide choice of designated modules. All modules build upon the research and teaching expertise of individual tutors, and cover a wide range of themes in diverse areas of the globe – not just North America and Western Europe but the Middle East, Latin America, China and the Pacific Rim among others. A key aim is to develop a sensitivity and awareness of varied geo-political settings while comprehending the impact of change upon states, societies and individuals. Students are taught to discuss international problems to a high standard while applying the ways of analysis adopted by IR scholars to a range of issues.

We hope all candidates might be encouraged and enthused to achieve the MA. Yet we also recognise that some students may prefer to study in ‘stages’ – funds or time permitting. This is why we provide a named Postgraduate Certificate and a named Postgraduate Diploma. A Postgraduate Diploma in International Relations is available if students successfully complete 120 CATS points but do not complete the 60 CATS dissertation. Alternatively, there is the opportunity to achieve a Postgraduate Certificate in International Relations by successfully gaining 60 CATS points including 40 CATS of IR theory but excluding 20 CATS of methodology/research and of course the 60 CATS dissertation module.

All of this gives you, the student, the added flexibility of opting in or out of awards as personal or financial circumstance change. It gives the added incentive of an identifiable and quantifiable award at each stage of study while consistently encouraging and widening your participation in postgraduate enterprise. This strategy also enables an individual to complete their study within a timescale suitable to their own specific needs. Multiple points of entry (February and September) over a one or two year cycle further facilitate this.

Schedule

At Master’s level study, we aim to encourage student-led debates and exchange of ideas. Modules will typically alternate fortnightly between classes on campus and online learning activities. Each module incorporates a variety of teaching methods in class, including workshops, student presentations and discussions of primary and secondary materials (such as film, images, documentary sources and online resources). Online learning activities include online seminars, discussion boards, podcasts and blogs.

Full-time students get six hours of timetabled contact per week, part-time students have three hours. This does not include individual tutorials or dissertation supervision.

Independent study and assessment time equate to approximately 18 hours per week full time or nine hours part time.

Assessments

Your MA in International Relations is assessed through a variety of types of coursework and the dissertation. Assessment items include essays, literature reviews, presentations and research reports. There are no examinations. All coursework reflects the high level of intellectual demands associated with a taught MA and has the aim of developing a range of oral and written skills. You need to be prepared to commit yourself to substantial reading and thought for successful completion of an MA. This time includes preparation for assignments, seminars and the dissertation element.

Although teaching strategies vary according to individual modules, considerable emphasis is placed upon student-based learning in order to foster effective critical participation and discussion as overall course objectives. This means lectures and tutor-led teaching provide overviews of major theories and themes but the seminar or workshop is where learning is consolidated, exemplified and used in more student-centred contexts.

Modules typically make use of current case study material, video teaching media as well as practical exercises and the more traditional lecture and seminar activities. Tutorials are very important in facilitating and directing the learning of cognitive skills on a personal basis – by working within the context of your individual needs, appropriate goals can be set, for example, in relation to essay preparation and feedback.

At each stage you are encouraged to plan and organise your own learning. This allows greater time to be spent on critical evaluation – so reinforcing and extending your learning experience. Mixed methods of teaching and learning are utilised in seminars to achieve aims and outcomes, including tutor input, structural discussions, small group work, presentations, guided reading of designated course material, and wider reading appropriate to Master’s level. Student-led presentations and small group work develop your transferable skills and enhance your capacity for critical reflection. The academic essay has a central function in every module in allowing you to engage with and reflect upon the key skills required to demonstrate knowledge and understanding in IR. Coursework for all modules, but particularly in methods modules, allows students to acquire skills that they will then use in the dissertation.

Facilities and Special Features

-Strong staff expertise.
-Enthusiastic teaching team providing a supportive atmosphere for research.
-The core modules consider classic texts and the very latest thinking on international theory.
-Focus on the study of distinct global regions not just Europe, North America or the West.
-All students are assigned a personal tutor and will be encouraged to form study groups with colleagues.
-Guest speakers are a feature of this MA.
-Students will find the course team warm and approachable.

Careers

Previous students have used our MA in a variety of ways. It can be a bridge to further study – with several former students having gone on to do a PhD. As a prestigious qualification, it can enhance career opportunities in a wide range of occupations, for example, teachers have used the course to gain curriculum knowledge and career progression. Many students take the course purely because they have enjoyed History as a degree or as a personal interest and wish to pursue the subject further.

Progression to a taught postgraduate course is a path chosen by those wishing to further their careers, those intending to pursue further research and those who seek principally to satisfy their own intellectual interests. Successful completion will lead to the award of MA. This will complement a candidate’s existing qualifications. Additionally, it is envisaged that the programme’s breadth and depth will provide you with a suitable background for careers in public and private sectors where there is a need for international expertise.

The award of MA demonstrates an intellectual flexibility and high level of analytical, written and verbal skills. Increasingly, employers are looking for graduates with skills and knowledge which are not found (or perceived by employers to be found) among many recent graduates. This MA will give you, the graduate, a distinctive product in a highly competitive and expanding graduate employment market. Employers report that a person with a background in International Relations is more likely to find a career in the rapidly changing international environment than a person with another form of postgraduate qualification.

The MA IR thus aims to provide you with a suitable foundation for careers in both private and public sectors where there is a need for international sensitivity. Students wishing to engage in later doctoral research (where we have capacity) or in careers within voluntary organisations, civil and diplomatic service, international organisations, research posts or journalism will particularly benefit from it. We now have excellent links with the Foreign and Commonwealth Office, Members of European Parliament and representatives from the United Nations, as well as a number of pressure groups.

In sum, our core purpose is to nurture not only a robust intellectual flexibility but also the high levels of analytical, written and verbal skills attractive to employers from globally focused agencies and business. Our aim is to provide you with an excellent background and competitive edge for further study or a wide variety of careers in an ever-expanding job market.

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This programme provides practical, career-orientated training in social science research methods, including research design, data collection and data analysis relating to both qualitative and quantitative modes of inquiry. Read more

This programme provides practical, career-orientated training in social science research methods, including research design, data collection and data analysis relating to both qualitative and quantitative modes of inquiry.

Students will have the opportunity to specialise in particular methodologies and to learn more about the application of these methodologies to illuminate important issues and debates in contemporary society.

Course Details

The programme is designed to provide a fundamental grounding in both quantitative and qualitative research skills, along with the opportunity to specialise in more advanced training in quantitative research, qualitative research or in practical applications of research techniques.

CORE MODULES:

Semester 1

Approaches to Social Research (20 CATS)

This module offers an introduction to the different styles of social science research as well as guidance and illustrations of how to operationalize research questions and assess them empirically. Students will be shown how to conduct systematic literature searches and how to manage empirical research projects. The module will also explore issues around the ethics of social science research as well as the connection between social science research and policy concerns. It is designed as preparation for undertaking postgraduate research and dissertation work.

Theory and Debates in Social Research (20 CATS)

This module aims to deepen students' understanding of key debates in social theory and research, providing advanced level teaching for those building upon basic knowledge and undertaking postgraduate research. It is designed to demonstrate and explore how social theory is utilised, critiqued and developed through the pursuit of social science research.

The Sources and Construction of Qualitative Data (10 CATS)

The purpose of this module is to illuminate the theoretical underpinnings of qualitative research. The module will discuss the impact of various theories on the nature and conduct of qualitative research particularly around questions of epistemology and ontology. The role of different types of interviewing in qualitative research will be utilised in order to explore the relationship between theory and methods.

The Sources and Construction of Quantitative Data (10 CATS)

The aim of the module is to provide a comprehensive overview of the theory and practice of measurement and constructing quantitative data in the social sciences. Through lectures and practical exercises, this module will provide students with relevant knowledge of secondary data sources and large datasets, their respective uses and usefulness, and their relevance for the study of contemporary social issues

Semester 2

Qualitative Data Analysis (10 CATS)

The module will provide students with an overview of different approaches to qualitative data analysis. It will include introductory training to this skill that includes such techniques as thematic analysis and discourse analysis, as well as computer assisted qualitative data analysis. It will provide the knowledge necessary for the informed use of the qualitative data analysis software package NVivo. The module gives students a base level introduction to the analytical and technical skills in qualitative data analysis appropriate to the production of a Master's dissertation and/or use of CAQDAS software for social science research purposes.

Quantitative Data Analysis: Foundational (10 CATS)

This module provides an introduction to the basics of quantitative data analysis. The module will begin with a brief review of basic univariate and bivariate statistical procedures as well as cover data manipulation techniques. The module is taught through a series of seminars and practical workshops. These two strands are interwoven within each teaching session. Please note that students may be granted an exemption from this module if they have already successfully completed a module that has the equivalent learning outcomes.

Quantitative Data Analysis: Intermediate (10 CATS)

This module advances students' confidence and knowledge in the use of SPSS. The module focuses on multivariate regression models, including the appropriate use and awareness of statistical assumptions underlying regression and the testing and refinement of such models.

Dissertation (60 CATS)

A dissertation of no more than 15,000 words on a topic relevant to social science research methods training. The thesis will involve either carrying out and reporting on a small social science research project which includes a full and considered description and discussion of the research methods employed or the discussion of a research issue or technique to a level appropriate for publication.

OPTIONAL MODULES (all 10 CATS)

We offer a range of advanced modules in quantitative and qualitative research methods, for example, logistic regression, internet-based research and visual research methods. We also provide specialist modules which reflect the teaching team’s diverse research interests, from the social logic of emotional life to conflict and change in divided societies. Optional modules generally run during the Spring semester and are offered subject to sufficient student demand and staff availability. Students will be able to choose a maximum of three to four option modules (depending on whether they need to complete Quantitative Data Analysis: Foundational). Please note that it is unlikely that all the following modules will be available for 2017/8. Please check with the Programme Director for queries about specific modules.

  • Advanced Qualitative Research Methods
  • Social Science Research Online
  • Visual Research Methods
  • Longitudinal Analysis
  • Advanced Quantitative Research Methods
  • Conflict and Change in Northern Ireland: New Sociological Research
  • Researching Emotions and Social Life
  • University Research and Civil Society Organisations


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This is a professionally-oriented higher degree for those who intend to follow a career in English Language Teaching (ELT) and teachers who wish to extend and develop their knowledge of teaching English language learners. Read more

This is a professionally-oriented higher degree for those who intend to follow a career in English Language Teaching (ELT) and teachers who wish to extend and develop their knowledge of teaching English language learners.

The programme enables participants to gain the necessary knowledge and skills to devise and teach effective English language courses, in addition to equipping students with the essential research and analytical skills to keep up with the rapid developments in the field.

One of the key features of the MSc TESOL is the emphasis on learning through interaction; much of the course is organised around class-based data.

Why Choose TESOL at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

◦We provide high quality teaching delivered through face-to-face communication;

◦Supportive academic tutors and staff;

◦Graduates have found the programme very beneficial in gaining employment;

◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificate) are available and individual course modules can also be taken as short courses.

Programme Structure

The MSc in TESOL is awarded to students who have successfully completed 180 CATS points (including 60 CATS points from a Master's dissertation).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Modules (all 20 CATS points)

Core Modules include (all 20 CATS):

An Introduction to Research Methods: Children, Young People and Education

This introductory research methods module is compulsory for all Masters students in the School of Social Sciences, Education and Social Work and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research.

Language Awareness for TESOL

This module will consider the different systems and skills of the English language (phonology, grammar, lexis, discourse, speaking, listening, reading and writing) and equip course participants with the skills needed to analyse language for teaching purposes. The module will place emphasis on the use of pedagogic grammars and adopt a systemic/ functional approach to grammar. Particular attention will be given to the study of spoken and written discourse.

Language Learning for TESOL

This module will provide an overview of the key theories associated with language learning and language acquisition in the formal context of the classroom. It will offer module participants an opportunity to assess different approaches to the support of learning in a range of TESOL contexts.

Materials Development for TESOL

This module will examine the notion of ‘context’ in relation to the teaching of English to Speakers of Other Languages. Beginning with the classroom as context, participants will have an opportunity to develop their own interactional awareness as a means of promoting learning opportunity. The module will then consider the broader notion of ELT contexts in relation to the cultural politics of English as an international language and assess the impact that different contexts has on approaches to teaching and learning, assessment and the design and use of curricula and teaching materials.

TESOL: Principles and Practices

This module will consider the principles and practices of ELT methodology and trace developments over the past 20 years. From the advent of ‘the communicative approach’ to the current ‘post-method’ era, the course will examine a range of pedagogical issues and evaluate their impact on current classroom practice.

Optional module: (20 CATS)

One optional module may be chosen from those offered on the Educational Studies (MEd) programme including the following:

Issues in Language Assessment for TESOL*

This module explores a number of issues in assessment including the relationship between assessment and learning and the impact of assessment and testing on learning. It provides an overview of key assessment concepts of validity and reliability and considers various models of assessment practice. This module examines the notion of language proficiency for TESOL and current methods and practices in second language classroom-based assessment.

*Students cannot take Assessment Issues in Teaching and Learning in Classrooms if taking this module.

Digital Literacy and Communication

The aim of this module is to examine theories of understanding and researching digital literacy. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, digital media in education and learning, and TESOL. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people, in institutions, and in wider society.

Assessment

There are no written examinations. Modules are assessed through written assignments, including case studies, language analysis and coursebook evaluations.



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This programme offers teachers and educational professionals opportunities to learn across a range of areas within the broad field of education. Read more

This programme offers teachers and educational professionals opportunities to learn across a range of areas within the broad field of education.

Education professionals in the twenty-first century are expected to have strong knowledge and skills in core areas as well as an ability to move flexibly in and out of a variety of specialist areas. This Educational Studies programme is designed to meet these diverse needs by offering a number of core modules as well as the opportunity to select optional modules from a wide range of topics including: educational leadership, inclusion and special educational needs.

The programme offers students an opportunity to familiarise themselves with current research on learning and teaching, assessment and curriculum design. In addition, students are encouraged to consider and reflect on the practical implications of theoretical perspectives and research findings.

The MEd in Educational Studies is open to teachers in primary-, secondary- and tertiary-level institutions as well as to professionals in other fields of education.

On completion of the modules students will be able to:

  • demonstrate a broad-based knowledge and understanding of educational research, policy, practice and theory covered by the modules of their choice
  • analyse and critically apply examples of the research literature in the chosen modules (and, where appropriate, skills)
  • reflect critically on their own personal practice

Why Educational Studies at Queen's?

- As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

- Education research at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

- We provide a professional development opportunity for teachers and other related professionals who wish to extend and renew their study of education on a wide front;

- The diversity of topics is particularly appreciated if you want to learn across a range of topics, rather than focusing on one specialist subject. Modules include: assessment, behaviour, curriculum, learning, reflective practice and many more. You may also study modules from our other Master’s programmes (if you meet the entrance requirements and receive approval);

- We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;

- If you have completed other Masters-level awards, eg PGCE, within the last 10 years you are eligible to transfer credit. The credit transfer application must be submitted at the same time as the online course application;

- You may also undertake individual course modules as short courses without completing a full degree.

- If you don’t want or need to study for the research dissertation, flexible exit awards (PG Diploma, PG Certificate) are available.

Programme Structure

The MEd in Education Studies is awarded to students who successfully complete 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Master's module as a short course. If you would like to study for one of the modules in the MSc in Educational Studies as a short course, please contact the Postgraduate Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Modules

List of Indicative Programme Modules

Modules* (20 CATS points) :

  • An Introduction to Research Methods: Children, Young People and Education (compulsory)
  • Assessment Issues in Teaching and Learning in Classrooms
  • Behaviour Change and Education
  • Contemporary Perspectives on Learning and Teaching
  • Curriculum Theory and Policy
  • Digital Literacy and Communication
  • Fundamental Elements of Behaviour Change
  • Leadership for Change
  • Leadership Theory and Practice: An Overview
  • Reflective Practice and Action Research (10 CATS points)
  • Reimagining Special Needs Education: Inclusive Pedagogy
  • School Effectiveness and School Improvement
  • Special Needs Education and Issues of Equity
  • The Intellectual Foundations of Special Education
  • Understanding Adults with ASD
  • Understanding Children with ASD

* These modules are subject to change.

Assessment

There are no written examinations. Most modules are assessed by coursework. Online modules are assessed by a variety of methods, eg multiple choice exam and contributions to an online forum.



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This is a unique and innovative interdisciplinary programme taught through subject areas that include law, anthropology, english, history, philosophy, politics, psychology, sociology and the creative arts. Read more

WHAT IS THE PROGRAMME?

This is a unique and innovative interdisciplinary programme taught through subject areas that include law, anthropology, english, history, philosophy, politics, psychology, sociology and the creative arts. Module choice within the programme will permit you to build your own personalised portfolio of knowledge and learning within the area of conflict transformation and social justice. You will be taught by academics and practitioners whose expertise is both national and global and who offer research-led teaching in areas of conflict such as South/Southeast Asia, the Middle East, Southern Europe, South America and Northern Ireland.

HOW ARE WE DIFFERENT?

This MA provides the opportunity to undertake study across the Faculty of Arts, Humanities and Social Sciences and beyond. You will be able to choose modules across ten disciplines and will benefit from an enriched, interdisciplinary learning environment. You will engage with core theories, concepts, issues and debates within conflict transformation and social justice, as well as with modes and forms of conflict and the legal and human rights aspects of conflict transformation and social justice.
Students will critically examine the key conceptual, moral, legal, political and cultural issues that define conflict and its relationship to transformation and social justice. Study will be framed by a core module that will draw together the various disciplinary approaches and methods. Those methods will also be taught via bespoke training modules within the Faculty’s postgraduate taught programme.

This interdisciplinary environment may provide a gateway to PhD research.

PROGRAMME DETAILS

Students are required to complete THREE compulsory taught modules:
Global Concepts and Practices of Conflict Transformation and Social Justice (20 CATS), Conducting Research in Conflict Transformation and Social Justice (20 CATS), and Making Knowledge Work (20 CATS), as well as the triple-weighted dissertation (60 CATS).

The remaining 60 CATS points will be taken via module choice from the following Schools: English, Creative Arts, Law, Politics, International Studies and Philosophy, History and Anthropology, Psychology and Sociology, Social Policy and Social Work. Students must pass all taught modules equating to 120 CATS points before being able to complete a dissertation.

The taught modules are delivered during two 12 week semesters

A student cannot take more than 40 credits in any School. Where a student wishes to take more than 40 credits in a particular School, it is recommended that they apply for the Masters programme in that School.
Within each stream students must take modules from at least two Schools.

STRUCTURE OF THE PROGRAMME

The optional modules are structured into three streams. You will be able to specialise in one stream that will permit you to explore different disciplinary approaches to and perspectives on related and overlapping subjects.

Stream 1: Conflict Transformation
In Stream 1, you will be able to focus on conflict via reading across definitions, forms, expressions and manifestations of conflict, conflict transformation and social justice. This could include, for example exploring notions such as terrorism, territoriality, behaviouralism, performance, scale, ethnicity, gender, environmental resource competition, youth and class.

Stream 2: Asserting Social Justice, Inclusion and Rights
Stream 2 will give you the opportunity to link skills development to the understanding of conflict transformation via a human rights and/or social justice frame. The Stream relates to rights of assembly, human rights abuse, social injustice, environmental conflicts, disempowerment and social, gendered, youth-centred and other exclusions.

Stream 3: Religion, Society, Peace-building and Conflict
In Stream 3 you will work on understanding religion/faith-based coexistence and inter/intra faith approaches to peace-building that relate to the concepts of ‘peace via religion’, ‘peace without religion’ and ‘peace with religion’. The practice of religious/faith based approaches will be taught around the importance of faith in conflict transformation, religion/faith-based NGO examples and approaches.

Full details on the course can be found in our course booklet: http://www.qub.ac.uk/research-centres/isctsj/filestore/Filetoupload,470694,en.pdf

SPECIAL FEATURES

Only global MA programme on conflict transformation and social justice.
Only MA programme in the field to be interdisciplinary across all the humanities and social sciences in order to offer a fully rounded and multilevel analysis of the subject whilst offering optional modules for specialisation.

FREQUENTLY ASKED QUESTIONS

A list of FAQs are available to assist you by clicking here: http://www.qub.ac.uk/research-centres/isctsj/StudyWithUs/MastersinConflictTransformationandSocialJustice/FrequentlyAskedQuestions/

BE PART OF AN INTERDISCIPLINARY LEARNING EXPERIENCE

Learn more about the Institute here: http://www.qub.ac.uk/research-centres/isctsj/AboutUs/

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This online distance learning Global Food Security (Food Safety) postgraduate programme will be delivered by leading research active staff within the internationally recognised Institute for Global Food Security (IGFS) based at Queen’s University Belfast. Read more
This online distance learning Global Food Security (Food Safety) postgraduate programme will be delivered by leading research active staff within the internationally recognised Institute for Global Food Security (IGFS) based at Queen’s University Belfast.

The programme will comprise modules focused on food safety and health, global food standards and legislation, analytical methods for food security, food integrity and fraud. Awards will be available at Postgraduate Certificate (PgCert) and Postgraduate Diploma (PgDip) level, and to Masters level following completion of a dissertation-based module.

This programme will be suitable for anyone who wants to know more about this increasingly important area, those working within the wider Agri-food industry sector including food production, processing and retail, regulatory and governmental control agencies, and research organisations.

Awards will be available at Postgraduate Certificate (PgCert) and Postgraduate Diploma (PgDip) level, and to Masters level following completion of a dissertation-based module.

Modern online technology and dynamic advanced audio and video tools will be employed to achieve a stimulating teaching and learning experience. This programme offers learners the opportunity to study this exciting and rapidly changing area taught by world experts within the field at their own pace (60 CATS per year) and within their chosen environment.

PgCert will cover the following modules:
- Food safety and health (30 CATS)
- Advanced analytical tools for food security (30 CATS)

PgDip will include modules in:
- Global food standards and legislation (30 CATS)
- Food integrity, fraud and traceability (30 CATS)

MSc Students will complete a research programme:
- Dissertation (60 CATS)

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Molecular Pathology (MP) is a rapidly growing discipline in 21st century medicine. It integrates genomics and bioinformatics with modern pathology to underpin molecular diagnostics, theranostics as well as clinical trials delivery within the academic, health services and industry sectors in an era of precision medicine. Read more
Molecular Pathology (MP) is a rapidly growing discipline in 21st century medicine. It integrates genomics and bioinformatics with modern pathology to underpin molecular diagnostics, theranostics as well as clinical trials delivery within the academic, health services and industry sectors in an era of precision medicine.

This MSc is an exciting, innovative blended learning programme aimed to enhance the participant’s theoretical knowledge and practical skills in MP and to empower them to pursue a career in academia, healthcare or industry. The course has a strong focus on innovation and entrepreneurship; emphasising MP’s central role in molecular diagnostics, clinical trials and biotech/biopharma.

This Masters programme has been developed with a number of options in order to provide maximum flexibility of training. Candidates can take the Certificate/Diploma/MSc in Molecular Pathology of Cancer which will provide a solid foundation for those wishing to study MP at PhD level. The full-time MSc is also available as an intercalated degree for Medical and Dental students. Additionally, the three modules which are offered by Distance Learning are available as a ‘stand-alone’ Certificate in Pathology Informatics and Business Application.



Semester 1

All candidates will undertake traditional ‘face to face’ teaching for the three modules in Semester 1. This will be timetabled teaching. Some of the teaching sessions within the modules also form aspects of formal teaching for other PG programmes, providing the students with the opportunity to interact with other Masters students from different disciplines, which we feel enhances the student experience. Collectively, the modules would be sufficient for a Certificate in Molecular Pathology

(1) Cancer Biology, Immunology and Genomics (15 CATs)

(2) Molecular Pathology – Diagnostics and Technologies (25 CATs)

(3) Translational Research (20 CATs)



Semester 2

Candidates will complete three modules which will be available ‘online’ as distance learning modules. Successful completion of Semester 1 modules plus Semester 2 modules without the research dissertation would be sufficient for a Diploma in Molecular Pathology. Collectively, the modules in Semester 2 without the Semester 1 modules would be sufficient for a Certificate in Pathology Informatics and Business Application.

(1) Digital Molecular Pathology (20 CATs)

(2) Biostatistics and Bioinformatics (20 CATs)

(3) Academia/Industry Interface (20 CATs)



Research component

Students will be able to plan their research project and work on their literature review during semester 1; beginning the practical work for their research project in Semester 2. Research projects will be available across a variety of subjects. Potential project areas for the MSc will include – Molecular Neuropathology; Cancer Immunology; Liquid Biopsies; Digital Pathology; Biobanking; Molecular Diagnostics; Bioinformatics. A number of projects will be put forward from the network of CRUK Accelerator Partners for those students with CRUK Accelerator bursaries who may wish to undertake their research as a placement at one of the partner sites.

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The Warwick History Department is recognised internationally as a centre for innovative and influential research and is consistently ranked among the best history departments in the UK. Read more

Introduction

The Warwick History Department is recognised internationally as a centre for innovative and influential research and is consistently ranked among the best history departments in the UK. The MA in the History of Medicine aims to introduce students to the advanced study of the history of medicine, and to equip them with the conceptual and practical skills to carry out independent historical research in this field. The students on the MA are encouraged to engage with a range of concepts, and to place developments within medical theory and practice in a broad social and cultural framework.

The Term One core module ‘Themes and Methods in Medical History’ is designed to introduce students to some of the main historiographical approaches and debates within the history of medicine from the early modern period to the twenty-first century. The module focuses on the evolution of ideas, institutions and practices within medicine, the reception of new approaches and lay responses, the structure of medical practice and the medical professions, and the scientific, social and cultural context of medical intervention. Students are encouraged to situate illness, disease and health care in a broad context, and to frame discussions in seminars in response to a detailed and critical survey of the literature in this area.

The Term Two core module, 'Matters of Life and Death', will address three sets of topics in the history of medicine (broadly construed) selected by its students from a menu of possible options. This unusual structure gives 'Matters of Life and Death' the flexibility required to ensure that it is always focused on subjects closely related to student interests and dissertation research. Possible topics range across the expertise of teaching and research staff in the Centre for the History of Medicine, and of our Associates in the wider University context.

Students actively engage with a wide range of sources available to the historian of medicine (e.g. medical texts, practice records, diaries, case records, public health reports and health propaganda, and visual sources).

Prospective students may be nominated for Wellcome Awards, as well as Departmental, University and ESRC funding.

Course Overview

AUTUMN TERM
◾Core Module Themes and Methods in Medical History (HI907) (30 CATS)
◾Core Module (Term 1): Theory, Skills and Method (HI989) (30 CATS)
A compulsory course designed to help students acquire the methodological skills required to undertake an extended piece of historical research and writing.

SPRING TERM
◾Core Module (Term 2): Matters of Life and Death: Topics in the Medical Humanities (HI991) (30 CATS)
◾Optional Module (Term 2): to be selected from the list below. (All 30 CATS)

SUMMER TERM
◾Dissertation : (20,000 words) (60 CATS)

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Our MSc in Cyber Security aims to develop the next generation of industry leaders and address the shortage of cyber security professionals globally. Read more

Aim

Our MSc in Cyber Security aims to develop the next generation of industry leaders and address the shortage of cyber security professionals globally. The emphasis of the MSc is to provide graduates with a comprehensive understanding of the cyber security challenges facing industry and society, today and in the future, and equipping them with the skills necessary to address those challenges.

This taught programme provides a strong foundational education in the core areas of cyber security and offers practical training in key software tools and programs. Applied practical skills will be developed further in specialised projects exploring leading edge issues in cyber security research.

The MSc offers students a syllabus informed by the world-class research in the areas of data, network, media and physical security, being undertaken at Queen's University Belfast's Centre for Secure Information Technologies (CSIT).

CSIT is a GCHQ accredited Academic Centre of Excellence in Cyber Security Research and is the UK's largest university research lab in this field. CSIT is fast developing a reputation as a global innovation hub for cyber security and is influenced throughout by its strong history of commercial engagement with world leading companies including Infosys, Cisco, IBM, Thales, BAE Systems, McAfee, Roke, and Altera.

Programme Content

The MSc in Cyber Security is available in two options, lasting either 1 or 2 years:

The 1-year MSc consists of six taught modules (120 CATS points) and a 4-5 months practical project of a research nature/work placement (60 CATS points).

The 2-year MSc consists of six taught modules (120 CATS points) and a 12 months practical project of a research nature/work placement (60 CATS points).

One compulsory module and a choice of five from seven other modules as listed below:
• Applied Cryptography
• Computer Forensics
• Network Security and Monitoring
• Software Assurance
• Malware
• Media Security
• Intelligent Information Systems
• Ethical & Legal Issues in Cyber Security (Compulsory)

In any given year further specialist topics may be available for selection or listed topics may not be offered.

Assessment

Comprises written examination and coursework/lab work in six modules; and a dissertation on your research project (180 CATS points total).

Opportunities for Careers

Strong Industry Engagement
A key differentiator of our MSc programme will be the opportunity to closely engage with CSIT industry partners. The programme offers an enhanced education experience, including the facilitation of industrial internships and work placements with leading security professionals, as well as other commercially specified projects. Our Scholarships and Work Placements programme offers a significant opportunity for students to enhance career prospects by directly engaging with potential employers.

Opportunities for placements are being provided by the following companies: Austrian Institute of Technology (AIT), Facebook, IBM, McAfee, PwC, RepKnight, Roke, Thales, and United Technologies Research CEntre (UTRC).

Professional Skills Training
Students will be offered a range of personal development and transferable skills training to improve their professional skills and increase their employability. Courses will cover: project management, presentation skills, communication strategies, networking skills, public engagement and entrepreneurship. Invited seminars and special guest lectures from industrial and academic leaders offer students a chance to engage with leaders in the cyber security profession.

Careers
Our graduates have found that holding a prestigious MSc qualification from Queen's (one of the UK's top engineering schools) has significantly enhanced their job opportunities and employment prospects. With demand for cyber security experts growing at 12 times the rate of the overall job market, students can expect their career prospects to be enhanced significantly after graduation.

Our MSc in Cyber Security will prepare graduates for successful careers in secure systems development, security architecture development, network security, data analytics, and right up to board level positions such as Chief Information Security Officer (CISO). Prospects for research and academic career paths in cyber security will also be enhanced by the MSc.

Special Features

Work Placements and Scholarships Programme
A number of scholarships, internships and work placement opportunities will be open to students accepted for enrolment on the MSc in Cyber Security degree programme. These opportunities are being provided on a competitive basis by CSIT's industrial partners and others affiliated with the Work Placements and Scholarships Programme. Once accepted for this masters degree you will be eligible to apply for opportunities made available via the programme.

Funding

A number of scholarships, internships and work placement opportunities will be open to students accepted for enrolment on the MSc in Cyber Security course via our Work Placements and Scholarships Programme.

Scholarship Opportunities:
CSIT Scholarships (x2) – UK/EU
- Open to UK/EU applicants to the 1-year MSc in Cyber Security
- Only students who are graduating in 2014 with an Undergraduate course in relevant discipline areas are eligible to apply
- Scholarships cover fees and a paid summer internship at CSIT
- How to Apply: Eligible students who apply for the 1-year MSc in Cyber Security will automatically be considered for these scholarships.

GREAT Queen’s University Belfast Scholarships (x2) – India
- Open to India students
- Scholarship value: £1500
- For further information and how to apply see:
http://www.qub.ac.uk/home/StudyatQueens/InternationalStudents/InternationalScholarships/GREATQueensUniversityBelfastScholarships-India/

Full details and further announcements about our Scholarships and Work Placements programme are available at http://www.csit.qub.ac.uk/msc

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This programme was developed in consultation with the education, health and social care, and voluntary sectors, as well as individuals affected by Autism Spectrum Disorder (ASD), and is designed to facilitate the professional development of teachers and other related professionals who work, or wish to work, in this area. Read more

This programme was developed in consultation with the education, health and social care, and voluntary sectors, as well as individuals affected by Autism Spectrum Disorder (ASD), and is designed to facilitate the professional development of teachers and other related professionals who work, or wish to work, in this area.

Students explore the theories and practice underpinning ASD and can engage in associated experiential work. In line with the needs identified in the Northern Ireland Executive's Autism Strategy (2013-2020) and associated Action Plan, the course has been attuned to raising awareness, addressing issues specifically related to children and adults on the autism spectrum, and increasing knowledge and skills in relation to evidence-based interventions.

The aim is to enable the study of the theory and practice underpinning the specialist area in order to enhance understanding and ability to engage in research- and evidence-based practice. On completion of the degree, students will have:

  • developed a breadth of knowledge and understanding of the special needs of children, young people and adults diagnosed with ASD
  • shown evidence of critical reflection on their professional practice and be able to apply relevant research literature to both personal and professional experience
  • acquired a range of specialised practical skills which will enhance their ability to support pupils and students in a variety of settings
  • developed teamwork skills required to work in partnership, supporting and advising other colleagues.

Programme Structure

In order to be awarded the MSc, students must successfully complete six taught modules (120 CATS points) and a dissertation (60 CATS points).

Two exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught pathway modules or an Postgraduate Certificate by successfully completing 60 CATS pointsfrom taught pathway modules.

Core Modules (all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (online)

This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.

Fundamental Elements of Behaviour Change (online and 1-day workshop)

We will focus on pedagogical methods and practices for inclusion that emanate from the scientific discipline of behaviour analysis. This includes a range of pedagogical methods, including intensive behaviour interventions, incidental teaching, contingency management, precision teaching, dealing with challenging behaviours, and integrating systems support. We will also introduce the practice of measurement of behaviour change and displaying and interpreting behavioural data.

Understanding Adults with ASD (3-day on-campus workshop and online)

You will be assisted to develop and extend your skills in understanding the needs of adults with ASD and their families. We will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. We will consider the implications of an ASD diagnosis for the nuclear and extended family, for schools, homes and employment.

Understanding Children with ASD (3-day on-campus workshop and online)

You will be assisted to develop and extend your skills in understanding the needs of children (aged 0-18) with ASD and their families. We will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication, and sensory issues across childhood and adolescence. We will also consider the implications of an ASD diagnosis for the nuclear and extended family, for teaching and learning in school and home-based programmes as well as transitions between school and home.

Two optional modules may be chosen from the Educational Studies (MEd) programme.

Career Opportunities

Graduates have found their Master’s degree to be beneficial in the workplace when advising colleagues, influencing policy makers and supporting pupils and students. Others progress to Doctoral level studies and research.



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As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching and learning related to the accommodation of and respect for difference. Read more

As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching and learning related to the accommodation of and respect for difference.

Underpinning the movement for inclusion is a concern for social justice and wellbeing. Meeting the diverse needs of learners within today's schools, colleges and universities, is one of the most challenging and important tasks facing education today.

This thoroughly revised Master's degree is unique not only because of the disciplinary approaches it employs, but also because students study and apply an approach to wellbeing that has been developed by some of the world’s leading thinkers.

This is an approach that is internationally recognised by, for example, the UN, and whose principles are increasingly found in government policy on education and SEN, namely the Capability Approach. We are one of the very few institutions in the UK to offer this practical and ethical approach to assessing issues of SEN, equality and inclusion.

The skills you will develop include critical thinking skills and how best to be an inclusive practitioner. Importantly, this is a professionally based degree which means that you will apply what you have learned to your own professional practice whether you are a classroom assistant, SENCO or university lecturer.

Why Inclusion and Special Needs Education at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;

◦ Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);

◦We provide a professional development opportunity for: mainstream primary and secondary teachers from the newly qualified phase of professional development onwards; and, individuals whose professional or voluntary roles are strongly associated with life in regular classrooms and schools e.g. School Governors, Learning and Behaviour Mentors and Classroom Assistants;

◦We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;

◦If you don’t want or need to study for the research dissertation, flexible exit qualifications (PG Diploma, PG Certificiate) are available.

Programme Structure

The MEd in Inclusion and Special Needs Education is awarded to students who have successfully completed 120 CATS points from taught modules and 60 CATS points from a Master's dissertation.

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MEd in Inclusion and Special Needs Education as a short course, please contact the Postgraduate Secretary (tel: 028 9097 5923/5032, ) for advice.

Core Modules

Core Modules (compulsory, all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (online)

This module will provide you with an understanding of differing perspectives that underpin quantitative and qualitative methodologies and is required preparation for your research dissertation.

Reimagining Special Needs Education: Inclusive Pedagogy

We will focus on deconstructing Special Needs Education and Inclusion by exploring how some popular approaches and behavioural theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, rather than addresses it. In examining the consequences of, for example, labeling, we will consider a powerful rationale for inclusion based on theories of social justice.

Special Needs Education and Issues of Equity

We will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony of members of stigmatized groups is likely to be discounted because of prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit. The effects of such epistemic injustice is the marginalisation and exclusion of already vulnerable such as the disabled, the working class, women, and people of colour.

Social Justice in Special Needs Education and Inclusion

We will explore some of the complexities of understanding equality in education and sketch some of the flaws with popular approaches to, and conceptions of disability and SEN. While all systems across the world espouse equal entitlement to education, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA). The CA is an evaluative framework that entails two core normative claims: first, the claim that the freedom to achieve well-being is of primary moral importance, and second, that freedom to achieve well-being is to be understood in terms of people’s capabilities, that is, their real opportunities to do and be what they have reason to value.

Two optional modules may be chosen from the Educational Studies (MEd) degree.

Assessment

There are no written examinations. Modules are assessed through a written assignment of 3000 words that is informed by the student’s own professional practice and experience.



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This course is suitable for you if you have a background in education or are seeking to understand education within its broad contexts. Read more
This course is suitable for you if you have a background in education or are seeking to understand education within its broad contexts. It encourages you to link theoretical and practical understanding of issues in education, while developing generic knowledge, skills and understanding of the questions involved in conceptualising and designing educational research.

Core modules in Foundation Research Methods and Teaching, Learning and Assessment lay the foundations for developing your research skills and understanding of education contexts. You may then select two further optional modules from the CES portfolio, to suit your own interests. You’ll also complete a dissertation under the supervision of a member of academic staff.

Past students have developed their teaching careers and pursued work in various educational establishments and community ventures, both in the UK and abroad.

Course aims and benefits

This course will help you to understand better the theories, practicalities and significance of educational issues, whilst also enabling you to develop an appreciation for the role that research plays in illuminating these. We aim to help you to identify and meet your professional and personal development needs through a flexible bank of modules and informed advice in choosing your dissertation topic. You will have the opportunity to debate with your peers on a host of important education issues, such as:
-What is a successful school and how would you recognise one?
-Why is it that for most pupils school is a rich and rewarding experience, yet pupils from poor backgrounds achieve less well than their counterparts at every ability level in the English education system?
-Could – and should – the National Curriculum for education be replaced by an individual curriculum for every child?
-Should the information from international education league tables inform education systems or drive them?

Course structure

You will complete a core module in Foundation Research Methods (30 CATS) that will provide research training for the course, plus either the Teaching, Learning and Assessment (30 CATS) module, or the Education, Policy and Society (30CATS) module, depending on whether you have prior knowledge of the UK education system. You may then select two optional modules (30 CATS each) from the modules offered across the taught MA programmes within the Centre for Education Studies to suit your needs and interests. You will then complete a 20,000 word dissertation under the supervision of a member of our well-published academic staff (60 CATS).

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This innovative MA course is one of the first in the UK to focus specifically on global history, offering you the chance to investigate one of the most dynamic areas of current historical enquiry and debate. Read more

Introduction

This innovative MA course is one of the first in the UK to focus specifically on global history, offering you the chance to investigate one of the most dynamic areas of current historical enquiry and debate. At its centre is a core module exploring the way in which global history has emerged, the methods it adopts, the subject areas it addresses and the criticisms it has attracted.

Throughout, you are encouraged to explore how the global can be investigated in relation to the regional and the local, as part of wider debates on historical methods and interpretation. This provides a route into studying major regions of the globe, including Latin America, India and China. You’ll also benefit from the Department’s Global History and Culture Centre, with the option to participate in seminars, lectures and conferences arranged by the Centre.

The course offers an excellent route into PhD research in the emerging field of global history and culture. Recent postgraduates have also advanced into careers in the cultural sector, consultancy and teaching.

Course Overview

AUTUMN TERM

◾Core Module: Theory, Skills & Methods (HI989) (30 CATS)
A compulsory course designed to help students acquire the methodological skills needed to undertake an extended piece of historical research and writing.

◾Core Module: Themes in Early Modern History (HI992) (30 CATS)

Outline syllabus:

Week 1: Introduction
Week 2: Key Early Modern debates
Week 3: Religion
Week 4: Politics and state building or revolutions
Week 5: Global expansion/colonialism
Week 7: Science, tecnology & environment
Week 8: Society & culture
Week 9: The public sphere & communicative practices
Week 10: Comparative Early Modernities

SPRING TERM
◾Two Optional Modules: to be selected from options listed below (30 CATS each)

SUMMER TERM
◾Dissertation (15,000 words) (60 CATS)

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