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The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you. This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA in two to six years. Read more
The Bradford Distance Learning MBA allows you to study at a time, place and pace to suit you.

This programme is ideal if you need to combine work and family commitments with your business management studies, giving you the flexibility to complete your MBA in two to six years.

This flexibility means that you can fit your learning around your work and home commitments, and complete the MBA at a pace to suit you, in anything from two to six years. If you are using the government’s Postgraduate Loan to fund your studies, you will need to complete the MBA in no more than two years (see the Fees and Financial Support section for more details).

You’ll join an international network of over 500 distance-learning students, which means you’ll never be studying alone. Students get all the benefits of being part of a leading business school with access to our unique online learning, careers and support services from around the world.

About our partner RDI

University of Bradford School of Management administers its distance learning MBA programmes alongside RDI. RDI is responsible for the initial stages of student application and admission onto the Bradford Distance Learning MBA programmes in specific territories.

Please note: In August 2015, RDI achieved university status resulting in a name change from Resource Development International Ltd to Arden University Ltd. However, the organisation is aware of the high esteem in which RDI is held by students worldwide and so the RDI name will continue as part of Arden University.

Professional Accreditation

The Financial Times has placed the University of Bradford School of Management's Distance Learning MBA in the world's top 10 in its Online MBA Ranking 2015.

We are in an elite group of less than 1% of business schools in the world to hold the triple accreditations of Equis, AMBA and AACSB.

Why Bradford?

The Bradford Distance Learning MBA is ranked by the Financial Times as one of the world's best online MBA programmes (World No.8) and rated No.1 in the world for alumni career progression.

The programme is aimed at intelligent, highly motivated managers who wish to equip themselves with the essential business and management skills required in the increasingly competitive, diverse and dynamic business environment.

As with all our MBAs, we offer students the flexibility to switch between modes of study. Distance learning students can choose to take certain modules alongside Full-time and Executive Part-time students in Bradford or at one of our partner institutions across our global campus. There is also flexibility in terms of how intensively you study. We advise that you study two modules every three months, tackling one unit per week – approximately 14-16 hours of study. However, if you are restricted on time, you can choose to just study one module at a time or even suspend your studies all together and restart at a later date.

While distance learning allows you to study at a time, place and pace to suit your needs we ensure that you will never feel like you are studying alone. Distance Learning MBA students have access to our Virtual Learning Environment and are provided with a variety of materials from textbooks and academic journal papers through to video clips and podcasts for each module. You are also expected to contribute to online discussion forums and tutorials with your tutor group and can network with staff and students our online social networking site - The Atrium.

Although studying largely independently, Distance Learning MBA students get all the benefits of being at a leading international business school and gaining a globally recognised qualification. You will also get access to all of our learning, careers and support services as well as our online library and academic expertise.

Rankings

Financial Times rankings for the School of Management:
-Our Distance Learning MBA ranked 11th in the world, 3rd in the UK in Online MBA rankings
-Our Distance Learning MBA is also ranked 1st in the world for salary increase (percentage) and 2nd in the world for value for money

Modules

Core modules - You will study 10 core modules covering key business and managerial disciplines.
-Online Induction Programme (Completion of the online induction programme is vital as during the induction you will be provided with key information on issues such as MBA rules and regulations, student support services and the online learning resources)
-Business Accounting
-Business Economics
-Operations Management
-Marketing Management
-Managing People
-Managerial and Professional Development
-Business Ethics and Sustainability
-Business Research
-Strategic Management
-Corporate Finance

Elective modules - Once you have gained the required managerial skills and knowledge from the core modules, you will then be required to complete four elective modules. There are normally 9-10 elective modules to choose from for those studying purely by distance learning.
-Business Simulation
-Circular Economy, Core Principles and Concepts
-Corporate Marketing
-E-business
-Entrepreneurship
-European Business Management
-Financial Risk Management in European Banking
-Global Supply Chain Management
-International Business in Emerging Economies
-International Business Studies
-International Financial Management
-International Marketing
-Management of Change
-Management Consulting
-Managerial Leadership
-Marketing Communications
-Mergers and Acquisitions
-Project Management
-Services Marketing
-Strategic Information Systems
-Sustainable Operations

Students who choose to take an elective module(s) in Bradford or at one of our partner institutions will have a wider range of choices, including modules such as Mergers and Acquisitions, Management Consulting and Global Supply Chain Management. Up to three modules may be taken in this way at no extra cost.

The management project is an integral part of the Bradford MBA and is often the most challenging and rewarding part of the programme. At the end of the taught programme you put into practice what you have learnt by investigating and reporting on an important management issue or opportunity. If you are sponsored by your employer, the project can relate to your workplace.

Otherwise, you may choose to use the project to deepen your knowledge of a different sector or organisation, or as a stepping stone to your next job. The project findings and recommendations are then written up in a 9,000-word dissertation.

Throughout the project you will be guided by an experienced academic and you will have access to the School of Management Effective Learning department. The Effective Learning service often proves to be very useful providing students with a clear understanding and guidelines on what is required in order to successfully complete their project.

Learning activities and assessment

Students are expected to take two subjects (modules) every three months.

Each module contains nine study units. Students typically progress by studying one unit from each module per week. This equates to approximately 14-16 hours of study per week. If you don't think that you have enough time to study two modules over the three month period you can always chose to study just one module, lightening your workload considerably.

If work or family life is particularly busy then you can even suspend your studies and restart at a later date. This flexibility means that students can complete a distance learning MBA in 2 to 6 years. We do however strongly advise that students study two modules every three months.

Study Abroad

You may decide you want to accelerate your studies, learn about a particular subject area, study alongside other University of Bradford School of Management students or simply broaden your horizons and spend some time studying overseas. You can do this by undertaking up to three block modules (i.e. 3-5 days of intensive study) at no extra cost (other than travel, accommodation and subsistence) at the School of Management or at any one of our partner institutions in Dubai and Singapore.

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 Advisers into the curriculum or through specially arranged workshops.

An MBA is an opportunity to either change career direction or consolidate experience then return and progress in a previous industry or job. The Financial Times Global MBA rankings show that, on average, 20% of alumni achieve board-level positions within three years of graduation.

On completion of the programme participants go into a wide variety of functions and sectors, including IT/Telecoms, Finance & Banking and Industry being amongst the most popular.

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At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. Read more
At the University of Hertfordshire we have been delivering distance-learning courses since 2004. We understand how people learn online, and you can as well with this Master's degree in e-Learning Technology. The online course focuses on e-Learning design and development, enabling you to develop applications that are learner-centred.

The MSc eLearning Technology draws on the University’s extensive experience in distance-learning, this online Master’s focuses on designing and developing e-Learning, equipping you to develop effective, learner-centred applications.

Why choose this course?

-Gain a master's degree in one year full-time or at a pace that suits you through online study
-Chose from two different routes depending on your qualifications: an advanced programme for Computer Science graduates - or a route for other graduates that combines foundation modules with options from the advanced modules
-Flexible online learning allows you to fit study around your other commitments, without travel and accommodation costs
-Gain an internationally-recognised master's degree from the UK's University of Hertfordshire
-Benefit from the same academic standards and quality control procedures as our equivalent on campus course
-We have an excellent track record in research, with over half of our outputs rated at world-leading or internationally excellent in REF 2014, the most recent national assessment.

Careers

Our online masters programme is designed to give graduates the up-to-date skills and knowledge sought after by employers, whether in business, industry, government or research.

There are many opportunities within the rapidly growing e-Learning industry for technical staff who are highly skilled in the application of advanced IT techniques to e-Learning design.

Typical roles could be those found in traditional IT development projects such as Business Analyst, Programmer, User-interface Designer, Quality Controller or Project Manager. Alternatively there are more specialist roles such as Instructional Designer or Learning Technologist.

Teaching methods

Our online degree programmes are taught 100% online when studied independently, or supplemented by tutorial support when studied at a local study centre run by one of our online partners. Find out more about Tutored eLearning. Assessment is by coursework and online tests.

You will participate in the learning experience through the University's on-line learning environment, StudyNet. You will receive learning materials, take part in discussions and submit your assignments online. Additionally, you will receive study resources such as e-books and any specialist software. You will have access to the University's extensive online library facilities, or be able to visit in person if you so choose.

The amount of study time required is no different from that needed for an on campus programme. You should expect to spend at least 30 hours per week if studying full-time, and in proportion if part-time.

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Take a closer look at the included features in BEBS Virtual Campus. http://www.bebs.org/virtualcampus/. The International Master in e-Supply Chain Management seeks to provide skills and competencies to people who want to successfully respond to the new challenges we face today in our society. Read more

Virtual Campus

Take a closer look at the included features in BEBS Virtual Campus: http://www.bebs.org/virtualcampus/

The International Master in e-Supply Chain Management seeks to provide skills and competencies to people who want to successfully respond to the new challenges we face today in our society. A new operational approach is required for an environment that is characterized by a structural change in every way.

In a global market, companies ought to constantly create and develop new ideas to have a good positioning and get new competitive advantages. The management of the supply chain corresponds to the combination of current technology and best worldwide business practices. Improving the internal operations, lowering costs and achieving greater savings, benefits and the increase of customer satisfaction are some of the goals that contribute to it.

This program is not intended to theorize about the supply chain, but to develop the necessary criteria to enable you to have a clear, current and comprehensive overview of operations and see how they efficiently and effectively interact in our current environment.
Thus, this program aims to train professionals on having a strategic vision, so that they not only mastered the logistics but that they focused on developing the internationalization of the company, going beyond transport and storage, so that they mastered all the needs and areas such as planning, management and control of logistics strategy and internationalization of the company.
In the program the theoretical approach is used only to induce the student to “learn by doing” exercises, such as debates and case studies, which seek the enrichment of participants, by identifying all possible solutions and alternatives to the different business situations.

The target of this program:

Are professionals, businessmen/women, students, entrepreneurs and everyone who wants to acquire a new vision and dimension of the today operations in the supply chain. People who need to consolidate and develop an innovative mindset for the process of creating, managing and maintaining companies through a managing leadership.

Experienced professionals, University Students, Management Leaders coming from different sectors: Engineering, Healthcare, Consulting, Banking, Services, Automotive, Construction, Chemical, Pharmaceutical, Energy, Industry, Public Administration, and so on.

Final project

Throughout the International Master in e-Supply Chain Management, you will develop all your skills and competencies, especially your entrepreneurial sense, since you will be required to develop an International Business Operation Plan during the master, which will have to be viable in the current market. The International Business Operation Plan will be developed in work teams.
Therefore, our goal is that as you go through the master you could be able to consolidate the knowledge learned in your project. Along the master there are three mentoring sessions held by experts, who provide guidance and support to project development.
Finally, at the end of the master each team will make a presentation of their project in front of a panel of specialists and experts, who will evaluate them.

ECTS Educational System

The International Master in e-Supply Chain Management is regulated by the European Credit Transfer System, a system which measures and values the required work to be done by the students in order to acquire all the necessary competences, knowledge, and skills to overcome the different subjects of the Master.

This master has a total of 60 ECTS, equivalent to 1500 hours of student involvement of which 15 ECTS correspond to the completion of the final Master project.

Modules of the Program

Module 1
A Strategic and Global Vision of the Supply Chain Management (SCM).

Module 2
SCM Innovation and Optimization.

Module 3
Demand, Strategy, Purchasing, Sourcing and Procurement in SCM.

Module 4
Distribution, Storage, Handling, Transportation and Reverse Logistics, Strategic Management of Stocks in SCM.

Module 5
Productivity and Operations, Quality, Work Safety and Risk Prevention and environment in SCM.

Module 6
Business Game Simulation

Module 7
Final Master Project

Contact

If you would like to speak to someone at Barcelona Executive Business School please fill out your information and someone will be in touch as soon as possible: http://www.bebs.org/?lang=en#contacto

Methodology of the Master

The methodology of the International Master in e-Supply Chain Management is based on active participation of students in many activities, such as analysis and resolution of real business experiences and case studies. Therefore our methodology is based on “learning by doing”, relying on software tools and Simulation Systems Business.

Furthermore, the master requires a combination of individual and team work, analyzing and resolving different activities, real business experiences, case studies, business simulations, forums, discussions, etc. Not to mention the final Project of the master, which is the backbone of this Master.

Teaching staff

Our Teaching staff are not just academics but businessmen, entrepreneurs, professionals and executives who are at top positions in different businesses and sectors. They focus on innovating in their companies, defining profitable and successful business models that add value to their employees and society.

Our teachers seek to train students offering them an edgy and realistic view of the business world, as well as giving them the opportunity to practice different skills that students will be able to immediately bring in at their work places

International Students

For most of our students, deciding to study in BEBS means finding a new place to live and adapt to a new culture. We want you to feel like home, so that you could get the maximum benefit of your stay as long as you are in Barcelona. You can find more information about living in Barcelona here: http://www.bebs.org/?page_id=1471&lang=en

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To meet the objectives of this master's degree, students will do the following. -Analyse the potential of ICTs as new platforms for learning and knowledge management, focusing on the advances achieved in this field by e-learning. Read more
To meet the objectives of this master's degree, students will do the following:
-Analyse the potential of ICTs as new platforms for learning and knowledge management, focusing on the advances achieved in this field by e-learning.
-Identify the theories and strategies of the teaching-learning process on which e-learning media are.
-Acquire criteria for designing multimedia for education
-Analyse the potential of ICTs as new platforms for learning and multimedia applications.
-Structure and develop multimedia teaching material according to the target audience.
-Learn and understand the parameters that define the process of digitisation and reproduction of teaching materials.
-Acquire skills to manage information and knowledge.
-Determine the economic feasibility of multimedia projects.
-Develop a practical application in the field of materials design and/or training environments.
-Have their first contact with research methodology in educational technology.

Student Profile

This master's degree is intended for teaching staff, education managers and instructional designers. It is also suitable for university graduates with motivation and experience in areas related to education, information and communication technologies, and computer engineering.

In order to successfully follow the content of all the subjects, advanced users of the information and communication technologies will need to have an interest in educational innovation.

Students need to be responsible and independent, because although distance learning is suited to individual tuition, the subjects of the programme require continual dedication.

Applicants should therefore be university graduates with the following characteristics:
-Motivation for educational innovation
-Technical knowledge
-Autonomy and responsibility

Career Opportunities

The graduates in the Inter-university master's degree in Educational Technology: E-Learning and Knowledge Management are capable of working in:
-Design and development of e-learning projects
-Management of virtual campuses and training services
-Design and development of training materials
-Technical consultancy and teaching
-Information and knowledge management
-Design and development of research projects in the field of educational technology
-Management of research projects in the field of e-learning
-Design and development of basic research and R&D projects
-Technical and pedagogical advice on research projects in the field of educational technology

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The term museum encompasses a broad range of organisations with a focus on learning in settings outside the traditional classroom. Read more

General Information

The term museum encompasses a broad range of organisations with a focus on learning in settings outside the traditional classroom. Museums include cultural centres, science centres, historic sites, parks, planetaria, art museums and art galleries. Contemporary museum education establishes museums as innovative learning environments rather than repositories of artefacts. As museums and other informal learning sites contemplate new roles within society it will be incumbent upon museum professionals, and particularly museum educators, to become catalysts for different ways of thinking about the educational roles and potentials of museums and other informal learning sites, teaching and learning in museum settings as well as exploring new relationships between museums and the broader community.

Quick Facts

- Degree: Master of Museum Education
- Specialization: Museum Education
- Subject: Education
- Mode of delivery: On campus / Online combination
- Program components: Coursework only
- Registration options: Full-time
- Faculty: Faculty of Education

The Master of Museum Education is a unique graduate degree program focusing on the study of education and learning that occurs in museums and other informal learning contexts. This programs draws together Museum professionals, educators and those with an interest in using the community to support teaching and learning to further their thinking and scholarship around museums as sites of education and learning.

As museums contemplate new roles within society it will be incumbent upon museum professionals, and particularly museum educators, to become catalysts for different ways of thinking about the educational roles and potentials of museums and other informal learning sites, teaching and learning in museum settings as well as exploring new relationships between museums and the broader community.

This program will provide the necessary skills and knowledge for careers as educators in informal settings such as museums, locally and globally, and to support classroom-based teachers in expanding their use of the community as a learning site. The program model is one that recognizes the need for contextualizing museum education curriculum in both home country context (which has its own unique social and political context) and in the Canadian cultural context of museum education, in which practices may be conceptualized in other beneficial ways to that of the student’s own country of origin. The end result are graduating students that are then better able to influence the systems in their own countries with strengthened capacities to introduce beneficial reforms around museum education.

Upon completing the MMEd degree, students will be able to:
- Critically analyze dominant and alternative theories and discourses of learning and teaching in informal settings
- Identify the influences of multiple perspectives (i.e., Local, Aboriginal, International) in facilitating learning experiences in/within museums and communities
- Develop learning opportunities to integrate learning within classrooms, and learning in informal settings such as museums and other informal learning sites
- Develop tools to implement and sustain educational programs outside the traditional classroom
- Develop skills and knowledge to understand and address the increasing complexities of issues facing informal learning settings
- Evaluate the potential for working with a variety of learning communities
- Analyze different approaches to teaching and program development, settings, and perspectives

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The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting. Read more
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

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. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education 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
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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The Master of Fine Art (MFA) programme caters for students who wish to develop their professional practice or knowledge within the discipline of Fine Art. Read more

Course Overview

The Master of Fine Art (MFA) programme caters for students who wish to develop their professional practice or knowledge within the discipline of Fine Art. Typically this might include teachers, practicing artists, community workers, arts administrators, or recent graduates in Fine Art who wish to further their professional practice.

The MFA is designed to respond to students who already have a practice and who are able to readily determine where they are in relation to a field and its histories of practices and ways of working. It is the role of the MFA to work outwards, as it were, towards a context for the students practice.

​The student focus will be on their development of Art Practice relevant to the CSAD Subjects of: Fine Art; Textiles; Ceramics; Artist Designer Maker; and Illustration.

The MFA curriculum is designed so that students in the field of Fine Art:
- Kick-start a career or develop an idea
- Develop professional skills
- Become able, professional and directed
- Have a trajectory towards progression to a future Professional Doctorate

Course Content

The MFA programme is offered as One Year Full Time.

The following Modules will be undertaken by MFA students:
- ART7007: Position (60 credits).
- ART7008: Exploration (60 credits)
- ART7009: Realisation (60 credits)
- ART7005: Research and Ideas Seminars (0 credits. All students must attend the year-long Research & Ideas Seminars which happen on a weekly basis.)

Exit points/Awards
- On completing the Context module (60 credits in total) students will be awarded a Postgraduate Certificate.
- On competing the Context and Exploration modules (120 credits in total) students will be awarded a Postgraduate Diploma.
- On completing Realisation in addition to the above, (180 credits in total) students will be awarded a Master’s Degree (Master of Fine Art).

Learning & Teaching

The MFA is taught through lecture and seminar with individualised supervisory meetings to develop a learning contract (part of the early Personal Development Planning process [PDP]) and an individualised programme of learning and individualised supervision towards a creative research outcome, defined and monitored by developing PDP. Our approach to learning and teaching is based on negotiation and dialogue, encouraging students to develop their own, self-directed project to a professional standard within a rigorous yet supportive academic environment.

To support this, each student is allocated a Personal Tutor and an additional subject-specialist member of staff (academic tutor) from within the design expertise in a respective design department. Together, they form the Supervisory Team. The CSAD web application form includes a personal statement, and an outline of the professional or research project that the student wishes to pursue at Masters level. This informs the allocation of personal tutor and subject-specialist member of academic staff (academic tutor) with whom the learning contract is established, which in turn forms the basis for the student’s personal plan, reflected on in the continuing PDP process.

There are opportunities for all MFA students to come together in common teaching and presentations, to engage in peer learning groups and peer review of work, and to reflect on the outcomes of these peer reviews in PDP. At several key stages in the MFA programme we stress the importance of self-directed and negotiated learning. This is in part a response to what we perceive to be a growing demand for programmes of study that allow students to integrate work, study, career, personal aspirations and other commitments.

All course documentation, including Cardiff Metropolitan University’s Research Studies Manual, CSAD’s Research Study Guide, the MFA Handbook with module descriptors, assessment guidelines and criteria, will be available as hard copy and electronically. In addition, lecture PowerPoint presentations and workshop-generated material, for example, paragraphs and textual or visual analyses composed during workshops, will be available on the Cardiff Metropolitan University Virtual Learning Environment (VLE).

Remote or electronic contact with staff will be available by email and/or VLE . The supervisory team will deliver, manage and monitor each student's progress through a number of individual and team meetings. Students will also be encouraged to form and maintain peer-learning groups, either face-to-face or online.

Learning will be supported through the use of the VLE, electronic communications, and other relevant methods. Any students requiring learning support are advised to contact Learning Support in Student Services. Throughout the programme, students are expected to maintain their own Personal Development Plan/Portfolio (PDP), intended to provide evidence of their knowledge and understanding in relation to the learning outcomes of each module, including the Research and Ideas Module.

Each 60 Credit module is typically delivered through:
- Seminars; workshops; lectures; personal and group tutorials, and supervised use of workshop equipment (100 hours).
- Directed study via virtual learning, e.g. Cardiff Metropolitan University Virtual Learning Environment or student blogs or wikis (100 hours).
- Self-directed study. (400 hours)

Assessment

For each module, assessment is in the form of:
- ART7007: Position (60 credits). Design practice, Website / blog & reflective commentary / report (Personal Development Plan/Portfolio - PDP)/ 4,000 words.
- ART7008: Exploration (60 credits) Portfolio Submission: Substantial body of practical work. PDP: 1,000-2,000 words
- ART7009: Realisation (60 credits) Final body of work in the form of a public presentation through exhibition. A 3000 word Critical Paper and Viva Voce.
- ART7005: Research and Ideas Seminars (0 credits). Assessed through PDP undertaken in the other modules.

Support will be available through weekly small group seminars (normally no more than 16 students per group) after each lecture, exploring the theme of the lecture and allowing students to clarify their understanding. These sessions may also be run as workshops where practical demonstrations, involving student participation, are run.

This may include, for example, communal writing (via computer and data projector) or small group discourse analysis. Weekly tutorials will also be available.

Employability & Careers

The MFA programme acts as a gateway for students to enhance their careers as, or to become, established artist, designers, makers or architectural technologists, leading towards a career or to a Professional Doctorate in either art or design. Cardiff School of Art and Design offers Professional Doctoral programs in both Art and Design.

The MFA programme is designed to enable students to achieve the attributes of greater flexibility, adaptability, and individual responsibility and autonomy as professional artists, designers or researchers. It goes without saying that the MFA programme develops increasing creativity, self-reliance, initiative, and the ability to perform in rapidly changing environments as well as increasing competence with research skills and methods which will make graduates highly employable as academics and or researchers or enable them to develop an active and sustained practice as artists or designers.

The MFA is particularly focused on students who have already commenced their professional practice, designed about the provision of opportunities for ‘learning in employment’, and thus by implication exhibit the qualities necessary for employment.

All students’ will complete a portable ‘record of achievement’ and use their PDP to support employability and life-long learning, normally in the form of a blog, that integrates opportunities for self-reflection in programmes in order to help them develop as effective and confident learners.

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

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

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The Master of Design (MDes) programme caters for students who wish to develop their professional practice or knowledge within the discipline of Design. Read more

Course Overview

The Master of Design (MDes) programme caters for students who wish to develop their professional practice or knowledge within the discipline of Design. Typically this might include teachers, practicing designers, design consultants, project co-ordinators, or recent graduates in Design who wish to further their professional practice.

The MDes is designed to respond to students who already have a practice and who are able to readily determine where they are in relation to a field and its histories of practices and ways of working. It is the role of the MDes to work outwards, as it were, towards a context for the students practice.

​The student focus will be on their development of Design Practice relevant to the CSAD Subjects of: Architectural Design and Technology; Product Design; Graphic Communications; Textiles; Ceramics; Artist Designer Maker; and Illustration.

The MDes curriculum is designed so that students in the field of Design:
- Kick-start a career or develop an idea
- Develop professional skills
- Become able, professional and directed
- Have a trajectory towards progression to a future Professional Doctorate.

See the website https://www.cardiffmet.ac.uk/artanddesign/courses/Pages/mdes.aspx

Course Content

The MDes programme is offered as One Year Full Time

The following Modules will be undertaken by MDes students:
- ART7006: Context (60 credits).
- ART7008: Exploration (60 credits)
- ART7009: Realisation (60 credits)
- ART7005: Research and Ideas Seminars (0 credits. All students must attend the year-long Research & Ideas Seminars which happen on a weekly basis.)

Exit points/Awards
- On completing the Position module (60 credits in total) students will be awarded a Postgraduate Certificate.
- On competing the Position and Exploration modules (120 credits in total) students will be awarded a Postgraduate Diploma.
- On completing Realisation in addition to the above, (180 credits in total) students will be awarded a Masters Degree (Master of Design).

Learning & Teaching

The MDes is taught through lecture and seminar with individualised supervisory meetings to develop a learning contract (part of the early Personal Development Planning process [PDP]) and an individualised programme of learning and individualised supervision towards a creative research outcome, defined and monitored by developing PDP.

Our approach to learning and teaching is based on negotiation and dialogue, encouraging students to develop their own, self-directed project to a professional standard within a rigorous yet supportive academic environment. To support this, each student is allocated a Personal Tutor and an additional subject-specialist member of staff (academic tutor) from within the design expertise in a respective design department. Together, they form the Supervisory Team.

The CSAD web application form includes a personal statement, and an outline of the professional or research project that the student wishes to pursue at Masters level. This informs the allocation of personal tutor and subject-specialist member of academic staff (academic tutor) with whom the learning contract is established, which in turn forms the basis for the student’s personal plan, reflected on in the continuing PDP process. There are opportunities for all MDes students to come together in common teaching and presentations, to engage in peer learning groups and peer review of work, and to reflect on the outcomes of these peer reviews in PDP.

At several key stages in the MDes programme we stress the importance of self-directed and negotiated learning. This is in part a response to what we perceive to be a growing demand for programmes of study that allow students to integrate work, study, career, personal aspirations and other commitments.

All course documentation, including Cardiff Metropolitan University’s Research Studies Manual, CSAD’s Research Study Guide, the MDes Handbook with module descriptors, assessment guidelines and criteria, will be available as hard copy and electronically. In addition, lecture PowerPoint presentations and workshop-generated material, for example, paragraphs and textual or visual analyses composed during workshops, will be available on the Cardiff Metropolitan University Virtual Learning Environment (VLE).

Remote or electronic contact with staff will be available by email and/or VLE . The supervisory team will deliver, manage and monitor each student's progress through a number of individual and team meetings. Students will also be encouraged to form and maintain peer-learning groups, either face-to-face or online. Learning will be supported through the use of the VLE, electronic communications, and other relevant methods.

Any students requiring learning support are advised to contact Learning Support in Student Services. Throughout the programme, students are expected to maintain their own Personal Development Plan/Portfolio (PDP), intended to provide evidence of their knowledge and understanding in relation to the learning outcomes of each module, including the Research and Ideas Module.

Each 60 Credit module is typically delivered through:
- Seminars; workshops; lectures; personal and group tutorials, and supervised use of workshop equipment (100 hours).
- Directed study via virtual learning, e.g. Cardiff Metropolitan University Virtual Learning Environment or student blogs or wikis (100 hours).
- Self-directed study. (400 hours)

Assessment

For each module, assessment is in the form of:
- ART7006: Context (60 credits). Design practice & Website / blog & reflective commentary / report (PDP)/ 4,000 words.
- ART7008: Exploration (60 credits). Portfolio Submission: Substantial body of practical work. PDP: 1,000-2,000 words
- ART7009: Realisation (60 credits). Final body of work in the form of a public presentation through exhibition. 3000 word Critical Paper and Viva Voce.
- ART7005: Research and Ideas Seminars (0 credits). Assessed through PDP undertaken in the other modules.

Support will be available through weekly small group seminars (normally no more than 16 students per group) after each lecture, exploring the theme of the lecture and allowing students to clarify their understanding. These sessions may also be run as workshops where practical demonstrations, involving student participation, are run. This may include, for example, communal writing (via computer and data projector) or small group discourse analysis. Weekly tutorials will also be available.

Employability & Careers

The MDes programme acts as a gateway for students to enhance their careers as, or to become, established artist, designers, makers or architectural technologists, leading towards a career or to a Professional Doctorate in either art or design. Cardiff School of Art and Design offers Professional Doctoral programs in both Art and Design.

The MDes programme is designed to enable students to achieve the attributes of greater flexibility, adaptability, and individual responsibility and autonomy as professional artists, designers or researchers. It goes without saying that the MDes programme develops increasing creativity, self-reliance, initiative, and the ability to perform in rapidly changing environments as well as increasing competence with research skills and methods which will make graduates highly employable as academics and or researchers or enable them to develop an active and sustained practice as artists or designers.

The MDes is particularly focused on students who have already commenced their professional practice, designed about the provision of opportunities for ‘learning in employment’, and thus by implication exhibit the qualities necessary for employment.

All students’ will complete a portable ‘record of achievement’ and use their PDP to support employability and life-long learning, normally in the form of a blog, that integrates opportunities for self-reflection in programmes in order to help them develop as effective and confident learners.

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

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

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Take advantage of one of our 100 Master’s Scholarships to study Management (e-Business) at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Read more
Take advantage of one of our 100 Master’s Scholarships to study Management (e-Business) at Swansea University, the Times Good University Guide’s Welsh University of the Year 2017. Postgraduate loans are also available to English and Welsh domiciled students. For more information on fees and funding please visit our website.

We offer a Master's in Management (e-Business) for students from any background who would like to work in business or management. The programme has been specifically designed with a clear focus on management in an interconnected global community. This programme in Management (e-Business) covers core management concepts such as international marketing, operations management, global strategy, finance and international human resource management. To help you get the best from your studies, the Management (e-Business) programme also includes an academic skills module that covers issues such as research methods, presentation skills, group dynamics and employability support.

MSc Management Pathways

- Generalist MSc Management - for you to create your own mix of specialist modules
- Marketing - focused on the challenges of global marketing activities
- Finance – for students interested in financial aspects of management
- Human Resource Management – focused on the challenges of leadership and managing a global work force
- Entrepreneurship – for students interested in the dynamics of starting their own business
- Operations and Supply Management – focused on the management of global operations and supply networks
- International Management – considers contemporary management practice in a global setting
- International Standards – focused on the role of internationals standards (such as ISO) in quality improvement
- Business Analytics – to equip students to work in the era of ‘big data’
- E-Business - investigates the challenges and opportunities of global information systems networks and e-commerce

Key Features of the Management (e-Business) Programme

- All modules on the Management (e-Business) programme are taught by our world-class faculty who have a breadth of industrial and academic knowledge
- Swansea is joint 1st in Wales for international ranked research (REF 2014)
- 93% of Swansea students in employment six months after graduating
- High contact time – our modules come with a lecture (in class sizes capped at approximately 150 students) and seminar/tutorial (in class sizes capped at 30) every single week
- Fully refurbished facilities – we have invested half a million pounds in a recent refurbishment to our student facilities
- Scholarships available for outstanding students
- Swansea is 1st in Wales for world-leading impact - 60% at 4-star level (REF 2014)

The MSc Management (e-Business) is ideally suited to students with a keen interest in e-business and its application to the business environment. This pathway provides Management (e-Business) students with an intensive focus on business information systems, covering topics such as information systems management, e-commerce, social media and application development.

Modules

Modules on the Management (e-Business) programme may include:

Managing Financial Resources
Human Resource Management
Marketing Management
Operations Management
Global e-Business
Strategy
Information Systems Management
Research Methods

Careers and Employability

We have an excellent track record of placing our graduates including those from the Management (e-Business) programme with major multinational companies and our graduate employment rate is 92%.

From the moment you arrive at the School of Management as a student on the Management (e-Business) programme we will work with you to help you build your skills and experience to enhance your career prospects. During your time with us you’ll have the chance to:

- Undertake a work placement or internship through the Swansea Paid Internship Network (SPIN) or ‘Week of Work’ initiative
- Work and network with employers from a range of national and multi-national companies through our visiting speaker programme
- In conjunction with the International Development Office, undertake an Internship in India, with a company such as GE, Thomson Reuters, 3M, Private Equity or Kanvic Consulting
- Boost your skills and meet employers during our biannual Employability Week
- Complete the Swansea Employability Award
- Participate in one of our student challenges and competitions, such as the Branding Challenge, and CIM student competition ‘The Pitch’

School of Management

The School of Management at Swansea University is building on long-established foundations as one of the UK's top providers of Management, Accounting & Finance and Economic education.

The School of Management's vision is to make a difference to society and the economy locally and globally through excellence in research-led teaching that has resulted in the School being ranked 17th in the UK for research impact* and 26th in the UK for research excellence, all working towards continuing our trend of becoming one of the top business schools in Wales and the UK.

Environment:

The School of Management comprises over 150 staff and more than 2000 students studying at the new £450million Bay Campus, with the School of Management building itself providing truly world-class facilities with an impressive communal Atrium, new teaching rooms, meeting room and IT equipment.

School of Management, alongside the Great Hall, also proudly offers high quality conferencing and event capacity all within half a mile of the M4 corridor, that has already attracted several high profile and key events during the short time that the Bay Campus has been open.

Ambition:

Through its enterprise and innovation activities of business engagement the School plans to focus on three global challenges: Health & Wellbeing, Digital Society and Sustainable Economies. The School of Management's aim is to deliver world-class education through collaboration, innovation and fresh thinking, and we pride ourselves on the outstanding student experience on offer here at the School of Management ensuring a rich learning environment, while also developing our staff in line with Swansea University's wider ambition to anchor and underpin everything we do with a core set of values.

Opportunity:

School of Management aspires to be known globally as a centre for educational excellence, working in partnership with other Swansea University departments and organisations to create joint programmes that reflect the skillsets required by an evolving workplace.

*THE Research Excellence Framework 2014: Institutions ranked by subject

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The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the industry who can oversee the entire life cycle of any project, including unique and specialist developments. Read more
The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the industry who can oversee the entire life cycle of any project, including unique and specialist developments. It is ideal for anyone with ambitions to manage projects within this sector.

We consult extensively with people from a wide spectrum of companies and organisations in order to make sure that the course content remains practically relevant. Our Professional Liaison Group (PLG), which is made up of practitioners in the field, exists to provide advice on existing and proposed courses of study, on research activities and consultancy work. In addition, we use our alumni network to benefit from the views of professionals in prominent positions, who were also students at Oxford Brookes University.

The MSc is available as a one-year, full-time (FT) programme or as an distance-learning (DL) programme, which is normally taken over two years (minimum). Both FT and DL study modes include intensive study periods on-campus in Oxford, which are not compulsory. There is a compulsory European Field-trip. There are two entry points: September and January.

Why choose this course?

Strong links with prominent companies in the sector, such as Mace, Willmott Dixon and BAM Construction, and professional institutions (the RICS and the CIOB), who can provide advice on existing and proposed courses of study, on research activities and consultancy work. Our alumni network spans the globe, working in countries including Malaysia, South Africa, Russia, Turkey, Hong Kong, India and USA. Professional Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accreditation.

Problem-based learning (PBL) approach which ensures that the MSc is real-world focused and holistic. Not only is this more effective, it is more fun than the traditional study and examination approach. One intensive study period in each semester where full-time and distance learning students come together on campus to attend lectures, seminars and workshops; and to share experiences. Extensive online learning material provided to all students via the Virtual Learning Environment (VLE) - our own intranet site, 24 hours a day, 7 days a week.

Teaching backed by strong research activity. Many of our academic staff are involved in academic research and/or professional or commercial consultancy work. In the recent Research Excellence Framework (REF 2014) we were 11th in terms of Research Impact and Power Rating (GPA x number of full-time equivalent staff submitted) among the 45 institutions that submitted to our unit of assessment (UoA 16). The School's membership of a select group of RICS accredited universities acting as RICS' ambassadors; and to be among the signatories to the RICS Initiative to Drive the Adoption of Sustainable Development Principles in Built Environment Higher Education in line with the Six Principles under UN PRME (Principles for Responsible Management Education).

Professional accreditation

RICS and/or CIOB members are well-sought after in the job market.

If you have no or very limited relevant experience in the industry, holding this RICS & CIOB accredited MSc reduces the duration of your structured training (or relevant experience post-qualification) to become a member from five years to 24 months.
Many of our open-learning students run their structured training along-side the course. Thus, they become members of these institutions shortly after the completion of the course.

In summary, the programme offers a relatively quick route to RICS & CIOB membership for people who have no or very limited experience in the industry, and hence increases their potential for employment.

This course in detail

There are two modes of delivery for the MSc PMBE: full-time on campus or distance learning, and there are two entry points - September and January. PGCert and PGDip are offered as 'exit' awards. Candidates who are wishing to graduate with one of these awards, should also apply for a MSc place in the first instance.

Extensive on-line learning material is provided to all students via the Virtual Learning Environment (VLE) - our own intranet site. Students have access to this site 24 hours a day, 7 days a week. The course is assessed by 100% coursework submitted via the VLE. Module leaders can be contacted via the VLE, e-mail, telephone and Skype.

Intensive Study Periods - all students can attend four intensive study periods during their programme and these are normally around 3 days long. Students (and staff) enjoy these intensive sessions as they are able to share experiences and knowledge as well as renew friendships and make connections that extend into the industry. The open-learning students get the opportunity to meet face-to-face with staff. The organisation and the collaborative nature of these intensive study periods is always praised by our students who particularly like the site visits, workshops and guest lectures from industry experts that are among the key features.

Distance learners must find their own accommodation and are asked to cover expenses for travel to Oxford, accommodation and food.

Field Trips and Site Visits - there are a number of field trips and site visits which take place mainly during the intensive study periods. There is one European field trip during the MSc programme and this normally takes place at the end of January each year - usually to the Netherlands. As well as bringing together full-time and open-learning students, the aim of this field trip is to integrate knowledge gained in the early part of the programme, to develop team skills and to build relationships. With the European field trip we also expose students to project management practices outside the UK and encourage them to observe and report on the different approaches to managing projects in the UK, their own countries and overseas.

The European Field Trip takes place at the end of January for the duration of five days and four nights. Heavily subsidised by the School, a coach is also provided to transport students and staff from Oxford Brookes to the field trip destination. Please read the details further down the page for information about additional costs for the field trip.

In order to attend site visits as part of the programme of study, we ask that students provide their own Personal Protective Equipment (PPE):
-Safety boots
-Hard hat
-High visibility vest
-Eye protection
-Gloves

Problem Based Learning - the programme will develop knowledge of current practice and issues in the built environment sector as well as building real-life skills including the exploration of interdisciplinary problems. We have responded to requests from industry to make our masters more practical by using an applied approach to learning, sometimes called “Problem Based Learning” or PBL. This approach encourages learning by allowing students to actively puzzle through problems that are adapted from complex real situations. As real problems cross discipline boundaries and require research and collaboration, we use our links with industrial practitioners to help devise the problems we use in class. This leads to a more exciting and relevant student experience.

Teaching and learning

Teaching, learning and assessment methods are to a considerable degree determined by the use of problem-based learning (PBL) which encourages students to learn by applying theoretical principles in appropriate case studies. PBL leads to a more challenging and industrially relevant course than the traditional lecture approach. Learning takes place through groups of students puzzling through problems, often adapted from real situations with much of the complexity and context intact, using published resources, or reference to experts who are available to offer advice.

In full-time mode, the delivery of new material is generally bi-weekly with intermediate tutorial or seminar sessions. The intensive study periods and a European field trip, when students in both modes of study come together, complement this delivery pattern. Outside these periods, online learning is the primary mode of learning for open-learning study. Where necessary, open-learning students are supported by email, Skype, on-line lectures and telephone during the periods off-campus.

Careers and professional development

Graduates of the School of the Built Environment have an outstanding employment record. Usually, 100% of the graduates of MSc PMBE are in employment within six months after graduation.

Local, national and international construction companies, developers, project management consultancies, house builders, surveyors and housing associations regularly recruit our graduates.

Many of these companies visit the department regularly to meet students for graduate positions. Our graduates are recognised as having an excellent level of communication, presentation and problem-solving skills.

All of our open-learning students are employed full-time by prominent companies in the sector.

Full-time students find similar employment shortly after graduation. They typically hold (Assistant) Project Manager positions. However, the breadth of knowledge that our students gain gives them the flexibility to function effectively in a number of different roles.

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The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. Read more
The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. All modules are credit rated and lead to the following qualifications:

• MA degree: 180 credits; 120 acquired for the Diploma plus 60 for a Research Project/ Dissertation
• Postgraduate Diploma: 120 credits acquired from any combination of modules
• Postgraduate Certificate: 60 credits acquired from any combination of modules

Students may also take modules that lead to particular awards within the programme:

• Postgraduate Certificate in Professional Learning in Higher Education: 60 credits acquired from a set of three required modules. This qualification is designed primarily for participants who are in their early years of teaching in higher education, though it may also be taken by more experienced staff. Based upon the UK’s Professional Standards Framework for Higher Education, the award qualifies teachers for Fellowship of the Higher Education Academy.

• Postgraduate Certificate in Research Degree Supervision and Management: 60 credits acquired from a pair of 30-credit modules. This qualification is designed to meet the needs of teachers who are new to research degree supervision and management, though it may also be taken by experienced staff.

The programme enables participants to plan their course of study according to their own needs and interests. Most modules (subject to availability) can be taken in any order and in any combination, though we would advise new teachers to include the ‘Teaching and Learning in Higher Education’ module among their initial options. The Master’s Project or Dissertation should be taken on completion of the PG Diploma. Tutorials will be available to help participants plan their course of studies.

Modules may be selected to create various levels of part-time study. The minimum enrolment is for one 15-credit module per year. The maximum enrolment is for a full-time 180-credit Master’s degree.

Modules

• Teaching and Learning in Higher Education (30 credits)*
• Course Design and Assessment (15)*
• Using Learning Technology in Higher Education (15)*
• Research Degree Supervision (30)**
• Research Management (30)**
• Mentoring and Coaching in Higher Education (15)
• Curriculum Models and Curriculum Development in Higher Education (15)
• The Teacher Practitioner (15)
• Teaching and Supporting Academic Writing in Higher Education (15)
• Quality Management in Higher Education (15)
• Linking Teaching and Research (15)
• Sustainability in Higher Education (15)
• Delivering Effective Outcomes and Change through Teams (15)
• Enterprise and Higher Education (15)
• E-learning, Teaching and Assessment (15)
• E-learning: hardware and software (15)
• E-learning with Web 2.0 (15)
• Designing and Conducting a Pedagogical Research Project (15)
• The Role of Information Literacy in Students’ Learning and Research (15)
• Teaching and Learning within and beyond the Disciplines (15)
• Marketing Matters in Higher Education (15)
• Employability in Higher Education (15)
• Pedagogical Research Project (30)
• Master’s Project or Dissertation (60)

* Modules required for the PGCert, Professional Learning in Higher Education
** Modules required for the PGCert, Research Degree Supervision and Management

Teaching methods and resources

Most modules are delivered through two or three half-day sessions, including mini-lectures, seminars, workshops and presentations, supported where appropriate by online discussions and activities. Sessions are designed to promote the sharing of ideas, expertise and experiences within a professional community of practice, so we will encourage participation and contributions from everyone. One module (‘Teaching and Learning in Higher Education’, for new teachers) includes some teaching observation sessions, and some modules provide opportunities for peer mentoring. Project and Dissertation modules will be largely delivered by individual supervision, and E-learning modules will be held in ICT training rooms.

Throughout the programme, participants will be supported by individual and small-group tutorials, and will be invited to attend occasional professional development lectures and seminars organised by the Centre for Learning and Teaching Development each year.

Learning resources for the programme will be available through the university’s library and information services. Modules have been designed to make the most of the wide range of scholarly material that is now freely available online, and participants will have access to the online resources and learning opportunities afforded by the university’s virtual learning environment (Minerva) which will provide links to key resources for each module.

The teaching sessions for some modules will be delivered within a few weeks, some over a period of several months, and some throughout the academic year. Further information about the organisation, dates, times and location of the teaching sessions for each module can be found in the Programme Calendar, available from .

Assessment methods

Assessment for all modules is by coursework, based upon the completion of assignments designed to promote understanding, enhancement and/or application of professional practices in higher education. Each module has its own assessment tasks, usually one or two per module. Forms of assessment include work-based activities, action plans, reports, reflective logs, portfolios, presentations, reviews, case studies, business plans, short essays, action-research documents, and (for the Master’s degree) a dissertation/research project.

Career Opportunities

The PPHE programme is designed to support the development of all academic and professional staff, teaching, managing or supporting HE students, at a time when evidence of professional development is increasingly expected of all staff, not least for new appointments and promotions. A recognised certificate in teaching in higher education is becoming a requirement for all lecturing positions in the UK, and our certificate enables participants to become more effective and confident HE lecturers. The certificate is recognised by the Higher Education Academy: completion of the 'Teaching and Learning in HE' module (HE7001) leads automatically to Associate Fellowship, and completion of 3 modules (HE7001, 7002 and 7003) leads to Fellowship of the HEA. This means that the CPLHE qualification is recognised by other institutions as a teaching qualification for HE and is equivalent to other HEA-accredited postgraduate certificates in HE.

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If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you. The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning. Read more
If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you.

The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning.

PROGRAMME OVERVIEW

This degree provides in-depth training for students interested in a career in industry or in research-oriented institutions focused on image and video analysis, and deep learning.

State-of-the-art computer-vision and machine-learning approaches for image and video analysis are covered in the course, as well as low-level image processing methods.

Students also have the chance to substantially expand their programming skills through projects they undertake.

PROGRAMME STRUCTURE

This programme is studied full-time over 12 months and part-time over 48 months. It consists of eight taught modules and a standard project.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Digital Signal Processing A
-Object Oriented Design and C++
-Image Processing and Vision
-Space Robotics and Autonomy
-Satellite Remote Sensing
-Computer Vision and Pattern Recognition
-AI and AI Programming
-Advanced Signal Processing
-Image and Video Compression
-Standard Project

EDUCATIONAL AIMS OF THE PROGRAMME

The taught postgraduate degree programmes of the Department of Electronic Engineering are intended both to assist with professional career development within the relevant industry and, for a small number of students, to serve as a precursor to academic research.

Our philosophy is to integrate the acquisition of core engineering and scientific knowledge with the development of key practical skills (where relevant). To fulfil these objectives, the programme aims to:
-Attract well-qualified entrants, with a background in Electronic Engineering, Physical Sciences, Mathematics, Computing and Communications, from the UK, Europe and overseas.
-Provide participants with advanced knowledge, practical skills and understanding applicable to the MSc degree
-Develop participants' understanding of the underlying science, engineering, and technology, and enhance their ability to relate this to industrial practice
-Develop participants' critical and analytical powers so that they can effectively plan and execute individual research/design/development projects
-Provide a high level of flexibility in programme pattern and exit point
-Provide students with an extensive choice of taught modules, in subjects for which the Department has an international and UK research reputation

Intended capabilities for MSc graduates
-Know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin computer vision, machine learning as well as how they can be related to robotics
-Be able to analyse problems within the field computer vision and more broadly in electronic engineering and find solutions
-Be able to use relevant workshop and laboratory tools and equipment, and have experience of using relevant task-specific software packages to perform engineering tasks
-Know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within computer vision, machine learning
-Be aware of the societal and environmental context of his/her engineering activities
-Be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities
-Be able to carry out research-and-development investigations
-Be able to design electronic circuits and electronic/software products and systems

Technical characteristics of the pathway
This programme in Computer Vision, Robotics and Machine Learning aims to provide a high-quality advanced training in aspects of computer vision for extracting information from image and video content or enhancing its visual quality using machine learning codes.

Computer vision technology uses sophisticated signal processing and data analysis methods to support access to visual information, whether it is for business, security, personal use or entertainment. The core modules cover the fundamentals of how to represent image and video information digitally, including processing, filtering and feature extraction techniques.

An important aspect of the programme is the software implementation of such processes. Students will be able to tailor their learning experience through selection of elective modules to suit their career aspirations.

Key to the programme is cross-linking between core methods and systems for image and video analysis applications. The programme has strong links to current research in the Department of Electronic Engineering’s Centre for Vision, Speech and Signal Processing.

PROGRAMME LEARNING OUTCOMES

The Department's taught postgraduate programmes are designed to enhance the student's technical knowledge in the topics within the field that he/she has chosen to study, and to contribute to the Specific Learning Outcomes set down by the Institution of Engineering and Technology (IET) (which is the Professional Engineering body for electronic and electrical engineering) and to the General Learning Outcomes applicable to all university graduates.

General transferable skills
-Be able to use computers and basic IT tools effectively
-Be able to retrieve information from written and electronic sources
-Be able to apply critical but constructive thinking to received information
-Be able to study and learn effectively
-Be able to communicate effectively in writing and by oral presentations
-Be able to present quantitative data effectively, using appropriate methods

Time and resource management
-Be able to manage own time and resources
-Be able to develop, monitor and update a plan, in the light of changing circumstances
-Be able to reflect on own learning and performance, and plan its development/improvement, as a foundation for life-long learning

Underpinning learning
-Know and understand scientific principles necessary to underpin their education in electronic and electrical engineering, to enable appreciation of its scientific and engineering content, and to support their understanding of historical, current and future developments
-Know and understand the mathematical principles necessary to underpin their education in electronic and electrical engineering and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems
-Be able to apply and integrate knowledge and understanding of other engineering disciplines to support study of electronic and electrical engineering

Engineering problem-solving
-Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes
-Be able to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques
-Be able to apply mathematical and computer-based models to solve problems in electronic and electrical engineering, and be able to assess the limitations of particular cases
-Be able to apply quantitative methods relevant to electronic and electrical engineering, in order to solve engineering problems
-Understand and be able to apply a systems approach to electronic and electrical engineering problems

Engineering tools
-Have relevant workshop and laboratory skills
-Be able to write simple computer programs, be aware of the nature of microprocessor programming, and be aware of the nature of software design
-Be able to apply computer software packages relevant to electronic and electrical engineering, in order to solve engineering problems

Technical expertise
-Know and understand the facts, concepts, conventions, principles, mathematics and applications of the range of electronic and electrical engineering topics he/she has chosen to study
-Know the characteristics of particular materials, equipment, processes or products
-Have thorough understanding of current practice and limitations, and some appreciation of likely future developments
-Be aware of developing technologies related to electronic and electrical engineering
-Have comprehensive understanding of the scientific principles of electronic engineering and related disciplines
-Have comprehensive knowledge and understanding of mathematical and computer models relevant to electronic and electrical engineering, and an appreciation of their limitations
-Know and understand, at Master's level, the facts, concepts, conventions, principles, mathematics and applications of a range of engineering topics that he/she has chosen to study
-Have extensive knowledge of a wide range of engineering materials and components
-Understand concepts from a range of areas including some from outside engineering, and be able to apply them effectively in engineering projects

Societal and environmental context
-Understand the requirement for engineering activities to promote sustainable development
-Relevant part of: Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk issues
-Understand the need for a high level of professional and ethical conduct in engineering

Employment context
-Know and understand the commercial and economic context of electronic and electrical engineering processes
-Understand the contexts in which engineering knowledge can be applied (e.g. operations and management, technology development, etc.)
-Be aware of the nature of intellectual property
-Understand appropriate codes of practice and industry standards
-Be aware of quality issues
-Be able to apply engineering techniques taking account of a range of commercial and industrial constraints
-Understand the basics of financial accounting procedures relevant to engineering project work
-Be able to make general evaluations of commercial risks through some understanding of the basis of such risks
-Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk) issues

Research and development
-Understand the use of technical literature and other information sources
-Be aware of the need, in appropriate cases, for experimentation during scientific investigations and during engineering development
-Be able to use fundamental knowledge to investigate new and emerging technologies
-Be able to extract data pertinent to an unfamiliar problem, and employ this data in solving the problem, using computer-based engineering tools when appropriate
-Be able to work with technical uncertainty

Design
-Understand the nature of the engineering design process
-Investigate and define a problem and identify constraints, including environmental and sustainability limitations, and health and safety and risk assessment issues
-Understand customer and user needs and the importance of considerations such as aesthetics
-Identify and manage cost drivers
-Use creativity to establish innovative solutions
-Ensure fitness for purpose and all aspects of the problem including production, operation, maintenance and disposal
-Manage the design process and evaluate outcomes
-Have wide knowledge and comprehensive understanding of design processes and methodologies and be able to apply and adapt them in unfamiliar situations
-Be able to generate an innovative design for products, systems, components or processes, to fulfil new needs

Project management
-Be able to work as a member of a team
-Be able to exercise leadership in a team
-Be able to work in a multidisciplinary environment
-Know about management techniques that may be used to achieve engineering objectives within the commercial and economic context of engineering processes
-Have extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately

FACILITIES, EQUIPMENT AND SUPPORT

To support your learning, we hold regular MSc group meetings where any aspect of the programme, technical or non-technical, can be discussed in an informal atmosphere. This allows you to raise any problems that you would like to have addressed and encourages peer-based learning and general group discussion.

We provide computing support with any specialised software required during the programme, for example, Matlab. The Faculty’s student common room is also covered by the University’s open-access wireless network, which makes it a very popular location for individual and group work using laptops and mobile devices.

Specialist experimental and research facilities, for computationally demanding projects or those requiring specialist equipment, are provided by the Centre for Vision, Speech and Signal Processing (CVSSP).

CAREER PROSPECTS

Computer vision specialists are be valuable in all industries that require intelligent processing and interpretation of image and video. This includes industries in directly related fields such as:
-Multimedia indexing and retrieval (Google, Microsoft, Apple)
-Motion capture (Foundry)
-Media production (BBC, Foundry)
-Medical Imaging (Siemens)
-Security and Defence (BAE, EADS, Qinetiq)
-Robotics (SSTL)

Studying for Msc degree in Computer Vision offers variety, challenge and stimulation. It is not just the introduction to a rewarding career, but also offers an intellectually demanding and exciting opportunity to break through boundaries in research.

Many of the most remarkable advancements in the past 60 years have only been possible through the curiosity and ingenuity of engineers. Our graduates have a consistently strong record of gaining employment with leading companies.

Employers value the skills and experience that enable our graduates to make a positive contribution in their jobs from day one.

Our graduates are employed by companies across the electronics, information technology and communications industries. Recent employers include:
-BAE Systems
-BT
-Philips
-Hewlett Packard
-Logica
-Lucent Technologies
-BBC
-Motorola
-NEC Technologies
-Nokia
-Nortel Networks
-Red Hat

INDUSTRIAL COLLABORATIONS

We draw on our industry experience to inform and enrich our teaching, bringing theoretical subjects to life. Our industrial collaborations include:
-Research and technology transfer projects with industrial partners such as the BBC, Foundry, LionHead and BAE
-A number of our academics offer MSc projects in collaboration with our industrial partners

RESEARCH PERSPECTIVES

This course gives an excellent preparation for continuing onto PhD studies in computer vision related domains.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The MBA (online learning) provides access to our existing full-time MBA programme but with the flexibility of continuing with your existing employment and lifestyle. Read more
The MBA (online learning) provides access to our existing full-time MBA programme but with the flexibility of continuing with your existing employment and lifestyle.

There are no attendance requirements for the online MBA so you can choose to study from anywhere in the world continuing your professional and also your personal commitments without interruption.

Course Overview

The University of Wales Trinity Saint David has significant experience of supporting learners at a distance. As an online learner on the MBA you will benefit from a programme of study that is designed to be relevant to your current work. The programme will engage you regularly with other MBA students as well as your tutors. You will be learning with other people in different locations and in different business contexts, giving you an opportunity to experience a range of different perspectives.

The programme is delivered through our online Virtual Learning Environment where you will get access to all your key learning activities, resources and your learning group using the latest communications tools and social media applications. Our University support services are on hand to guide you through your studies.

Modules

The MBA programme consists of six, 20-credit taught modules followed by a dissertation in part two. Your dissertation supervisor will be available to help guide you through the independent research phase. Students who complete three or six 20-credit modules can graduate with an award of PG Certificate or PG Diploma respectively.
-Marketing Management (20 credits)
-Human Resource Management (20 credits)
-Financial Management (20 credits)
-Strategic Management (20 credits)
-Entrepreneurship (20 credits
-International Business (20 credits)
-Dissertation (60 credits)

Please visit the website or contact the admissions tutor for more information on the optional modules available.

Key Features

The programme is taught via online learning by dedicated staff, experienced in guiding UK and international students through the programme via distance learning. Distance learning students will have access to our Virtual Learning Environment (VLE) and have
contact with tutors via phone, email and Skype.

Induction
It takes time for learners to get familiar with learning online and to get to know each other enough to fully participate. Part of the tutor’s role is introducing the different learning technologies and online learning practices to learners. Tutors stage the use of the mediating technologies so that learners are not overwhelmed and gain confidence in their use.

Prior to the commencement of the programme, there will be a one week induction period. During this time students will:
-Have the opportunity to familiarise themselves with the VLE/Moodle environment
-Be directed to key documents such as the handbooks, support areas and links to University documentation
-Undertake activities to test out their access to learning materials, LRC and Athens;receive information and contact details regarding personal tutors and student services
-Receive tutor contact details and have the opportunity to talk to their personal tutors via telephone or Skype
-Meet with module tutors and with the other students through online discussion
-Set up suitable web 2.0 accounts such as YouTube, Twitter etc.
-Create online profiles and introduce themselves to their tutor group
-Engage in collaborative activities and discussion to help build the online learning community e.g. the tutor may ask them to post something which represents their sense of place – a photograph or other image, poem, video clip etc.
-Set up blogs which will be used for self and group reflection throughout the module.

Learner Support
Students will receive contact details of module tutors. The usual contact mechanism for module tutors will be via the weekly discussion forum, but tutors will also be available for more detailed or individual queries via e-mail, telephone and/ or Skype. Tutors will also be personal tutors providing support and representation to wider University structures and functions. Tutors will work with students, in the first instance, to identify any additional learning needs and will subsequently refer students to Student Services. Students may also have access to a discussion group for peer support and to enable the student representation process when necessary. The Student support along with the library and technical support services will engage with learners on a one to one basis through email and/or telephone.

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Would you like to know more about the Master programmes of Wageningen University, join us for the Master online open day on 17 March 2016! During the online open day you can meet the staff and students of the Master programmes, experience Wageningen University and check out the innovative campus. Read more

ONLINE OPEN DAY: 17 MARCH 2016

Would you like to know more about the Master programmes of Wageningen University, join us for the Master online open day on 17 March 2016! During the online open day you can meet the staff and students of the Master programmes, experience Wageningen University and check out the innovative campus. You can also ask your questions about application and admission, scholarships, the education system and much more, all online!

sign up now

http://www.wageningenuniversity.eu/masteronlineopenday

MSc Nutritional Epidemiology and Public Health

This is an online Master specialisation within the MSc Nutrition and Health.

Online Master

The online master specialisation is designed for part-time study (approx. 20 hrs/week) to combine work and study or in the context of Life-Long-Learning. A course-programme of 2 years will be followed by a tailor-made internship and Master thesis. The internship and thesis will together take up either 1 year full-time or 2 years part-time. During the courses, you will closely collaborate with lecturers, tutors and fellow distance learning students using a virtual learning platform. The course programme includes a short stay of one week on Wageningen Campus together with the other students in this programme. There are options to organise the academic internship and Master thesis in your own professional context, either parttime or full-time.

Programme summary

Do you think it is interesting to study the role that nutrition and lifestyle play in the development of diseases? Epidemiologists try to determine such relationships in large groups of people. Epidemiology is the basic science of public health. Research results are the starting points for health advice and lead to a greater understanding of cause and effect. If it is known that certain behaviour leads to a disease, then you can quantify the impact of that behaviour and establish effective measures for disease prevention. The acquired knowledge can be used in health policymaking and intervention programmes in both developing and developed countries. You will be helping to improve the overall health of people and may be able to prevent foodrelated diseases from developing.

The master specialisation Nutritional Epidemiology and Public Health addresses the design, implementation, analysis and interpretation of epidemiological research, both interventional and observational. It focuses on the aetiology and prevention of diseases, with specific reference to dietary patterns, nutritional factors and lifestyle. Central issues are assessment of exposure, risk factors of disease, biomarkers for health status and analysis and interpretation of major study designs. Since you need expertise and competences in both nutritional epidemiology ànd public health to be able to fully understand this domain, the study programme consists of different courses and trainings combining these two fields.

Nutritional epidemiology courses focus on the design, conduct, analysis and interpretation of epidemiological research, both in the clinical domain and in free living population groups. Concerning health outcomes, the emphasis is on dietrelated diseases and conditions, such as obesity, cardiovascular diseases, cancer and certain infectious diseases. Nutritional epidemiology is closely related to clinical research and causal inference in the biomedical domain, relevant to underpinning public health interventions in dietary patterns and lifestyle. The acquired evidence from epidemiological research has to be translated into public health policies and health promotion programmes, both at the local, national and international level. Public health courses address the design, organisation, implementation and evaluation of intervention programs that address the lifestyles of individuals (e.g., behaviour, food choice, physical activity, well-being) and/or societal context (e.g. work, school, media, policies). Public health has close relationships with methods and theories from psychological, social, economic, agriculture and political research.

Read more about the programme on our website: http://www.wageningenuniversity.eu/omnh

Your future career

Graduates of the Master Nutrition and Health greatly value the research skills they acquired in the programme. After graduation, many of them begin working as researchers or PhD students. Another group becomes advisors, trainers or take up other jobs in the private sector. The majority of graduates finds employment at universities (including university medical centres), research institutes, in the public sector (WHO, NGO's, national health services) and some find employment in companies involved with nutrition and health. Graduates work in both developing and developed countries.

Alumnus Santiago Rodas.
Santiago always wanted to work with nutrition in developing countries. He worked for UNICEF and was the chair of a national nutrition programme. But then he felt the need to obtain a master’s degree in public health nutrition: “This master taught me how to use the up-to-date scientific evidence for programme design and implementation. From the courses, I acquired the technical skills to do research and from my thesis and internship at the World Food Programme (WFP) I learned how to put research into practice. Now I work as an international consultant of the Policy, Programme and Innovation Division of the WFP at its headquarters in Rome.”

Related on-campus programmes:
MSc Food Safety: http://www.wageningenuniversity.eu/mfs
MSc Food Technology: http://www.wageningenuniversity.eu/mft
MSc Nutrition and Health: http://www.wageningenuniversity.eu/mnh
Health and Society (specialisation): http://www.wageningenuniversity.eu/mhs

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E-LINGO is a part-time two-year post-graduate blended-learning master´s programme leading to a qualification in the teaching of English to young learners. Read more
E-LINGO is a part-time two-year post-graduate blended-learning master´s programme leading to a qualification in the teaching of English to young learners. The E-LINGO master´s award also gives access to degree courses in teacher education and research at university level. E-LINGO is a well-established master´s programme, which has successfully qualified teachers of English for young learners for more than a decade. It has received excellent reviews and has been used as a model for other blended-learning teacher qualification courses.

Acknowledges your work experience

Previous work experience is one of the entry requirements and makes up 60 of the 240 credit points necessary to start the MA programme.

Blended learning

A flexible post-graduate programme combining 5 x 2 days of face-to-face teaching sessions on-campus in Freiburg, Germany and distance-learning online.

Flexibility

Part-time study allows you to combine academic study with work or other commitments. The majority of the programme is delivered online using the E-LINGO learning platform.

Integration of language and content

Language skills and teaching methodology are developed simultaneously by completing coursework in English, supported by native speakers.

Theory and practice

You will have the opportunity to develop research skills and gain practical experience through the combination of theory and practice. You will:
- discuss recent theories of teaching language to young learners and consider how they can be applied in authentic contexts
- analyse authentic classroom videos and teaching/learning resources for primary and pre-school education
- cooperate to develop classroom research projects in authentic teaching contexts
- participate in a two-week placement in a language classroom.

An international master´s programme

The E-LINGO master´s award is fully Bologna-compatible, which means that it is recognized across Europe and respected world-wide. E-LINGO attracts students from all over the world. The programme enables you to gain insights into a range of teaching contexts and to share your experience with teaching professionals as well as students from diverse backgrounds.

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