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Masters Degrees (Developing)

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The MSc in Urban Planning. Developing and Transitional Regions is concerned with the theory and practice of urban planning in societies undergoing rapid economic, social, technological, environmental and spatial change. Read more
The MSc in Urban Planning: Developing and Transitional Regions is concerned with the theory and practice of urban planning in societies undergoing rapid economic, social, technological, environmental and spatial change.

The emphasis of the course is on institutional aspects of planning and management interventions in the urban sector and the scope of various policy instruments and planning modes to manage the emerging spatial patterns, impacts and processes of urban growth.

The MSc is RICS- and RTPI-accredited.

See the website http://www.brookes.ac.uk/studying-at-brookes/courses/postgraduate/2015/urban-planning-developing-and-transitional-regions/

Why choose this course?

In choosing to study the MSc Urban Planning: Developing and Transitional Regions at Oxford Brookes, you will:
- Be on a fully accredited RTPI and RICS course which is viewed as the first choice for urban and development planning training by a range of employers throughout the world - especially governments, local authorities, development and planning consultancies.

- Join and engage with scholars and tutors from diverse intellectual and global backgrounds.

- As well as being one of the world's most famous centres for learning, Oxford is a city with a great urban heritage and is within easy reach of London and other urban centres. Its excellent transport links make it a convenient place to take up a day release part- time course.

- Engage with and benefit from teaching staff who are active in research and practice; drawn primarily from the Department of Planning but with some contributions from the wider university community. Visiting speakers from business and industry, local government, and consultancies and research bodies also provide a major contribution to the teaching programme.

- Benefit from the success of our courses in delivering highly skilled professionals. Our graduates get employment in the private and public sector, international development institutions, NGOs, research institutions and consultancy.

- Study in our brand new £132 million redevelopment of Headington campus, ultra modern spaces and facilities in Abercrombie building and John Henry Brookes building; access to top of the range studios, IT suites and computer programs, library and 24/7 online databases.

Professional accreditation

The MSc Urban Planning: Developing and Transitional Regions is fully accredited by:
- the Royal Town Planning Institute (RTPI).
- the Royal Institution of Chartered Surveyors (RICS). This means that on successful completion of the MSc, graduates can register for - the Assessment of Professional Competence procedures of RICS and RTPI and work towards becoming full members.

Teaching and learning

Learning methods include lectures, directed reading, workshops, seminars, and practical and project work. Some modules include site visits and fieldwork, which provide you with direct experience of practical and current issues.

Teaching is organised on a module-credit basis, each module involving approximately 200 hours of student input and approximately 36 hours of staff contact, normally delivered through three-hour teaching blocks over a 12-week period.

Each course module is assessed individually, generally on the quality of written or design work, and to some extent on verbal presentations. Assessment methods may include essays, seminar papers, formal written examinations, in-class tests, project work, design and verbal presentations, workshops, simulations and practical exercises.

Field trips

Field trips include an international field trip to Europe in the Autumn plus a range of national and local site and institutional visits especially to London throughout the academic year.

Careers

Not only is the MSc Urban Planning: Developing and Transitional Regions a RICS and RTPI professionally recognised qualification, it is also widely regarded as providing the transferable skills, critical knowledge and understanding necessary in many fields of work in the built and natural environment. Today our alumni can be found in senior positions in some of the largest international planning and environmental consultancies, in government agencies, in large NGOs and campaigning organisations across the globe.

The long-standing reputation of the Department of Planning in producing highly skilled, enthusiastic and very capable professional planners aids the employability of our graduates. We are the first port of call for many employers when they are seeking new graduate planners.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

With more than 600 students engaging a wide range of research topics in our undergraduate, postgraduate and research degree programmes, including master's by research, the department is widely recognised as a leading educator in environment, design and development subjects. With a complement of over 60 teaching, administrative, technical and research staff, the department performs a leading role in research and consultancy, with clients and projects covering subjects from local concerns to multinational organisations, government and industry.

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The . Management of Special Education in Developing Countries . Read more

The Management of Special Education in Developing Countries is a full-time programme for teachers, administrators and non-governmental organisation staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Although most students are not from the EU, this course is also suitable for UK/EU students.

Download information on all the postgraduate study programmes in the School of Education (PDF)

Course details

The Management of Special Education in Developing Countries programme is for teachers, administrators and NGO staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. The programme combines modules in Special Education with modules in International Studies in Education, using theory and practice from both in order to enable participants to improve management practice in the national context in which they work. A research dissertation also enables participants to put together management and special education in a uniquely relevant way for them.

This International Studies in Education programme has been taught at the School of Education for 50 years, and the School has one of the largest SEN departments in the UK. In consultation with tutors, you will choose modules totalling 100 credits from those available in the International Studies in Education and Special Education programmes, with a minimum of two modules from either field. You will also need to take the Researching Education module. A research dissertation will enable you to put together management and special education in a way which is uniquely relevant way for you.

Learning and teaching

The course permits a choice of modules from the International Studies in Education, and Special Educational Needs, courses. Students attend regular lectures and seminars for the first two terms, have personal dissertation supervision for the third term, and are assisted to access a wide range of library and online learning resources. The course is assessed by coursework assignments and a dissertation, and topics can be chosen to match the interests, expertise and needs of students. Some students do fieldwork for their dissertation in another country, but this is not a requirement. It is helpful if students have experience of working with disabled children in different countries, and bring relevant materials, which are not available online, for their coursework, e.g. printed project evaluations, reports in local languages, health education materials, photos and videos.

Employability

The MA in Management of Special Education in Developing Countries is ideal for graduates who wish to develop their management or leadership expertise within special education. Upon completion of this course, you will have experience in managing a variety of learning needs within your school and support colleagues to take a more inclusive approach in their own pedagogy. =

With this Master’s degree, graduates will become eligible to apply for a range of international posts in relation to SEN, Community-Based Rehabilitation (CBR), and project management. Sites such as ‘Devnet’ and ‘UN Jobs’ provide many examples of relevant opportunities. The degree does not give qualified teacher status in the UK or elsewhere, but is a valuable additional qualification for those who have a relevant first degree (e.g. international studies, psychology, social work, development studies, public policy), and/or a teaching or health care qualification.

There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD. The excellent careers advice provided by personal tutors has encouraged many of our graduates to successfully apply for leadership roles related to inclusion and diversity in schools and other educational settings. These include: lecturers, policy developers, head teachers, special educational needs coordinators and managers of community and charitable organisations.



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Communities have a key role to play in the development of a low carbon society. Are you keen to discover more about how renewable and low-carbon energy production can play a central role in community development? Do you want to be at the centre of and lead these developments?. Read more

Communities have a key role to play in the development of a low carbon society. Are you keen to discover more about how renewable and low-carbon energy production can play a central role in community development? Do you want to be at the centre of and lead these developments?

This Developing Low-Carbon Communities course will enable you to do exactly that and, taught by recognised experts, you can be confident you will graduate armed with the most up-to-date information and highest quality skills.

Studying online, on a full-time or part-time basis, you will critically analyse the theories, principles and concepts of renewable energy, carbon budgeting and community development.

Special Features

• A limited number of funded places may be available for full-time, Scottish or EU fee status students.

• Loans for tuition fees are available from the Students Award Agency for Scotland (SAAS) for eligible Scotland domiciled and EU students, and loans for living costs for eligible Scottish students.

• Modules are led by recognised experts in the field of community development and low carbon technologies

• You will study by way of online distance learning, full time or part time, which means you can fit your studies around your professional and personal life

• You can study individual modules for personal or professional development (CPD), or work towards the PgCert, PgDip, or full Masters degree

Modules

PgCert

Core modules are: Sustainable development; Transition to a low carbon society; Renewable energy technologies

PgDip

Option modules, from which you will choose three, include: Energy, climate and carbon; Participatory approaches to community consultation; Developing a community energy project; Local economic development; Developing communities; Research methods (strongly recommended to continue to MSc)

Option modules available subject to previous qualification/experience: Energy modelling for buildings; Tidal, wind and future energy

MSc

To achieve the award of MSc Developing Low-Carbon Communities you must complete the PgDip and a research dissertation.

Locations

This course is available at North Highland College UHI, Ormlie Road, Thurso, KW14 7EE

Start Dates

Part-time students can start at variable times throughout the year. Please use the apply link for applications for January, for more information on other start dates please contact North Highland College UHI.

Access routes

BSc (Hons) Environmental Sciences

BSc (Hons) Sustainable Rural Development

BSc (Hons) Archaeology and Environmental Studies

BEng (Hons) Energy Engineering

Funding

A limited number of places may be available with full tuition fee support for Scottish-domiciled/EU students, studying full time, on this course starting in September 2018 to help talented students join this key growth sector for the Scottish economy. Fees will be funded by the European Social Fund and Scottish Funding Council as part of Developing Scotland’s Workforce in the Scotland 2014-2020 European Structural and Investment Fund Programmes.

See https://www.uhi.ac.uk/en/studying-at-uhi/first-steps/how-much-will-it-cost/funding-your-studies/funded-postgraduate-places/

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

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

See Scholarships tab below for full details

Top five reasons to study at UHI

1. Do something different: our reputation is built on our innovative approach to learning and our distinctive research and curriculum which often reflects the unique environment and culture of our region and closely links to vocational skills required by a range of sectors.

2. Flexible learning options mean that you can usually study part time or full time. Some courses can be studied fully online from home or work, others are campus-based.

3. Choice of campuses – we have campuses across the Highlands and Islands of Scotland. Each campus is different from rich cultural life of the islands; the spectacular coasts and mountains; to the bright lights of our city locations.

4. Small class sizes mean that you have a more personal experience of university and receive all the support you need from our expert staff

5. The affordable option - if you already live in the Highlands and Islands of Scotland you don't have to leave home and incur huge debts to go to university; we're right here on your doorstep

How to apply

If you want to apply for this postgraduate programme click on the ‘visit website’ button below which will take you to the relevant course page on our website, from there select the Apply tab to complete our online application.

If you still have any questions please get in touch with our information line by email using the links beow or call on 0845 272 3600.

International Students

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

English Language Requirements

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



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International economics with a strong empirical and analytical emphasis on the low and middle income countries of the Global South. Read more

International economics with a strong empirical and analytical emphasis on the low and middle income countries of the Global South.

This specialisation offers you the opportunity to follow a state-of-the-art curriculum in International Economics with a strong empirical and analytical focus on the low and middle income countries of the Global South. Hosting one of the largest databases for developing countries in the world, we offer you a unique possibility to analyse poverty, inequality, and economic development in these countries in an international context. Using recent theoretical insights and modern empirical methods, you will be actively involved in comparative research on issues in developing countries such as the impact of globalisation on economic growth, corruption, the education of children, child labour and women’s empowerment.

Why should you choose International Economics & Development in Nijmegen?

- A broad perspective on issues pertaining to low and middle income countries

- Strong comparative and empirical orientation

- One of the world’s largest micro-level database for developing countries

- Small group teaching and close contact with professors and their research

- Excellent reputation in the Netherlands and abroad

Change perspective

Radboud University Master’s specialisation in International Economics & Development pushes your curiosity to understand and evaluate the economic situation in low and middle income countries. You will be taught to look at the bigger picture and to analyse micro-level data in order to discover what is going well and what isn’t. Your analysis will provide information on intra-country or cross-national disparities. It aims to inform both national governments as well as international development organisations, and might lead to programmatic action aimed at bringing about positive changes to people’s lives in the poorest regions of our globe.

Career prospects

Scientific and societal relevance go hand in hand in this programme. We address contemporary issues like child labour, women’s empowerment, human development, children’s schooling and economic growth by evaluating societal developments with the help of sound academic theories. We not only discuss pressing issues of today but also issues we believe will be pressing in the near future.

Upon completing the Master’s programme in International Economics & Development, you will be knowledgeable about recent developments in the field. You will be an up-and-coming professional that is able to:

- Understand and reflect on the international, professional and academic literature in the field of international economics & development.

- Report independently on various issues in international economics and development, including state of the art empirical and theoretical studies.

- Use and apply statistical tools and methods.

- Conduct independent research.

- Present and clearly and consistently defend your views and research outcomes.

- Maintain a critical attitude towards your own work and that of others in your field.

We make sure our graduates have the strong academic background they need to be able to work as economists, policy-makers and researchers for international organisations (The World Bank, UN), development-oriented consultancy firms, NGOs, national governments as well as universities and research institutes.

Our approach to this field

The Master’s specialisation International Economics & Development is theoretically unique in that we not only deal with the problems that poor countries face, but also with interesting new developments taking place in the Global South. We will discuss the rise of the BRIC countries, concentrating on both the potential they have as well as the challenges they face. We will also look at unique new economic phenomena within developing countries, like the emergence of a complete pro-poor banking system based on mobile phone credits in Kenya and other parts of Africa (known as m-pesa).

- Understanding economic changes in the developing world

Our unique and interesting combination of subjects will provide you with a well-rounded understanding in this field. Apart from development economics students will get an academic understanding of economics methodology, the role of international financial markets, behavioural economics and the important influence culture has on economic phenomena. And thanks to a choice of elective subjects, you can give your programme a unique focus that meets your academic interests.

Students taking this Master’s specialisation will learn how to understand and analyse economic changes taking place throughout the developing world. Students will be taught how to discover determinants and develop indicators that make it possible to monitor changes at the sub-national level in great detail. These indicators can be used scientifically, but also for creating detailed overview scans of regions for political or humanitarian purposes.

- Database Developing World and the MDGs

One of the tools our students can use is our Database Developing World (DDW). This database constitutes a unique window to the developing world, making it possible to study important processes on a scale and with a degree of detail that is unique in the world.

The DDW also holds indicators for seven of the eight Millennium Development Goals (MDGs) which range from halving extreme poverty rates to empowering woman and providing universal primary education. The target date of 2015 is fast approaching and although enormous progress has been made, the UN is working with governments, civil society and other partners to carry on with a post-2015 sustainable development agenda. As a graduate of this Master’s specialisation, you could go on to be one of the professionals that helps to achieve the MDGs and thereby making a real difference in people’s lives.



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The MSc in Urban Planning. Developing and Transitional Regions is concerned with the theory and practice of urban planning in societies undergoing rapid economic, social, technological, environmental and spatial change. Read more
The MSc in Urban Planning: Developing and Transitional Regions is concerned with the theory and practice of urban planning in societies undergoing rapid economic, social, technological, environmental and spatial change.

The emphasis of the course is on institutional aspects of planning and management interventions in the urban sector and the scope of various policy instruments and planning modes to manage the emerging spatial patterns, impacts and processes of urban growth.

The MSc is RICS- and RTPI-accredited.

Why choose this course?

It is a fully accredited RTPI and RICS course which is viewed as the first choice for urban and development planning training by a range of employers throughout the world - especially governments, local authorities, development and planning consultancies.

Benefit from the success of our courses in delivering highly skilled professionals. Our graduates get employment in the private and public sector, international development institutions, NGOs, research institutions and consultancy. Engage with and benefit from teaching staff who are active in research and practice; drawn primarily from the Department of Planning but with some contributions from the wider university community. In REF 2014 69% of our research was rated as either world leading or internationally excellent.
Visiting speakers from business and industry, local government, and consultancies and research bodies provide a major contribution to the teaching programme.

Study in our newly redeveloped Headington campus, ultra modern spaces and facilities in Abercrombie building and John Henry Brookes building; access to top of the range studios, IT suites and computer programs, library and 24/7 online databases. As well as being one of the world's most famous centres for learning, Oxford is a city with a great urban heritage and is within easy reach of London and other urban centres. Its excellent transport links make it a convenient place to take up a day release part-time course.

Professional accreditation

The MSc Urban Planning: Developing and Transitional Regions is fully accredited by:
-The Royal Town Planning Institute (RTPI).
-The Royal Institution of Chartered Surveyors (RICS). This means that on successful completion of the MSc, graduates can register for the Assessment of Professional Competence procedures of RICS and RTPI and work towards becoming full members.

This course in detail

The course is offered as a master's degree (MSc), a postgraduate diploma (PGDip) or a postgraduate certificate (PGCert).

The MSc course is based on the completion of the following compulsory modules, plus elective specialisations and a 15,000-word master's dissertation.

As courses are reviewed regularly, the module list you choose from may vary from that shown below.

Compulsory element (indicative modules):
-Development and Urbanisation
-Urban Land Policy and Urban Management
-Globalisation: Environment and Development
-Urban Policy in Practice: Programme and Project Implementation
-Research Methods

MSc students are offered choice and flexibility in terms of specialist elective modules, of which two must be chosen from the following indicative list:
-Armed Conflict and International Humanitarianism
-Principles of Environmental Assessment
-Environmental Management Systems
-Designing the City
-World of Refugees
-International Transport Planning
-Strategic Environmental Assessment
-GIS and Environmental Modeling
-Designing the Neighbourhood
-Global Institutions
-Delivering Sustainable Futures
-Destination and Event Development
-Statistical Research Using SPSS
-Independent Study.

Please note that not all electives may be available in any given year.

The PGDip course is based on the completion of the following compulsory modules as in the MSc programme:
-Development and Urbanisation
-Urban Land Policy and Urban Management
-Globalisation: Environment and Development
-Urban Policy in Practice: Programme and Project Implementation.

A similar choice of two elective modules from the same options as the MSc course is required.

The PGCert is based on the completion of the following compulsory modules as in the MSc course:
-Development and Urbanisation
-Urban Land Policy and Urban Management or Independent Study
-Globalisation: Environment and Development or Independent Study

Careers and professional development

Today our alumni can be found in senior positions in some of the largest international planning and environmental consultancies, in government agencies, in large NGOs and campaigning organisations across the globe.

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Get paid to do a Masters with the. Centre for Global Eco-Innovation. at. Lancaster University. , The Sunday Times University of the Year 2018, and. Read more

Get paid to do a Masters with the Centre for Global Eco-Innovation at Lancaster University, The Sunday Times University of the Year 2018, and Lina Energy Ltd.

One year enterprise-led funded Masters by Research, Ref. No. 100

·        Get paid £15,000 tax-free

·        Have your tuition fees reduced. Your partner company pays £2,000 towards your fees, meaning UK/EU students pay £2,260, and international students pay £15,945.

·        Be part of the multi award winning Centre for Global Eco-Innovation with a cohort of 50 talented graduates working on exciting business-led R&D.

·        The Centre is based at Lancaster University, so you will gain your Masters from a Top Ten University, recognised as The Sunday Times University of the Year 2018.

·        Finish in a strong position to enter a competitive job market in the UK and overseas.

LiNa Energy is developing an advanced new sodium ion battery technology with wide applications, which promises to outperform all other incumbent technologies on all key performance and cost metrics. We are seeking a motivated graduate to help us design our first products for optimal performance by applying advanced engineering simulation tools and methodologies. 

The LiNa cell technology is an exciting innovation in sodium ion technology with proven pedigree. It is a radical re-engineering of sodium metal chloride chemistry to dramatically enhance energy and power density whilst maintaining the impressive safety credentials of the chemistry. This is all achieved using low cost and scalable processes to give a truly disruptive battery technology.

Candidates with a degree in mechanical engineering or other closely aligned subject are sought. Some prior experience in engineering simulations such as finite element analysis would be beneficial.

Enterprise and collaborative partners

This Masters by Research is a collaborative research project between Lancaster University, with supervision from Dr Richard Dawson, Dr Fabrice Andrieux and Lina Energy Ltd. Lina Energy Ltd is an innovative SME developing an advanced new sodium ion battery technology with applications across multiple industries.

Apply Here

To apply for this opportunity please email with:

·    A CV (2 pages maximum)

·    Application Form

·    Application Criteria Document

·    Reference Form

This project is part funded by the European Regional Development Fund and is subject to confirmation of funding. For further information about the Centre for Global Eco-Innovation, please see our website.

 

Deadline:           Midnight Sunday 8th July 2018

Start:                    October 2018



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Interdisciplinary project-based design classes are increasingly common in undergraduate design, engineering, gaming, marketing and business programs. Read more

Interdisciplinary project-based design classes are increasingly common in undergraduate design, engineering, gaming, marketing and business programs. However, there is a paucity of guidelines to support the development, implementation and efficacy evaluation of such new courses. Design projects serve as experiential learning activities for students to appropriately apply a methodical design process to specific design contexts.

Considering this, the objectives of this project are:

  • The development and refinement of a framework for undergraduate interdisciplinary design projects.
  • Understand the desired learning objectives of different fields with regards to an undergraduate team-based design project.
  • Understand student learning of design processes in interdisciplinary design projects.
  • Understand the challenges in implementing and evaluation of interdisciplinary design projects for educators

Methodology proposed

  • Secondary desk research to establish the key elements of professional interdisciplinary design teams, team formation, and experiential learning of design.
  • Interviews of key stakeholders to review their learning objectives for such a design course.
  • Interviews with leaders of professional interdisciplinary design groups for review of the structure and expectations of interdisciplinary design teams.
  • Iterative development of a proposed framework for an interdisciplinary design module. (For the purpose of this research focus, the proposed class cohorts would be third year students from Product Design and Mechanical Engineering students as part of their existing modules in their respective courses).
  • Quantitative data collection on student teams’ design processes will be done using the Design Evaluation and Feedback Tool (DEFT) (attached draft paper submitted to IEEE Transactions on Learning Technologies).
  • Qualitative observation of student participation and learning in class activities will be collected.
  • Triangulation interviews with participants and academic stakeholders as part of the iterative development of the framework

Expected outcomes: (e.g.deliverables & strategic impacts)

  • A framework for developing and implementing an interdisciplinary design project in undergraduate programmes
  • Evidence of improved student experiential learning in both product and mechanical engineering design skills.
  • Demonstration of collaborative integration of the Departments of Humanities and Aerospace, Mechanical and Electronic Engineering using designCORE, engCORE and Learning and Teaching methodologies.


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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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Our Master's degree provides you with access to the latest HR resources, full Chartered Institute of Personnel and Development (CIPD) professional accreditation, development tools and networking events to support your career progression. . Read more

Our Master's degree provides you with access to the latest HR resources, full Chartered Institute of Personnel and Development (CIPD) professional accreditation, development tools and networking events to support your career progression. 

You will become more adaptable, well-informed and proficient in a range of managerial skills. This will help you gain in-depth knowledge and enable you to identify and solve current issues in people management. 

In-depth academic study and a range of powerful problem-solving techniques will help you find effective solutions to real-life HR issues. You will learn how to approach business problems strategically and how to adapt to changes affecting your organisation.

Flexible study

Our courses are designed to fit around your existing commitments. You can study part-time (two evenings a week for two years) or full-time (four evenings a week for one year) plus three workshops over the duration of the programme. Classes are 6-9pm.

Guest speakers

Regular seminars of the CIPD South East Thames branch are held at the university including Valuing HR analyticsAnnual CIPD HR conference and CIPD wellbeing event.

Industry experts provide guest lectures, career development advice and curriculum input. Sector professionals are involved in developing content and teaching on various courses. As part of our continuing Big Picture guest seminar series, senior executives from Marks and Spencer, Department for Work and Pensions and BBC are invited to pass on their insights and experience.

Extracurricular activities

The HRM & Psychology Society provides an additional forum for you to meet and discuss current trends with faculty and guest speakers. 

You will be encouraged to attend conferences and events, for example:

These experiences will help enrich your learning, increase networking opportunities and facilitate the exchanging of ideas. 

Rankings

Greenwich is one of the top two most globally diverse universities in the UK, US, Australia and New Zealand, by Hotcourses Diversity Index.

We have also been named as one of the "most international" universities on the planet by Times Higher Education magazine.

Outcomes

This degree aims to:

  • Establish a systematic understanding and critical awareness of current problems and insights in the field of HRM, informed by cutting edge academic research and professional practice
  • Develop your business skills to help you in managing teams and organisations
  • Encourage a conceptual understanding of HRM that enables you to critically evaluate current research and advanced scholarship.

Full time

Year 1

Students are required to study the following compulsory courses.

Part time

Year 1

Students are required to study the following compulsory courses.

Year 2

Students are required to study the following compulsory courses.

Assessment

You will be assessed through examinations, essays, reports, online learning logs and a dissertation. Assessment approaches will vary according to the course studied.

Professional recognition

The MA leads you to obtaining full chartered membership of the Chartered Institute of Personnel and Development (CIPD). Candidates are advised to check the chartered membership requirements directly with the CIPD.

Careers

Graduates from the MA Human Resource Management programme have gone on to work for small and large corporate organisations such as engineering firms, creative organisations and housing associations, in charities, and in public sector organisations including the NHS and in jobs HR Business Partner, HR Administrator, Head of HR, and HR Advisor.

Employability

We have developed strong relations with companies in the financial centres in London, including in the City, Canary Wharf, and Fenchurch Street. This offers you networking, mentoring and internship opportunities, making it a perfect location to develop your career.

You can also reach out to top employers through our dedicated Business School Employability Office (BSEO). Our team focuses on developing your employment skills through CV support, careers fair, interview skills workshops and guidance through mentors to progress in the industry.

The BSEO team was shortlisted for the Times Higher Education Leadership and Management Awards; which shows their dedication to actively support career development.



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Summary. Read more

Summary

The ethos behind this programme is the development of person-centred cultures, using a professional practice-based learning model that embraces practitioner inquiry and practitioner research, thereby contributing to the development of knowledgeable and dynamic person-centred practitioners who are sensitive to the needs of people who use healthcare services. The programme values knowledge gained through critical reflection on practice experience used in conjunction with the range of knowledge sources. The delivery of person-centred practice (McCormack and McCance 2010) requires practitioners to know and understand self in the context of their practice. Critical reflection is one means to achieve this. Consequently, within the DPHC the focus is on the practitioner learning from practice, understanding the theory underpinning their professional practice-based learning through critical reflection and applying this learning to practice. Many of the modules require students to provide evidence of their learning and development in practice through an academic portfolio mapped to learning outcomes.

About

The programme combines formal and practice based learning. Outcomes from the DPHC programme link closely with personal and professional practice based objectives, identified through staff appraisal. This provides the opportunity for practitioners to simultaneously achieve personal growth, reward and achievement while contributing to organisational and practice development.

Although some elements of the programme are taught or delivered online, most of the learning is achieved in and from practice, where the practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators enable the practitioner to select the most appropriate modules to match their needs and to meet the requirements of the award.

The facilitator role is pivotal as they provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.

Attendance

The programme combines formal and practice based learning and is offered on a part time basis.

Although some elements of the programme are taught in the University or delivered online, most of the learning is achieved in and from practice practitioners area of practice. The practitioner works with a practice based facilitator (who is a recognised teacher with the Ulster University) and completes a portfolio of their learning. Practice based facilitators provide the contact or 'teaching time' for practitioners to learn. This time equates to 6 hours in total/practitioner/module. Additional support is offered to students through taught sessions in the University and through Blackboard Learn.

Students are expected to attend all classes associated with the taught elements of the

programme and be punctual and regular in attendance.

Work placement / study abroad

Students will be already employed in Health and Social Care Organisations (either NHS or independent sector).

Career options

Students within the programme come to us with an existing employment background within health and social care. On completion of this programme we expect students to continue their employment in health and social care organisations with an enhanced range of transferable knowledge and skills to benefit their communities, individual patients/families and their carers and employer. We also expect graduates to achieve a higher professional and personal profile within their organisation, enhancing their prospects of promotion. Additionally, we expect a number of postgraduate students to progress to undertaking research studies within the Institute of Nursing and Health Research at the Ulster University and other institutions.



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This course provides managers and experienced health and social care professionals with the opportunity to develop and extend their knowledge of management theory and enhance their management practice. Read more

This course provides managers and experienced health and social care professionals with the opportunity to develop and extend their knowledge of management theory and enhance their management practice. It will prepare you to take on first line, middle and senior management positions and supports organisation leadership and management strategies.

This course is part-time and delivered mostly in monthly two-day blocks as this suits busy leaders and managers.



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Learn to clarify the 'leadership' role within healthcare education and identify ways in which it can best be carried out within the constraints of complex environments. Read more
Learn to clarify the 'leadership' role within healthcare education and identify ways in which it can best be carried out within the constraints of complex environments
-This module supports the development of health education leaders by enabling you to identify your own leadership style and philosophy and develop your skills in educational leadership.
-You will also learn how to share good practice.

Other options

-MSc route: available as an option on Masters in Medical Education (MMedEd) programme.
-Not sure an MSc is for you? Take this module as a Postgraduate Award. Contact us for more information:

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Get paid to do a Masters with the. Centre for Global Eco-Innovation. at. Lancaster University. , University of the Year 2018, and. Read more

Get paid to do a Masters with the Centre for Global Eco-Innovation at Lancaster University, University of the Year 2018, and Cumbria Recycling Ltd.

One year enterprise-led funded Masters by Research: Ref.No. 84

·        Get paid £15,000 tax-free

·        Have your tuition fees reduced. Your partner company pays £2,000 towards your fees, meaning UK/EU students pay £2,260, and International students pay £15,945.

·        Be part of the multi award winning Centre for Global Eco-Innovation with a cohort of 50 talented graduates working on exciting business-led R&D.

·        The Centre is based at Lancaster University, so you will gain your Masters from a Top Ten University, recognised as The Sunday Times University of the Year 2018.

·        Finish in a strong position to enter a competitive job market in the UK and overseas.

Deriving value from waste and promoting a transition to a circular economy is one of the greatest challenges of the current generation. We cannot keep taking, using and throwing away valuable materials.

This project offers the opportunity to gain a Masters qualification working in collaboration with a leading recycling company. Understanding gained through this project will be much in demand as manufacturers and retailers seek innovative new ways to recover material from waste streams. The project degree fees are sponsored, and you are paid a stipend whilst undertaking the research.

WRAP data (2012) suggests 85% of UK mattresses end up in landfill. This is not sustainable. Mattress collection and recycling is labour intensive, due to variable design and the heterogeneous nature of post-consumer feedstock. This project seeks to identify and optimise engineering approaches capable of delivering improvements in mattress reuse/recycling/recovery rates. The emphasis is to recover value or convert waste materials into products which have a real market value.

Working with academics in the Engineering department and in collaboration with the company, you will use experimental and analytical engineering skills to investigate novel approaches for the processing and re-use of mattress materials. Graduates with an interest in sustainability and at least an upper second-class degree in Chemical/Process, Materials, Mechanical Engineering or a related discipline are encouraged to apply for the project.

Enterprise and collaborative partners

This Masters by Research is a collaborative research project between Lancaster University with supervision by Dr Sarah Green, Prof Andrew Kennedy and Cumbria Recycling Ltd.

Cumbria Recycling Limited is one of Cumbria’s leading recycling companies. Processing over 2,000 tonnes annually of Waste Electrical and Electronic Equipment (WEEE) for re-use and sorting for recycling of raw materials. The project will also have input from a major bed manufacturer and Furniture Re-use Network member organisations.

Apply Here

To apply for this opportunity please email with:

·    A CV (2 pages maximum)

·    Application Form

·    Application Criteria Document

·    Reference Form

This project is part funded by the European Regional Development Fund and is subject to confirmation of funding. For further information about the Centre for Global Eco-Innovation, please see our website.



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Get paid to do a Masters with the. Centre for Global Eco-Innovation. at. Lancaster University. , The Sunday Times University of the Year 2018, and. Read more

Get paid to do a Masters with the Centre for Global Eco-Innovation at Lancaster University, The Sunday Times University of the Year 2018, and The Miles Consultancy.

One year enterprise-led funded Masters by Research, Ref. No. 110

·        Get paid £15,000 tax-free

·        Have your tuition fees reduced. Your partner company pays £2,000 towards your fees, meaning UK/EU students pay £2,260, and international students pay £15,945.

·        Be part of the multi award winning Centre for Global Eco-Innovation with a cohort of 50 talented graduates working on exciting business-led R&D.

·        The Centre is based at Lancaster University, so you will gain your Masters from a Top Ten University, recognised as The Sunday Times University of the Year 2018.

·        Finish in a strong position to enter a competitive job market in the UK and overseas.

The vehicle market is changing at an unprecedented scale with new technologies, legislations and Government policy being introduced at a rate that companies and business drivers may not be able to keep track of. This could lead to poor decision making when it comes to choosing the next company car, which can have a significant impact on fuel used and emissions produced in subsequent years. With such an abundance of choice and conflicting advice the selection of a new company car is becoming increasingly complicated. 

This project offers the opportunity to gain a Masters qualification working in collaboration with Europe’s leading fuel management specialist; The Miles Consultancy (TMC). Understanding gained through this project will be in high demand as the vehicle market adapts and changes over the next 10 years. The project degree fees are sponsored, and you are paid a stipend whilst undertaking the research.

In this project you will work with academics in Lancaster University Management School and in collaboration with the company. You will use unique data, provided by TMC, on fuel spend as well as business and private mileage to identify the real-world efficiency of vehicles by matching the right technologies to the type and duration of journeys being made by individual drivers (e.g. urban / motorway / rural roads).

This project would suit a candidate with a background in Management Science and/or Maths and Statistics.

Enterprise and collaborative partners

This Masters by Research is a collaborative research project between Lancaster University with supervision by Dr. Guglielmo Lulli and Dr. Nicos Pavlidis and The Miles Consultancy.

The Miles Consultancy are a multi-award winning fuel management specialist. They deliver visibility; control and cost savings across a company’s vehicle fleet by consolidating, analysing and auditing mileage, fuel and fleet data.

Apply Here

To apply for this opportunity please email with:

·    A CV (2 pages maximum)

·    Application Form

·    Application Criteria Document

·    Reference Form

This project is part funded by the European Regional Development Fund and is subject to confirmation of funding. For further information about the Centre for Global Eco-Innovation, please see our website.

 

Deadline:           Midnight Sunday 15th July 2018

Start:                    October 2018



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One fully-funded 1-year Masters studentship is available within the Department of Natural Sciences with the Faculty of Science and Engineering at the University of Chester’s Thornton Science Park. Read more

One fully-funded 1-year Masters studentship is available within the Department of Natural Sciences with the Faculty of Science and Engineering at the University of Chester’s Thornton Science Park.

Background

The aim of this project is to design, construct and evaluate sensor units for the measurement of air quality in a variety of environments. Low-cost sensor transducers for the measurement of trace gases and atmospheric particles will be integrated into a sensor package capable of being deployed remotely on our remote test systems. The project will also involve the assessment of sensor systems on the market currently.

The quality of our atmospheric environment has an important effect on our health with exposure to toxic levels of particulate matter and traces gases such as nitrogen dioxide affecting population in the UK and globally. Current approaches to monitoring air pollution reply on relatively sparse, expensive, but high quality static measurement systems. As the quality of our air differs over orders of magnitude from street to street and room to room, this approach has limitations. Recent advances in sensor design are beginning to allow the use of lower-cost and low power sensor systems on mobile platforms such as drones. Low-cost sensor systems can also be deployed as mesh systems. Both mobile measurements and mesh deployments have challenges in the collection and analysis of data not least the lower quality of the sensor devices when compared with the state of the art.

Skills and Knowledge

This project would suit a student of environmental science, chemistry and/or physics with a keen interest in sensor systems and the visualisation and interpretation of data. Conversely the project would also suit an Applied Mathematics, Computer Science or Engineering student with a deep interest in the natural science and the environment, and an interest in gaining experience in a scientific application of their skills and experience.

How to Apply

A completed University of Chester Postgraduate Research Degree (MPhil/MRes) application form including contact details of two referees (at least one must be familiar with your most recent academic work).

Candidates should apply online via the University of Chester website page https://www.chester.ac.uk/research/degrees/studentships and specify their reference number when applying. The reference number is: RA002836

Application deadline: Friday 13th July.



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