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Masters Degrees (Community Learning And Development)

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This innovative course responds to the demands of the field and our undergraduate alumni to produce an enhanced current and critical exploration of youth work and community learning and development practice. Read more
This innovative course responds to the demands of the field and our undergraduate alumni to produce an enhanced current and critical exploration of youth work and community learning and development practice.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/youth-work.aspx

Course detail

There are two courses on offer:

• a non-qualifying route for those who are already professionally qualified as youth and community workers and wish to enhance their knowledge and practice base to postgraduate level,

• a qualifying route which offers professional qualification for those who already have a first degree and wish to study at postgraduate rather than undergraduate level. This course leads to full dual professional qualification (JNC recognition) in youth work (validated by the National Youth Agency) and community learning and development (validated by Community Learning and Development Scotland).

If you can demonstrate that you are:

• able to work at postgraduate level,
• interested in developing critically reflective responses to range of education and learning challenges,
• keen to mix rigorous academic study with reflective practice and (for the qualifying route only)
• looking for professional qualification,

then this course may be the one for you.

It will have particular relevance for those looking to enhance their leadership and managerial profile within the field, contribute to the strategic development of their agencies and extend the depth and breadth of learning experiences with young people and in local communities.

Content

The PG Dip/MA Youth Work and Community Learning and Development are multi-disciplinary courses. Both consist of a two-stage qualification process, the first being the PG Dip (although there is an exit point at postgraduate certificate level), then the MA, and both consist of eight modules (six for the PG Dip qualification). You can finish the PG Dip in one year, and the MA in two years, or you can extend your studies. The application process will take you through this. As with other postgraduate courses, the PG Dip/ MA is at level seven.

Year one (PG Dip):
• Studies in professional youth work
• Strategic leadership and management
• Community learning and development
• Professional studies in supervision
• Reflection on professional practice (double module – qualifying route only)
• Human rights (non-qualifying route only)
• Continuing professional development (non- qualifying route only)

Year two (MA):
• Research design
• Dissertation

Assessment

Coursework and continual assessment.

What can I do next?

A significant number of people on our courses work in youth work and community learning and development settings. These include churches and faith organisations, children’s centres and youth organisations, schools and colleges, hostels and third sector organisations. They also work in the public sector (including health services, youth justice, and social work) and in commercial organisations.

Having studied at a postgraduate professional and academic level, you'll be equipped to manage and lead strategic and sustainable change in the contexts in which you work. You'll be able to use enhanced practice-oriented research skills and develop the ability to contribute to and lead on current practice debates through engagement with current concepts, reflection on practice and fellow students and staff. In short, the PG Dip /MA Youth Work and Community Learning and Development offers a preparation for a wide range of enhanced career opportunities.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. Read more
The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. The programme is offered as a workplace based, blended learning programme of study using online materials and communication media, with study workshops and tutor support.

Why study for the MSc CLD at Dundee?

The programme will have flexible entry and exit points and can be studied either as a CLD qualifying programme, accredited by the CLD Standards Council for Scotland, or as continuing professional development (CPD) with optional modules including Organisational Management, Community Engagement, Interprofessional Collaboration and Action Research. It is expected that the options available will be expanded over time to include modules in Family Learning, Literacies and Arts & Communities.

What are the aims of the programme?

The programme is designed to enable participants to:
- Identify, reflect on, develop and appraise critical community based practice, individually and in collaboration with others;
- Integrate community learning and development practice with theoretical studies and investigative techniques;
- Enhance commitment to community learning and development values, ethical codes of practice and ongoing professional development;
- Engage in processes of active learning involving cyclical processes of action and reflection with participants towards development of empowerment, capacity building and co-production;
- Contribute to ongoing construction of theory and practice by communicating with communities of participation and practice the outcomes of investigations and development projects.

Who should study this course?

Applicants for the qualifying CLD programme require a relevant first degree and current professional practice in a public and voluntary CLD context. This new award offers graduates from a range of disciplines such as education, social work, housing, planning, the arts, health, politics or law an opportunity to undertake a postgraduate qualification in Community Learning and Development.

Practitioners with an existing CLD qualification can choose to study the optional modules through a continuing professional development route. The programme is also suitable for returning students who have a PG Diploma in CE/CLD, who wish to complete the Masters dissertation.

How you will be taught

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's Virtual Learning Environment and other online tools such as Adobe Connect and Google+. This means the Programme is available anywhere and anytime there is access to the internet.

The MSc CLD is characterised by progression through Certificate, Diploma to Masters with exit points at each level. These awards aim to build on professionals' initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:

On-line tutorials and workshops
Study guides
Telephone tutorials
Face to face tutorials
E-mail
Written feedback (electronic)
Virtual learning environments

What you will study

Students on all routes are required to complete the two Certificate level core modules:

Research Methods for Professional Inquiry (30 credits)
Critical Pedagogies (30 credits)
The CLD Standards Council qualifying route requires the completion of two Diploma level modules:

Evidence-Based Practice 1 (30 credits)
Evidence-Based Practice 2 (30 credits)
Those on the CPD route can instead select two optional 30 credit modules from the range available to complete the Diploma level.

All Masters students will then be required to complete the 60 credit Dissertation module.

How you will be assessed

Formative assessment and feedback are a feature of all modules. Formative and summative assessments are designed to arise naturally from study and work. Assessments may be in a range of styles including written assignments, portfolios, presentations all designed to best evidence the learning of any given module.

Careers

The programme offers excellent professional qualifications and options for ongoing CPD for those in seeking practitioner and managerial posts in:
Local Authority Services and Projects
Third Sector Organisations
Community Learning and Development Services
Culture and Leisure Services
Community Health
Youth Work
Housing
Community Development
Adult Literacies and Numeracies
Family Learning
Community & Adult Learning
Local Economic Regeneration
Social Enterprise Development
Further & Higher Education

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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Sustainable development, or development that balances economic, social, and environmental aspects, is one of the greatest challenges of our time, and Information and Communication Technologies (ICTs) can be powerful tools in helping to achieve this. Read more
Sustainable development, or development that balances economic, social, and environmental aspects, is one of the greatest challenges of our time, and Information and Communication Technologies (ICTs) can be powerful tools in helping to achieve this.

The ICT for Development (ICT4D) specialism is a strand within the established and highly successful MSc Practising Sustainable Development. It is offered jointly by the Politics, Development and Sustainability (PDS) Group and the UNESCO Chair/Centre in ICT4D at Royal Holloway, University of London.

This ICT4D Masters strand takes a global perspective on sustainable development and the role of ICTs; placed at the interface of research and practice, it is designed for those who want to launch or further their careers as development practitioners or scholars. It combines cutting-edge teaching on ICT4D with rigorous training in the broader field of sustainable development, to provide a well-rounded perspective on current and future development challenges. This degree extends knowledge, develops key skills and optimises career prospects.

The course is also offered at Postgraduate Diploma level for those who do not have the academic background necessary to begin an advanced Master’s degree. The structure of the Diploma is identical except that you will not write a dissertation. If you are successful on the Diploma you may transfer to the MSc, subject to academic approval.

See the website https://www.royalholloway.ac.uk/geography/coursefinder/mscpgdippsdict4d.aspx

Why choose this course?

- This is an intellectually exciting and inspiring course, drawing on both physical and social sciences, which attracts a diverse, international group of students.

- Our teaching staff are leading international experts and have wide experience in different developing regions and economies in transition, including Latin America, the Caribbean, Africa, South Asia, East Asia and South-East Asia.

- You will benefit from small group learning and an intense but friendly atmosphere, and will receive individual mentoring and career advice from our staff (both from your personal tutor and a dissertation supervisor).

- You will receive an internationally renowned University of London degree, giving you a solid foundation for a career in the field of development and/or environment.

- The course will provide you with training in the skills needed to research and assess ICT for development. These include research design, project development, geographic information systems, remote sensing, participatory methods, project analysis and evaluation.

Department research and industry highlights

The UNESCO Chair/Centre in ICT4D at Royal Holloway is an interdisciplinary centre involving staff in Geography, Management, Computer Science and Earth Sciences. One of the world leaders in its field, with 17 affiliated staff and 18 PhD students, it is a vibrant research community embedded in both the College and the international ICT4D Collective of ICT4D practitioners. It has excellent links with NGOs, businesses and international organisations. Friendly and diverse, it is an exciting place to study and network with other ICT4D experts.

The Politics, Development and Sustainability (PDS) group consists of over 20 research-active staff, 35 PhD students and 50 Master’s students on four MSc programmes. We are committed to conducting collaborative research which seeks to understand and contribute to addressing problems of social inequality, environmental destruction and injustice. The breadth of its members’ research places it in an ideal position to contribute to theoretical and policy debates on key challenges facing Africa, Asia, Latin America and the Caribbean today.

Course content and structure

The course is divided into three compulsory elements; theory, policy and practice; research training; and a dissertation. Students studying for the Postgraduate Diploma do not undertake the dissertation.

Core course units:
Sustainability, Development and Governance
This course will equip students with a detailed understanding of the development of sustainable development as a discourse. Students will explore key sustainability issues such as climate change, globalisation, and human responses with an emphasis on the emergence of environmental governance as a means to pursue sustainability.

Technology and Development
This course provides you with an introduction to the role of technology in development, focusing particularly on mobile phone and computer technologies. The course combines an understanding of key theoretical debates and how technologies have been applied in diverse sectors such as health and education. The course also includes training in the use of GIS (geographical information systems) within a development context.

ICT4D
This course gives you the opportunity to develop deeper understandings of cutting-edge applications of ICT4D research and practice. Topics covered include environmental change and Green ICT, open development and subversive forms of technology use, and logics of inclusion and exclusion in ICT programmes. You will also examine project planning, monitoring and evaluation in the field of ICT4D.

Participatory Research
This course combines detailed understanding of the theoretical underpinnings of participatory research and methods with practical experience of using different participatory research techniques. These include participatory diagramming, participatory video and participatory environmental monitoring.

Research Training
You will be provided with training in a range of methods to enable you to plan, carry out and complete a piece of research. There are three modules in this element:
- Social Research Methods Training - provides a range of social science methods for field research and analysis.
- Quantitative Methods for Graduates - provides basic statistical concepts and procedures used in empirical research.
- Development and Environment Research Training - provides guidance for planning, developing and undertaking research in a development and environment context.

Dissertation (MSc only)
The dissertation is of between 12,000 and 15,000 words, on a topic of your choice which has been approved by the supervisor. It requires both secondary and primary research, and the demonstration of originality in integrating theoretical and practical research methods in tackling a particular problem. You will be encouraged to carry out your dissertation in collaboration with an organisation in the field of development and environment.

Community Volunteer Project
You will undertake an independent volunteer project which will give you practical experience in gaining sustainability related work experience in a non-for profit organisation. The project will enhance your employability whilst and provide an opportunity to gain practical experience of third sector organisational objectives, cultures and practices.

Elective course units:
Sustainability, Development and Society
You will develop a detailed understanding of key social / environmental relationships incorporating contemporary issues in the geographies of sustainability. These will include 'risk society', sustainable cities, and the impacts of corporate sector activities on the environment. You will also understand the challenges to sustainable development at household and community levels, with a focus on community-based approaches to sustainable development.

Business Ethics and Enterprise
The aim of the course is to equip students with the moral frameworks and critical abilities necessary to understand the role of business in society from an ethical perspective. The course will cover different types of business including large publicly traded multinationals, small and medium sized enterprises, social enterprises and family firms. Students will be expected to understand the different issues in these organizational types and to articulate moral arguments from a range of different perspectives.

International Sustainability Management
This course provides participants with an understanding of how Corporate Social Responsibility (CSR) informs sustainability management issues in large, transnational organisations. It will focus on issues such as consumption and sustainability as dichotomised between the apparently incompatible tensions of economic and environmental interests.

Other courses Geopolitics and Security / PIR / Management / Computer Science

On completion of the course graduates will have:
- an understanding at an advanced level of the relationships between, and complexities of, social, economic, political and environmental aspects of sustainable development and ICT4D

- an understanding at an advanced level of how the key issues in sustainable development theory and ICT4D influence policy and impact on practice

- the ability to critically analyse complex or contradictory areas of knowledge in aspects of sustainable development.

Assessment

Assessment is carried out by a variety of methods including coursework and a dissertation.

Employability & career opportunities

Past students of the MSc Practising Sustainable Development are now employed by international development and/or environment agencies, national government in their countries, national programmes and implementing agencies, higher education institutions, consultancies, private sector businesses, social enterprises and NGOs; as environmental and development policy-makers, managers, workers, activists, teachers and researchers. Many of our alumni are also currently undertaking doctoral programmes in the UK and abroad.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

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The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Read more
The MSc in Human Resource Development (International Development) enables you to critically understand the role of human resource development (HRD) in enhancing performance within your own institutions and societies. Emphasis is placed on how HRD can support economic and social advancement by improving public services, and in building capabilities within individuals, organisations and communities to effectively cope with social change. The programme aims to develop students' critical appreciation of globalisation processes, policy initiatives and development management plans to support skills development, competitiveness and human capabilities, including development issues associated with eradicating gender inequalities, fostering human well being and maintaining sustainable livelihoods.

The course aims to develop your professional understanding of HRD strategies and development tools to support skill and knowledge acquisition, and build organization and community capabilities. A focus on developing human knowledge and skills enables you to appreciate how education supports skills development. Students also acquire knowledge of the role of International Organizations (through governments and MNCs) such as the World Bank and the UN in supporting education and development initiatives. There is a strong emphasis on acquiring cross cultural leadership knowledge, relevant for many social change and development projects in the public sector, or in the private sector, MNCs, NGOs or international organizations like the World Bank The objectives are that, by the end of the programme, participants will have:
-Knowledge and understanding of the linkage between international development, education and HRD practices and policies

-Knowledge of how approaches to national human resource development affect organisation and societal performance in developing and transitional economies

-Knowledge and understanding of comparative education policy and governance frameworks, for capacity building, the political economy of skills formation and how national HRD training systems affect organization, industrial and societal development, including gender national planning

-Knowledge of globalisation and cross-cultural factors affecting the application of HRD theories and methods in developing, transitional and newly industrialised countries

-An understanding of HRD and development policies in diverse geographic regions and how they enhance human capabilities and support poverty reduction, empowerment, help eradicate gender inequality and advance human well being especially within transitional and developing country contexts

-A critical understanding of cutting edge international HRD policies including talent management, knowledge management, private sector management and entrepreneurship, corporate social responsibility (CSR), social justice and ethics, social capital, and strategies for managing inequality including gender and other differences

-Knowledge of leadership for development (lead4dev) and different HRD strategies for the building of leadership skills in the workplace/society, especially those from disadvantaged/marginalized groups including the poor and women

-An understanding of how to analyse and design HRD strategies at societal and organisational level, including gender national planning and empowerment

The programme is designed for individuals of any professional background in international organisations, public administration, transnational organisations and private sector companies who are involved in the HRD, leadership and capacity planning aspects of organisations in developing and transitional countries. These may include managers/leaders of HRD/training/learning, HRD and education in government administration; direct trainers, staff of training centres, staff involved in human development planning in governments; HRD and Leadership consultants involved in change projects, change consultants involved in community development; NGO managers and line managers concerned with the development of their staff.

Aims

You will gain:
-Knowledge and understanding of the linkage between international development and HRD practices and policies
-Knowledge of globalisation and cross-cultural actors affecting the application of HRD and education theories and methods in developing, transitional and newly industrialised countries
-Knowledge of education and HRD interventions and their role in building leadership skills and capacity
-Knowledge of how approaches to national human resource development (NHRD) affect organisation and societal performance in developing and transitional economies
-Knowledge of how new approaches to HRD strategies including private sector management and development, social capital, knowledge management, gender planning affect the context for competence and performance enhancement in organisations and societies
-Understanding of how to analyse and design HRD strategies at societal and organisational level
-Understanding of your own learning and leadership skills and how they may be improved

Special features

The course usually includes a field visit to a UK or overseas destination, enabling you to visit public sector organisations, companies and agencies to learn about HRD systems and practices. The cost of the visit is included in the course fee.

Career opportunities

Graduates acquire a range of skills and knowledge valuable in the global economy and relevant for a variety of professional careers in international development. Recent graduates have gained positions including: HRD consultants/managers/directors in Ministries of HRD or Ministries of Education and as NGO Leaders (Middle East, Thailand, Indonesia, Latin America); Knowledge Management Consultants (Middle East, Canada); university HRD and training directors (Middle East, Africa); leadership and capacity development advisors in the public sector (Africa, Asia), education and HRD leadership consultants (Pakistan, Middle East). Some go on to work for the UN or World Bank, for example, gender and HRD specialist, or capacity building advisers (Kazakhstan, India, USA, China) and development project leaders (Nigeria). Some students progress to PhD study and a career in academia.

The course is unique as it demonstrates understanding of institutional HRD practices within the context of globalisation, social change and economic development so graduates acquire relevant development, HRD, leadership and education knowledge for directing culture and social change.

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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 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
​MA Managing Community Practice. This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Read more

Course Overview

​MA Managing Community Practice: This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Many of the modules are taught interprofessionally including colleagues from community work, youth work, teaching, PRUs and health in both voluntary and statutory sectors. This provides for rich interprofessional learning and reflects the practice realities of interprofessional working.

PgD in Youth and Community Work: This professionally endorsed award is particularly suitable for graduates who have increasingly found themselves working in the field of youth and community work and who wish to gain a professional qualification. The programme requires students to undertake two separate supervised placements in the field of youth and community work. Students attend university on one evening a week where they undertake taught modules and tutorials. Students on this programme tend to develop into a highly supportive, friendly and analytical professional group.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Youth-and-Community-Work---PgD--Managing-Community-Practice---MA-.aspx

​Course Content​​

MA Managing Community Practice:
The programme consists of three core and one optional module, followed by a dissertation. Most students choose to take two modules per year over two years (one evening per week during term time) followed by the dissertation, although full-time and accelerated modes of attendance may be negotiated.

MA Core Modules:
- Researching Practice
- Reflective Practice
- Managing and Leading Community Practice

MA Optional Modules:
- Mentoring
- Leading and Facilitating Reflective Practice
- Education: Character and Context

PG Dip in Youth and Community Work:
The taught and fieldwork elements of the programme are part time and can be completed in two years. Once both taught and fieldwork elements of the programme are satisfactorily completed it is possible to continue onto the MA. Students will need to attend taught sessions and tutorials on one evening a week.

PgD Core modules:
- Principles and Practice of Youth and Community Work
- Management in the Youth and Community Sector
- The Community Context of Practice (Fieldwork and Tutorials)
- The Social Context of Practice (Fieldwork and Tutorials).​

Learning & Teaching​

​MA:
Most of the modules have a strong application to professional practice and often involve the undertaking of practice-based projects.

PgD:
Students will be expected to undertake a considerable amount of self-study to enhance the collective learning process. It is envisaged that students will utilise their experiences to enhance the level of analysis in all collective sessions. Students are expected to engage in reflective learning processes throughout the duration of the programme.

Teaching methods will tend to emphasise small group discussions and informal lectures.

Assessment

Students will be assessed on both their youth and community work-based practice and their academic assignments through a range of assessment types including essays, presentations, group exercises, portfolios, reflective writing, and viva voce.

Employability & Careers​

MA:
The programme is aimed at practitioners and managers in the generic and expanding field of youth and community development work. It aims to enable people to develop their professional understanding and skills through a supportive and challenging learning environment.
The programme will be of particular interest to experienced practitioners who manage aspects of youth or community development provision and who wish to develop their analytical and professional capabilities. It is one of the pathways on the Master's CPD framework.

PgD:
The PgD is a programme leading to professional qualification in youth and community work which is endorsed by the Wales ETS. As such it enables graduates to qualify in this growing occupational area while enhancing their academic profile.

​Successful Post Graduate Diplomats may wish to continue with their studies to obtain the MA.

Contact for MA:
Jan Huyton:
Email:
Tel: 029 2041 6499​​

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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
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.

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Interest in development, environment and issues of sustainable development has never been so intense. UN climate change summits , Millennium Development Goals and the World Social Forum have brought environmental and development issues and problems long on local and national agendas, onto the international scene. Read more
Interest in development, environment and issues of sustainable development has never been so intense. UN climate change summits , Millennium Development Goals and the World Social Forum have brought environmental and development issues and problems long on local and national agendas, onto the international scene.

All sustainable development issues are a complex and dynamic web of natural, social, political and economic processes, and it is this unique interdisciplinary approach which drives the MSc in Practising Sustainable Development. This popular course has evolved and expanded in scope and appeal, and has attracted students from about 30 countries and a diverse range of backgrounds who work or are interested in development issues and the environment.

This course is also offered at Postgraduate Diploma level for those who do not have the academic background necessary to begin an advanced Master’s degree. The structure of the Diploma is identical except that you will not write a dissertation. If you are successful on the Diploma you may transfer to the MSc, subject to academic approval.

See the website https://www.royalholloway.ac.uk/geography/coursefinder/mscpgdippractisingsustainabledevelopment.aspx

Why choose this course?

- Our teaching staff have wide experience in different developing regions and economies in transition, including Latin America, the Caribbean, South, East and South-East Asia, and Sub-Saharan Africa. Staff have also worked with indigenous and marginalised communities in North America.

- You will benefit from a diverse range of teaching and learning strategies including tutor-led discussions and seminars, oral presentations, role-playing, problem-solving and group work.

- You will be well prepared for a career in the development and environment field as the course is very highly regarded.

- The course can be used as part of an ESRC (Economic and Social Research Council) research training pathway for PhD study. This indicates that the content and approach of our academic research training is of a very high standard.

- You will be provided with training in skills needed to research and assess sustainable development, such as research design, project development, environmental monitoring, geographic information systems (GIS), participatory

Department research and industry highlights

The Politics, Development and Sustainability (PDS) group consists of over 20 research-active staff, 35 PhD students and 50 Master’s students on four MSc programmes. We are committed to conducting collaborative research which seeks to understand and contribute to addressing problems of social inequality, environmental destruction and injustice. The breadth of its members’ research places it in an ideal position to contribute to theoretical and policy debates on key challenges facing Africa, Asia, Latin America and the Caribbean today.

Course content and structure

The course is divided into three compulsory elements. Students studying for the Postgraduate Diploma do not undertake the dissertation.

Core course units:
Sustainability, Development and Governance
This course will equip students with a detailed understanding of the development of sustainable development as a discourse. Students will explore key sustainability issues such as climate change, globalisation, and human responses with an emphasis on the emergence of environmental governance as a means to pursue sustainability.

Technology and Development
This course provides you with an introduction to the role of technology in development, focusing particularly on mobile phone and computer technologies. The course combines an understanding of key theoretical debates and how technologies have been applied in diverse sectors such as health and education. The course also includes training in the use of GIS (geographical information systems) within a development context.

Sustainability, Development and Society
You will develop a detailed understanding of key social / environmental relationships incorporating contemporary issues in the geographies of sustainability. These will include \'risk society\', sustainable cities, and the impacts of corporate sector activities on the environment. You will also understand the challenges to sustainable development at household and community levels, with a focus on community-based approaches to sustainable development.

Participatory research
This course combines detailed understanding of the theoretical underpinnings of participatory research and methods with practical experience of using different participatory research techniques. These include participatory diagramming, participatory video and participatory environmental monitoring.

Research Training
You will be provided with training in a range of methods to enable you to plan, carry out and complete a piece of research. There are three modules in this element:
- Social Research Methods Training - provides a range of social science methods for field research and analysis.
- Quantitative Methods for Graduates - provides basic statistical concepts and procedures used in empirical research.
- Development and Environment Research Training - provides guidance for planning, developing and undertaking research in a development and environment context.

Dissertation (MSc only)
The dissertation is of between 12,000 and 15,000 words, on a topic of your choice which has been approved by the supervisor. It requires both secondary and primary research, and the demonstration of originality in integrating theoretical and practical research methods in tackling a particular problem. You will be encouraged to carry out your dissertation in collaboration with an organisation in the field of development and environment.

Community Volunteer Project
You will undertake an independent volunteer project which will give you practical experience in gaining sustainability related work experience in a non-for profit organisation. The project will enhance your employability whilst and provide an opportunity to gain practical experience of third sector organisational objectives, cultures and practices.

Elective course units:
ICT4D
This course gives you the opportunity to develop deeper understandings of cutting-edge applications of ICT4D research and practice. Topics covered include environmental change and Green ICT, open development and subversive forms of technology use, and logics of inclusion and exclusion in ICT programmes. You will also examine project planning, monitoring and evaluation in the field of ICT4D.

Business Ethics and Enterprise
The aim of the course is to equip students with the moral frameworks and critical abilities necessary to understand the role of business in society from an ethical perspective. The course will cover different types of business including large publicly traded multinationals, small and medium sized enterprises, social enterpises and family firms. Students will be expected to understand the different issues in these organizational types and to articulate moral arguments from a range of different perspectives.

International Sustainability Management
This course provides participants with an understanding of how Corporate Social Responsibility (CSR) informs sustainability management issues in large, transnational organisations. It will focus on issues such as consumption and sustainability as dichotomised between the apparently incompatible tensions of economic and environmental interests.

Other courses Geopolitics and Security / PIR / Management / Computer science

On completion of the course graduates will have:
- an understanding at an advanced level of the relationships between, and complexities of, social, economic, political and environmental aspects of sustainable development

- an understanding at an advanced level of how the key issues in sustainable development theory influence policy and impact on practice

- the ability to critically analyse complex or contradictory areas of knowledge in aspects of sustainable development.

Assessment

Assessment is carried out by a variety of methods including coursework and a dissertation.

Employability & career opportunities

Past students of the course are now employed by international development and environment agencies, national policy making and implementing agencies, higher education institutions, private sector natural resource companies and NGOs; as environmental and development workers, activists, teachers and researchers. Many of our alumni are also currently undertaking doctoral programmes in the UK and abroad.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

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*Individual modules are also available as short courses, which can be combined into the large qualification. This programme provides an opportunity for a range of professionals whose role includes engaging with communities to undertake related advanced study and professional development to develop their career further. Read more
*Individual modules are also available as short courses, which can be combined into the large qualification

This programme provides an opportunity for a range of professionals whose role includes engaging with communities to undertake related advanced study and professional development to develop their career further. It is ideal for those wishing to develop their understanding of the management and policy context of this work at a postgraduate level, especially for those who already have (or do not require) a professional qualification in Community and Youth Work. This might include those practising in community development, housing associations, community health, community enterprise, neighbourhood regeneration, community arts, and professionals in a range of statutory, voluntary and private sector posts that have an element of community involvement and engagement; for example, economic development, planning, policing, transport, and voluntary sector development.

The programme attracts practitioners from a wide range of contexts and countries, enabling learning in an internationally-comparative context. Core modules enable students to explore and develop their understanding of management, policy and practice in this field, as well as learn core research methods skills and carry out their own piece of advanced research. Students have a choice of optional modules to enable more focused study in their own areas of interest.

Course structure

Typical modules outlined below are those that were available to students styuding this programme in previous years.

Core Modules

-Community Policy and Practice (15 credits)
-Professional and Personal Development (30 credits)
-Management in Community Settings (30 credits)
-Practitioner Research and Dissertation (60 credits)

Optional Modules

Typical modules outlined below are those that were available to students styuding this programme in previous years.
-Community Analysis (15 credits)
-Crime, Justice and the Sex Industry (30 credits)
-Drugs, Crime and Society (30 credits)
-Gender, Violence and Abuse (30 credits)
-Policy Related and Evaluation Research (15 credits)
-Qualitative Research Methods in Social Science (15 credits)
-Quantitative Research Methods in Social Science (15 credits)
-Youth Policy and Practice (15 credits)

To study the PG Certificate in Managing in Community Practice you will be required to take Community Policy and Practice and Management in Community and Youth Work plus one 15 credit optional module.

To study the PG Diploma in Managing Community Practice you will be required to take Community Policy and Practice, Management in Community and Youth Work and Professional and Personal Development, plus 45 credits from the optional modules.

Learning and Teaching

The programme is delivered through a range of lectures, seminars, tutorials, group work, reflective practice seminars, research seminars and study visits.

Within an ethos of Informal Education, our teaching and learning incorporates a range of methods which reflect this and time is allocated to provide a balance between tutor-led and self-directed learning. The programme is taught as part of a group of programmes which attract practitioners from a wide range of contexts and countries, enabling learning in an internationally-comparative context, whilst including a particular focus on UK policy and practice.

Typically, taught sessions provide students with academic input on a particular area of the professional discipline of community work and reflect the diverse range of community settings within which the management of practice takes place. Drawing from relevant literature and legislation and acknowledging the related range of professional skill, competence and understanding, issues are identified for discussion and draw from historical and contemporary contexts. Seminars provide the opportunity for students to discuss and debate the issues, to share ideas and experience, broaden their understanding and test out their knowledge gained through the taught sessions and independent study. Classroom learning provides students with the latest research and critical theory on the subject area.

The MA Managing Community Practice provides the student with a learning opportunity within which they can apply and test understanding, knowledge and skills related to the managerial roles and responsibilities of their practice settings. A critical examination of the relationship of theory and practice is central to this. Core modules are structured to enable students to attend university for teaching on an average of one day per week (part time) or two days per week (full time), so that their study can fit around other commitments that they may have.

The programme is assessed through continual assessment using a range of methods including written assignments, reflective journals, individual and group presentations so there is an expectation that students will undertake independent study to prepare and plan for their classes, through reading relevant literature and legislation, journals and drawing on their current and previous practice experience.

The Community and Youth Work Programme is part of the School of Applied Social Sciences and is significantly involved with the Centre for Social Justice and Community Action at Durham University, as well as being a partner in many collaborative pieces of research and professional practice developments. There are therefore many events and initiatives to which the students are encouraged to attend such as extracurricular training, research seminars and workshops to broaden their understanding and deepen their knowledge of wider issues related to their professional discipline.

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This programme responds to the growing demands made on the humanitarian and development sectors by intensive urbanisation. This course has been established by the research and consultancy group on International Development, Emergencies and Refugees (IDEARS) - part of the Weeks Centre at LSBU. Read more
This programme responds to the growing demands made on the humanitarian and development sectors by intensive urbanisation. This course has been established by the research and consultancy group on International Development, Emergencies and Refugees (IDEARS) - part of the Weeks Centre at LSBU. If you wish to pursue a career with government, non-governmental organisations, international agencies, public and private organisations and enterprises, this course is for you.

Rapidly urbanising world

Ours is a rapidly urbanising world: by 2010 over half the world's population lived in cities. Urbanization is fastest in the developing world, where both primary and secondary cities are rapidly expanding. It is predicted that by 2020 more Africans will live in urban than in rural areas, and in China, by 2023. Except in countries emerging from war, urbanisation is closely linked to economic growth, although urban poverty levels continue to rise.

This rapid growth, particularly in the light of its links to the flight from rural poverty and the development of a massive informal sector, has posed immense challenges to all urban systems. In many Asian, Latin American and African cities 30-70% of the population lives in slums and more than 90% of new jobs are in the informal sector. In transition countries, already highly urbanised, the changing political and economic framework has led to widespread poverty. Everywhere, urban roads, utilities, education and health services, and governance processes are heavily strained. While cities experience high levels of investment, it is often uneven.

This context is now widely recognized among all major actors, with policy and programmes targeting the urban sector now a growth area. The challenge for development professionals, whether working in donor agencies, NGOs, governments or private practice, is to understand the broad economic and political context of urbanization, develop analyses of complex urban trends, opportunities and problems, and be able to draw on a range of appropriate interventions. People seeking work or progression in development practice will be moving into a growth area if they can demonstrate familiarity with urban issues and policies in developing countries.

See the website http://www.lsbu.ac.uk/courses/course-finder/msc-development-and-urbanisation

Modules

You'll explore urban issues, strongly linked to analyses of broader development issues, which will prepare them for roles in development agencies, NGOs, urban management or community work. It provides a thorough grounding in the broad agendas of poverty reduction and its global context. At the same time it provides a thorough understanding of rapidly changing urban settings and enables students to acquire practical development planning skills for an urban setting. An emphasis on research as well as practical skills allows students to specialise in their particular areas of interest.

- Economies in transition
The module analyses and assesses the main development strategies implemented by developing countries in recent years, focusing on case studies from Africa, Latin America and Asia, outlining their key achievements and problem areas. This analysis then forms the basis for examining the possibilities for and outcomes of different types of industrialisation in the coming years, within a global context. The module combines detailed case study examples from particular types of industrialising economy, including examples from the rural, services, and raw material extractive sectors.

- Human development in a globalising world
This module focuses initially on the roles and inter-relations between corporations, governments, international agencies, multilateral institutions, corporations and non-governmental organisations in the global economy. It then goes on to examine these inter-relations in relation to the shifting power relations in the global economy. It aims in particular to examine the relations between growth, capacities for improving human capital, infrastructure development, livelihoods improvement and poverty reduction. The conclusions of the module feed into the case studies analysed in the Semester Two Economies in Transition module.

- Forced migration and development
The module introduces the key concepts in Forced Migration and Development and different categories of forced migrants--asylum-seekers, refugees, IDPs, oustees and disaster victims. It examines the multiple and complex nature of Forced Migration, evaluates the responses of the international, inter-governmental, non-governmental and governmental responses to the short-medium and long-term needs of forced migrants and the poor sections of the host population. It critically analyses and evaluates the positive and negative impacts of forced migrants on host commmoduleies. How forced migrants (re)-construct their commmoduleies and livelihoods in countries of asylum and places of destination, as well in countries and places of origin in the context of post-conflict reconstruction are also examined in detail.

- Urban challenges
The module addresses a wide range of topical and interlinked issues relevant to the evolution, tensions, economies, societies, cultures and demographies of developing-country cities; and the evolving frameworks for aid, governance, planning and management of their economic, social and physical space. It will draw on expertise of colleagues in practice and advocacy to explicate the links between theory and practice; and on seminars and special events to deepen understanding of the links between urban, and broader development contexts.

- Urban project
In this module students will develop a project in a developing-country city. In Part One of the project, students work in groups to develop a project background portfolio. In Part Two individual students propose a development plan for part of the project site which will focus on livelihoods, public space, housing, infrastructure, or Community development. Projects will be presented in class, but also uploaded on a website.

- Research methods
A series of lectures introduces students to the main epistemological approaches to research and key research strategies in the Development field, and focuses on mixed-methods research (MMR). In parallel, students will participate in tutor-led workshops to develop data summary and analysis skills with specific computer-based packages.

Employability

Students on our MSc Development and Urbanisation course will benefit from the renewed international interest in the urban sphere. Previous graduates have entered careers with a wide range of employers, working for international organisations, such as, the United Nations and its constituent organisations, the World Bank, the International Labour Organisation and the World Health Organisation.

Many take up important posts in their home countries within government, non-government and civil society organisations or non-governmental development organisations in the UK, such as Christian Aid and Oxfam, in addition to teaching posts in universities and colleges specialising in Development research and practice.

For students interested in further academic development or mid-career progression, successful completion of the MSc provides eligibility for our large and lively Mphil programme.

LSBU Employability Services

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

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

Teaching and learning

- Dissertation and voluntary work placement
Part of the dissertation may be replaced with a voluntary work placement in one of our partner organisations. Through the use of case studies you will analyse a comprehensive range of development issues, such as: markets, trade and the global economy; the role of international institutions and agencies; human development; poverty and poverty reduction; social provision in developing countries; rural development and urbanisation; environmental policies and sustainable development; empowerment and participation; migration.

Through a specialist theoretical module you'll also acquire a thorough grounding in urban development issues and their links to a broad development agenda; and this will be followed by a project module which will enable you to apply the theory and understand the necessary skills to plan, execute and monitor an urban development project. The course also develops the skills required to undertake development research, focusing on appropriate methodologies, data collection, policy design and implementation.

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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.

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