• University of Glasgow Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • St Mary’s University, Twickenham Featured Masters Courses
  • Coventry University Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Cardiff University Featured Masters Courses
Middlesex University Featured Masters Courses
University of Reading Featured Masters Courses
Queen Mary University of London Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
Bath Spa University Featured Masters Courses
"choice"×
0 miles

Masters Degrees (Choice)

  • "choice" ×
  • clear all
Showing 1 to 15 of 3,546
Order by 
The Music MA is a flexible programme designed to cater for those with a wide range of interests and specialisms. It is conceived as a 'next step' after the undergraduate degree, either as a stepping stone to research, as a qualification for teaching in the FE sector or simply to satisfy a thirst for development. Read more
The Music MA is a flexible programme designed to cater for those with a wide range of interests and specialisms. It is conceived as a 'next step' after the undergraduate degree, either as a stepping stone to research, as a qualification for teaching in the FE sector or simply to satisfy a thirst for development. There are 12 specialist pathways that you can choose from; each includes a range of core and optional taught modules and you will complete the course with a dissertation, recital or composition portfolio.

Pathways

Music MA: British Music Studies pathway
Music MA: Choral Conducting pathway
Music MA: Critical Musicology pathway
Music MA: Early Music pathway
Music MA: Electroacoustic composition/sonic art pathway
Music MA: Global Popular Musics pathway
Music MA: Instrumental/Vocal Composition pathway
Music MA: Mixed Composition pathway
Music MA: Open Pathway with Performance
Music MA: Open Pathway without Performance
Music MA: Performance pathway
Music MA: Performance Practice pathway)

About the School of Languages, Cultures, Art History and Music

The School of Languages, Cultures, Art History and Music brings together a number of internationally renowned departments to offer an extensive portfolio of innovative and interdisciplinary programmes in an exciting and creative environment, underpinned by a vibrant research culture.

We received outstanding results across the School in the 2014 Research Excellence Framework (REF) exercise, with at least 75% of our research judged to be ‘world leading’ or ‘internationally excellent’ across all subject areas.

The Department of Art History, Curating and Visual Studies is located in the Barber Institute of Fine Arts, which houses the Barber Institute gallery and an exceptional Fine Art Library. The Department of Music is based in the Bramall Music Building, with state-of-the-art facilities including the 450-seat Elgar Concert Hall, a suite dedicated to the study and performance of early music, five electroacoustic studios and a large rehearsal room. We also have one of the best music libraries in the country, with special collections including materials on 20th-century English music, Baroque music and an extensive microfilm collection.

In addition to housing one of the UK’s largest groups of internationally renowned researchers in the national cultures of Europe, the Department of Modern Languages also hosts a Language and Media Resource Centre which specifically supports language learning through the latest interactive learning technology. We have a vibrant, international postgraduate community and offer excellent study and research opportunities in a supportive working environment.

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.
It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care. Read more
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context. Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses, midwives and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills. Read more
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

[[Learning activities and assessment
Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake Master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

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

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

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs. Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
Pursuing a career related to the fields of logistics and operations management is becoming an increasingly popular choice around the world. Read more
Pursuing a career related to the fields of logistics and operations management is becoming an increasingly popular choice around the world.

The MSc in Logistics and Operations Management aims to provide you with a thorough understanding of the disciplines of logistics and operations management and an insight into the latest developments through our world-leading research.

You will study a compulsory module in operations management and other modules from a range of options, designed to widen the range of expertise. You are also required to write a dissertation on an approved topic of your choice.

Distinctive features:

• You will be part of a community which is committed to delivering social improvement alongside economic development in the world’s first Public Value Business School.

• You will study at a Business School ranked 1st in the UK for research environment and 6th for research excellence (REF 2014).

• You will be a student of the only business school in Wales accredited by AACSB international (and one of only 5% worldwide).

• The variety of modules on offer allow you to customise your degree according to your area of interest.

• You will be taught by leading academics in the field of logistics and operations management with an emphasis on independent learning in a research-led environment.

• You will have the chance to acquire high-quality practical skills and to develop innovative ideas.

• We place emphasis on the safety and ethical issues surrounding logistics and operations management.

Structure

This course runs from September to September. Between September and June you will study four taught modules from a range of both compulsory core modules and a range of options.

Following on from this taught stage, you will undertake a dissertation project, submitted in September, with support from an academic supervisor.

In the taught stage you will study a range of core compulsory and optional modules.

During the Autumn semester you will also undertake compulsory research methods training to help prepare you for your dissertation at the end of the second semester.

You will then select three modules from an optional module list.

Following successful completion of the taught stage you will undertake a dissertation. Through the writing of the dissertation, you will acquire and develop research skills relevant to your choice of subject. Working on the dissertation you will develop core skills assessed through the dissertation and subject specific skills dependent on your choice of subject.

Core modules:

Operations Management
Dissertation

Optional modules:

Electronic Commerce and IT
International Logistics
International Transport and Sustainable Business
Lean Operations
Strategic Supply Chain Management
Operations Analytics
Logistics Modelling

Methods of teaching

Most modules involve a mixture of lectures and small group teaching (called classes, seminars, workshops or tutorials).

In a lecture, the lecturer will mainly be giving an overview of a particular aspect of the module content (as well as opportunities for you to ask questions and be reflective), while in classes and workshops you will have an opportunity to practice techniques, discuss ideas, apply concepts and consolidate your understanding in the topic

Support

You will be allocated a personal tutor at the beginning of your studies. Normally, your personal tutor will teach on your own degree course and you will keep the same personal tutor throughout your course.

Your personal tutor will be able to give you advice on academic issues, including module choice and assessment. If you encounter any problems which affect your studies, your personal tutor should always be your first point of contact; she/he will be able to put you in touch with the wide range of expert student support services provided by the University and the Students' Union as appropriate. You are required to meet with your personal tutor at three points during each academic year but you are also encouraged to get in touch with them at any other point if you need help or advice.

For day-to-day information, the staff of our Postgraduate Student Hub are available, in person, by telephone or by email, from 8am to 6pm each weekday during term time to answer your questions.

Feedback

We’ll provide you with regular feedback on your work. This comes in a variety of formats including oral feedback, personalised feedback on written work, and generic written feedback.

You will be given general feedback in relation to examinations following all examination periods and you will be able to discuss your overall performance with your personal tutor.

When undertaking the dissertation/project you are expected to meet regularly with your supervisor to review progress and discuss any questions. Your supervisor will be able to provide feedback on your research plan and drafts of your work as you progress.

Assessment

Assessment methods vary from module to module but, across your degree scheme as a whole, you can expect a mixture of exams, coursework, essays, practical work, presentations, and individual and group projects.

Career prospects

Our graduates go on to a variety of careers in the logistics and/or operations management industries at leadership and operational levels, as well as policy-making and academia career paths.

Read less
This programme has been designed to be highly flexible in terms of student choice. There is only one core (compulsory) module of Research Methods in Health, which must be undertaken prior to the dissertation stage. Read more

Overview

This programme has been designed to be highly flexible in terms of student choice. There is only one core (compulsory) module of Research Methods in Health, which must be undertaken prior to the dissertation stage. Remaining modules can be chosen from the wide range offered by Schools both within and outside the Faculty of Health. This flexible choice of modules allows the student to design a programme of study that matches his or her perceived needs for personal and professional development. Such choice would be facilitated, managed, and approved by the Course Director, to ensure overall coherence of the modules chosen within the programme. The programme is distinctive in that it is designed to be of interest to a wide range of health professionals and to those from other disciplines with an interest in health or health care delivery. Health professionals require both academic accreditation and flexibility when pursuing Continuing Professional Development (CPD) and our postgraduate courses endeavour to fulfil these needs. This flexible course is available on a part-time or a modular route – up to 5 years. Additionally, modules can be taken as independent standalone units of study.

There are four Schools in the Faculty of Health: the School of Health and Rehabilitation, the School of Medicine, the School of Nursing and Midwifery and the School of Pharmacy. Each of these offers a range of modules at postgraduate (M) level, each of which can potentially form part of a programme of study on this course. In addition, there are a number of modules offered within the Faculty of Humanities and Social Sciences and the Faculty of Natural Science with a strong relevance to health.

See the website https://www.keele.ac.uk/pgtcourses/healthsciences/

Course Aims

Although hosted in the School of Health and Rehabilitation, this course is a faculty-based programme and draws on modules from across the Faculty of Health and the wider University, encouraging and facilitating interdisciplinary and interprofessional education. The aim of this flexible modular course is to broaden the student’s knowledge and understanding in the field of health sciences, and encourage personal and professional development. It is also about fostering greater insight into how different disciplines, through a programme of shared learning and teaching, can contribute to this aim.

Course Content

The MSc programme comprises taught modules to the value of 120 M Level credits and a dissertation of 60 M Level credits, giving a total of 180 credits. Students may choose to finish their studies after completing 60 taught credits (Postgraduate Certificate) or 120 taught credits (Postgraduate Diploma), or they may study any module on a stand-alone basis and obtain the relevant credits. The part-time MSc programme can be completed in two years, but students may take up to five years if they wish to follow the modular route. The structure of the course therefore allows flexible learning in accordance with individual student interests and needs.

The core module of Research Methods in Health will underpin the knowledge and skills needed to undertake the dissertation. Other modules may be chosen from a wide range available within Schools in the faculty, and within some Schools outside the faculty, thus meeting the needs of individuals to review and evaluate the scientific background of their own specialism and to integrate this into their professional practice.

Course Modules

For details about the modules offered within the Faculty (School of Health and Rehabilitation, School of Medicine, School of Nursing and Midwifery, School of Pharmacy) go to http://www.keele.ac.uk/health/postgraduatetaught/individualmodules/

For a Postgraduate Certificate 60 credits must be obtained (choice of all options) and for a Postgraduate Diploma 120 credits must be obtained, including the core (compulsory) module of Research Methods, plus choice from option modules. For the MSc a dissertation on a topic related to the course must additionally be completed. Dissertation workshops provide support for students. An appropriate supervisor to support the dissertation process will be allocated from within the Faculty.

Teaching & Assessment

Lecture sessions are led by a variety of experienced authorities in their field. Therefore, the student receives a wide knowledge base from academics and practising experts. Teaching methods include: lead lectures, tutor and student led tutorials, problem solving scenarios, case studies, presentations, computer practicals, small group work and the use of the Virtual Learning Environment.

The programme is assessed by a variety of techniques chosen to reflect the aims and objectives and teaching methods of individual modules, for example: critical review papers, essays, portfolios, presentations, interactive practical examinations, assessment in the field and use of the VLE (online assessments), and dissertation. The pass mark for all modules is 50%.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this post graduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

Read less
If you want to make a real difference towards the sustainability of mountain regions, this postgraduate course in Sustainable Mountain Development is for you. Read more
If you want to make a real difference towards the sustainability of mountain regions, this postgraduate course in Sustainable Mountain Development is for you. It has global recognition as a key activity of the UNESCO Chair in Sustainable Mountain Development.

You will access the latest thinking on complex mountain issues by studying modules with a focus on advanced theory and practice relating to environmental, social, economic and professional development. By the end of your studies, you will be equipped with the practical skills and knowledge to help you understand and manage the real challenges faced by people living in mountainous areas today.

The course is part time; you will study all modules online with support from experts at the Centre for Mountain Studies, based at Perth College UHI, and around the university network. This allows you to fit your studies around your personal and professional commitments. If you are not able to complete the full MSc, you can exit with a PgCert by completing the 3 core modules or a PgDip by also completing 3 optional modules.

There are also two stand-alone CPD modules, water management and deer management.

The MSc Sustainable Mountain Development can be studied online from anywhere in the world.

Special Features

• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.
• Develop key scientific and policy skills
• Learn from experts in the field of sustainable mountain development at the Centre for Mountain Studies, including Professor Martin Price, holder of the UNESCO Chair in Sustainable Mountain Development
• Study individual modules for personal or professional development, or work towards the PgCert, PgDip or full Masters degree
• Study online, part-time to suit your lifestyle

Modules

PgCert

Core modules are: Environmental and social issues in mountain areas; Sustainable development; Policy analysis

PgDip

Optional modules, from which you must choose three, include: Biodiversity management; Developing communities; Developing potential through placement; Field studies; Local economic development; Communities and nature; Research methods and techniques; Sustainable deer management* ; Sustainable rural land use and energy; Sustainable tourism; Water management*; An elective from any UHI Masters Programme

* available as a stand-alone CPD module for January start.

Msc

To achieve the award of MSc Sustainable Mountain Development you must complete a 15,000 word research dissertation on a topic of your own choice.

Locations

This course is available online with support from Perth College UHI, Crieff Road, Perth, PH1 2NX

Study Options

You will study through supported online learning using the University's Virtual Learning Environment (VLE)
If possible, you are strongly encouraged to attend a two-day induction in Scotland at the start of your course. However, if this is not possible, online/phone induction can be arranged.

Funding

From 2017, eligible Scotland domiciled students studying full time can access loans up to £10,000 from the Student Awards Agency for Scotland (SAAS).This comprises a tuition fee loan up to £5,500 and a non-income assessed living cost loan of £4,500. EU students studying full time can apply for a tuition fee loan up to £5500.

Part-time students undertaking any taught postgraduate course over two years up to Masters level who meet the residency eligibility can apply for a for a tuition fee loan up to £2,750 per year.

See Scholarships tab below for full details

Top five reasons to study at UHI

1. Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.
2. Flexible learning options mean that you can usually study part time or full time. Some courses can be studied fully online from home or work, others are campus-based.
3. Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.
4. Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff
5. The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.
If you still have any questions please get in touch with our information line by email using the links beow or call on 0845 272 3600.

International Students

If you would like to study in a country of outstanding natural beauty, friendly communities, and cities buzzing with social life and activities, the Highlands and Islands of Scotland should be your first choice. We have campuses across the region each one with its own special characteristics from the rich cultural life of the islands to the bright city lights of Perth and Inverness. Some courses are available in one location only, for others you will have a choice; we also have courses that can be studied online from your own home country. .http://www.uhi.ac.uk/en/studying-at-uhi/international

English Language Requirements

Our programmes are taught and examined in English. To make the most of your studies, you must be able to communicate fluently and accurately in spoken and written English and provide certified proof of your competence before starting your course. Please note that English language tests need to have been taken no more than two years prior to the start date of the course. The standard English Language criteria to study at the University of the Highlands and Islands are detailed on our English language requirements page http://www.uhi.ac.uk/en/studying-at-uhi/international/how-to-apply-to-uhi/english-language-requirements

Read less
This Masters is especially designed for students who don't already have a Philosophy degree. It will provide you with an in-depth knowledge of analytic philosophy, for instance, moral and political philosophy, the history of philosophy, philosophy of the mind and philosophy of mathematics and language. Read more
This Masters is especially designed for students who don't already have a Philosophy degree. It will provide you with an in-depth knowledge of analytic philosophy, for instance, moral and political philosophy, the history of philosophy, philosophy of the mind and philosophy of mathematics and language. The MLitt is also exceptional in providing a fast-track route into a PhD in Philosophy.

Why this programme

◾If you have a degree (or equivalent) in any other field, whether science, social science, arts or humanities, but an interest in philosophy, then the Philosophy MLitt will allow you to develop your philosophical interests in a variety of different courses as well as undertake a dissertation on a topic of your choice.
◾If you want to do a PhD in Philosophy but don't already have a Philosophy degree, then the MLitt will allow you to apply straightaway for the PhD.
◾We offer courses to bring you up to speed in a wide variety of philosophical topics, including ethics and politics, the history of philosophy including Russell, Wittgenstein and the Scottish Enlightenment, philosophy of mind - including consciousness, perception, the emotions, pain and pleasure - philosophy of language, and philosophy of mathematics.
◾You will work closely with an expert member of staff on a master’s dissertation on a topic of your choice.
◾MLitt students are encouraged to attend and participate in research seminars, workshops, conferences and reading groups hosted by the Centre for the Study of Perceptual Experience, the Forum for Philosophy and Religion, and the Forum for Quine and the History of Analytic Philosophy. Students will also present their work at the weekly postgraduate seminar where they will receive feedback from postgraduate students and staff. We also host an annual reading party in the Highlands at which students present papers and are coached on their writing and presentation skills.
◾Philosophy at Glasgow University has an illustrious history of original thinkers going against the grain of orthodoxy. Its past professors include such giants of empiricism as Adam Smith and Thomas Reid.

Programme structure

The Philosophy MLitt has three components:

1. Introduction to Analytic Philosophy (40 credits)

2. A choice of four of the following courses (20 credits each):
◾Aesthetics: philosophical questions about art and beauty
◾Origins of analytic philosophy including Russell and Wittgenstein
◾Philosophy of the Scottish Enlightenment including Hume and Reid
◾Philosophy of mind: consciousness, emotions, pain and pleasure
◾Moral philosophy: philosophical questions about value and well being
◾Political philosophy: philosophical questions about justice and the state
◾Metaphysics including existence, natural laws and the nature of time
◾Philosophy of language including meaning, translation and truth
◾Philosophy of mathematics: the nature and existence of numbers and sets

3. A dissertation on a topic of your choice guided by individual support from an expert supervisor (60 credits).

Career prospects

Philosophy students at Glasgow receive rigorous and personalised training in problem solving skills, writing skills, presentation and research skills.

All these skills are widely applicable and recognised to be exceptionally valuable in a wide range of careers, including journalism, teaching, the Civil Service, local government, business, publishing, law, and the arts.

You will also be well equipped to carry onto a further degree in philosophy such as the PhD.

Read less
Our Philosophy MSc offers you the opportunity to work closely with our staff in courses based upon their own expertise and current research. Read more
Our Philosophy MSc offers you the opportunity to work closely with our staff in courses based upon their own expertise and current research. It will introduce you to the cutting edge of recent developments in analytic philosophy, from the practical and applied, to the most theoretical end of the subject.

Why this programme

◾The extraordinary amount of staff time and personalised attention that students on our Philosophy MSc programme receive makes this degree exceptional. Its courses are designed to reflect the developments at the forefront of the discipline, drawing upon the extensive and internationally recognised expertise of our staff in metaphysics, philosophy of language, philosophy of mind, ethics and political philosophy.
◾New research-driven courses on history of analytic philosophy including Wittgenstein are planned for 2016-17 (subject to approval). You will also work closely with a member of staff on a topic of your choice for your dissertation.
◾Our courses are closely connected with research activity of both individual members of staff and the collaborative undertakings of the Centre for the Study of Perceptual Experience, the Forum for Philosophy and Religion, and the Forum for Quine and the History of Analytic Philosophy.
◾MSc students are encouraged to attend and participate in research seminars, workshops, conferences and reading groups hosted by these bodies. They will also present their work at the weekly postgraduate seminar where they will receive feedback from postgraduate students and staff. We host an annual reading party in the Highlands at which students also present papers and are coached on their writing and presentation skills.
◾Philosophy at Glasgow University has an illustrious history of original thinkers going against the grain of orthodoxy. Its past professors include such giants of empiricism as Adam Smith and Thomas Reid.

Programme structure

The degree consists of a choice of a choice of four semester-length courses across a range of philosophical topics, all driven by the cutting edge research of our professors and lecturers. There is also a 10-15000 word dissertation to be completed on a topic of your choice, supported by an expert supervisor over the summer.

We always offer the following courses:
◾Metaphysics A (semester 1) and B (semester 2)
◾Philosophy of Language A (semester 1) and B (semester 2)
◾Political Philosophy A (semester 1) and B (semester 2)
◾Ethics A (semester 1) and B (semester 2)
◾Philosophy of Mind A (semester 1) and B (semester 2)

Students may either choose two topics and complete both semester-length courses in that topic (e.g. Metaphysics A and B and Philosophy of Language A and B) or choose semester-length courses in several topics (e.g. Ethics A and B, Philosophy of Mind A and Political Philosophy B).

New courses are planned for 2016-17 (subject to approval) in the following topics:

History of Analytic Philosophy including Wittgenstein and Quine A (semester 1) and B (semester 2).

Career prospects

Philosophy students at Glasgow receive rigorous and personalised training in problem solving skills, writing skills, presentation and research skills.

All these skills are widely applicable and recognised to be exceptionally valuable in a wide range of careers, including journalism, teaching, the Civil Service, local government, business, publishing, law, and the arts.

This degree also provides an exceptional foundation for philosophical research at the doctoral level.

Read less
The course is aimed at graduates and professionals with a background in any area of 2 or 3 dimensional design. You will learn how to apply design visualisation techniques and strategies to areas such as product design, interior design, graphic design and various other specialisations. Read more

Summary

The course is aimed at graduates and professionals with a background in any area of 2 or 3 dimensional design. You will learn how to apply design visualisation techniques and strategies to areas such as product design, interior design, graphic design and various other specialisations. Students will evaluate, choose and apply relevant theories, concepts and techniques to the solution of design and the knowledge that underpins it.

Graduates from this course can use their acquired knowledge and skills in a variety of jobs including: design practice: in-house and consultancy; design entrepreneurship- self-employment; 3D design visualisation in interior design, architecture, product design, 3D virtual environments for games; education as teachers/lecturers of design-related topics.

This is a 45-week course divided into three 15 week trimesters. Each trimester is divided into a ten week structured programme followed by five weeks of independent learning and reflection.

Modules

The Postgraduate Certificate (PgCert) stage offers a choice of modules in which you will study Design Realisation which has a choice of project briefs from other MA programmes within the school, such as Interior or Product Design and Design Visualisation. Here you will complete a project showcasing your analogue and digital visualisation techniques, also exploring the potential of processes that are not totally dependent on digital technologies. These include evolutionary mock-ups, scenario enactment, physical modelling, two and three-dimensional collages and other animation techniques.

The Postgraduate Diploma (PgDip) stage offers a choice of modules such as Competition or Collaboration and Collaborative Practice (Co-Lab). The competition brief will be based on a contemporary project where you will initially collaborate with other product or interior design MA students. Co-Lab offers a choice of exciting project briefs which can then be incorporated into the planning of your personal project. Each project brief will demonstrate your strengths in a chosen range of visualisation techniques, and the potential of those techniques for enhancing the effectiveness of an appropriate design process.

The Master's stage will require completion of a personal project.

Assessment

Assessments will take place during individual/ group presentations at interim stages and at the end of each module. Immediate verbal feedback is given to students during the interim stages and written feedback is given at the end of each module.

Read less
The Masters in Civil Engineering & Management introduces you to contemporary business and management issues while increasing your depth of knowledge in your chosen civil engineering speciality. Read more
The Masters in Civil Engineering & Management introduces you to contemporary business and management issues while increasing your depth of knowledge in your chosen civil engineering speciality.

Why this programme

◾Civil engineering at the University of Glasgow is ranked 4th in the UK and 1st in Scotland (Guardian University Guide 2017).
◾With a 93% overall student satisfaction in the National Student Survey 2016, Civil Engineering at Glasgow continues to meet student expectations combining both teaching excellence and a supportive learning environment.
◾The University has a long history of research in Civil Engineering. The UK's first Chair of Civil Engineering was established at the University in 1840 and early occupants such as William J. M. Rankine set a research ethos that has endured.
◾You will be taught jointly by staff from the School of Engineering and the Adam Smith Business School. You will benefit from their combined resources and expertise and from an industry-focused curriculum.
◾If you are a graduate engineer looking to broaden your knowledge of management while also furthering your knowledge of civil engineering, this innovative programme is designed for you.
◾You will gain first-hand experience of managing an engineering project through the integrated systems design project, allowing development of skills in project management, quality management and costing.
◾You will be able to apply management to engineering projects, allowing you to gain an advantage in today’s competitive job market and advance to the most senior positions within an engineering organisation.
◾This programme has a September and January intake.

Programme structure

There are two semesters of taught material and a summer session during which you will work on an individual supervised project and write a dissertation on its outcomes. Students entering the programme in January are restricted to civil engineering (i.e. excluding management) topics only.

Semester 1

You will be based in the Adam Smith Business School, developing knowledge and skills in management principles and techniques. We offer an applied approach, with an emphasis on an informed critical evaluation of information, and the subsequent application of concepts and tools to the core areas of business and management.
◾Contemporary issues in human resource management
◾Managing creativity and innovation
◾Managing innovative change
◾Marketing management
◾Operations management
◾Project management.

Semester 2

You will study engineering courses, which aim to enhance your group working and project management capability at the same time as improving your depth of knowledge in chosen civil engineering subjects.
◾Integrated systems design project.

Optional courses

Select a total of 4 courses from Lists A and B, at least 1 must be from List A:

List A

◾Advanced soil mechanics 5
◾Advanced structural analysis and dynamics 5
◾Computational modelling of non-linear problems 5
◾Introduction to wind engineering
◾Principles of GIS.

List B

◾Geotechnical engineering 3
◾Ground engineering 4
◾Recycling urban land
◾Structural analysis 4
◾Transportation systems engineering 4.

Project or dissertation

You will undertake an individual project or dissertation work in the summer period (May–August). This will give you an opportunity to apply and consolidate the course material and enhance your ability to do independent work, as well as present results in the most appropriate format. Project and dissertation options are closely linked to staff research interests. September entry students have a choice of management dissertation topics in addition to civil engineering projects, and January entry students have a choice of civil engineering projects.

Projects

There are two semesters of taught material and a summer session during which you will work on an individual supervised project and write a dissertation on its outcomes. Students entering the programme in January are restricted to civil engineering (i.e. excluding management) topics only.

Semester 1

You will be based in the Adam Smith Business School, developing knowledge and skills in management principles and techniques. We offer an applied approach, with an emphasis on an informed critical evaluation of information, and the subsequent application of concepts and tools to the core areas of business and management.
◾Contemporary issues in human resource management
◾Managing creativity and innovation
◾Managing innovative change
◾Marketing management
◾Operations management
◾Project management.

Semester 2

You will study engineering courses, which aim to enhance your group working and project management capability at the same time as improving your depth of knowledge in chosen civil engineering subjects.
◾Integrated systems design project.

Optional courses

Select a total of 4 courses from Lists A and B, at least 1 must be from List A:

List A
◾Advanced soil mechanics 5
◾Advanced structural analysis and dynamics 5
◾Computational modelling of non-linear problems 5
◾Introduction to wind engineering
◾Principles of GIS.

List B
◾Geotechnical engineering 3
◾Ground engineering 4
◾Recycling urban land
◾Structural analysis 4
◾Transportation systems engineering 4.

Project or dissertation

You will undertake an individual project or dissertation work in the summer period (May–August). This will give you an opportunity to apply and consolidate the course material and enhance your ability to do independent work, as well as present results in the most appropriate format. Project and dissertation options are closely linked to staff research interests. September entry students have a choice of management dissertation topics in addition to civil engineering projects, and January entry students have a choice of civil engineering projects.

Industry links and employability

◾The programme makes use of the combined resources and complementary expertise of the civil engineering and business school staff to deliver a curriculum which is relevant to the needs of industry.
◾You, as a graduate of this programme, will be capable of applying the extremely important aspect of management to engineering projects allowing you to gain an advantage in today’s competitive job market and advance to the most senior positions within an engineering organisation.
◾The School of Engineering has extensive contacts with industrial partners who contribute to several of their taught courses, through active teaching, curriculum development, and panel discussion. Recent contributions in Civil Engineering include: Arup and Mott MacDonald.
◾During the programme students have an opportunity to develop and practice relevant professional and transferable skills, and to meet and learn from employers about working in the civil engineering industry.

Read less

Show 10 15 30 per page