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Overview. The. Masters. programme in. Work-Based Learning (WBL). at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). Read more

Overview

The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.

Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.

WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.

Awards available:

There are four core awards available to students, focusing on enhancing professional practice:

  • Postgraduate Certificate (PG Cert) in Work-Based Learning (Enhancing Professional Practice)
  • Postgraduate Diploma (PG Dip) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Arts (MA) in Work-Based Learning (Enhancing Professional Practice)
  • Master of Science (MSc) in Work-Based Learning (Enhancing Professional Practice)

There are 12 subject-specific ’named awards’ available to students:

Master of Arts (MA) in Work-Based Learning (Business Management)

Master of Arts (MA) in Work-Based Learning (Drama)

Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)

Master of Arts (MA) in Work-Based Learning (Health Mentor)

Master of Arts (MA) in Work-Based Learning (Heritage and Public History)

Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)

Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)

Master of Arts (MA) in Work-Based Learning (Youth and Community Work)

Master of Science (MSc) in Work-Based Learning (Applied Social Science)

Master of Science (MSc) in Work-Based Learning (Business Management)

Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)

Master of Science (MSc) in Work-Based Learning (Health Mentor)

Who is it for?

The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:

  • Career enhancement.
  • Additional qualifications.
  • A subject-specific ‘named’ award e.g. MA in WBL (Enhancing Professional Practice).
  • Opportunities to engage in continual professional development (CPD).
  • Academic credit for their prior experiential and certificated learning.
  • Opportunities to use their work-based expertise and experiences as a focus for their studies.
  • Learning that is tailored to their personal needs, interests and aspirations.
  • Opportunities to develop their subject knowledge and expertise related to their professional role.

Progression opportunities for current Newman University postgraduate students:

There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:

PG Cert in Higher Education Practice

PG Cert in Heritage and Public History

PG Cert in Chaplaincy with Young People

PG Cert in Safeguarding

Attendance

The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend. 

In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.

Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.

For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.

Assessment

Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.



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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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Students can choose to start in September, May or January. About the course. This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. Read more

Students can choose to start in September, May or January

About the course

This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. The programme provides flexible, accessible, postgraduate level training for people employed in the agri-food sector. Training comprises distance learning modules and work-based research projects. These are accessible as CPD or as credit-bearing units, which can be built towards a range of postgraduate qualifications.

Taught by experts at both Aberystwyth University (AU) and Bangor University (BU), the Sustainable and Efficient Food Production course offers you a highly vocational option. In the most recent joint submission to the Research Excellence Framework assessment (2014), the department was placed in the top 10 universities in the UK for research intensity and 78% of our research was world-leading or internationally excellent.

To achieve an MSc students must complete five optional modules (including up to three from BU) plus Research Methods and a Dissertation.

Course structure and content

Two to five years to complete a full MSc. 14 weeks for one module by distance learning Three intakes per year (January, May, September). Students will be eligible for a UK Student Loan if the course is completed in 3 years.

Core modules:

Dissertation

Research Methods

Optional modules - Choose any 5 from:

Contact Time

We have designed our training to be as accessible as possible, particularly for those in full time employment. Each topic comprises a 12-14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the full five years.

Assessment

There are no exams within this programme. Taught modules are assessed via course work and forum discussion.



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The MSc Food Safety and Quality Management e-learning programme is aimed at professionals working in and supporting the supply of safe and wholesome food to consumers who want to deepen their technical knowledge of the industries they are engaged. Read more

The MSc Food Safety and Quality Management e-learning programme is aimed at professionals working in and supporting the supply of safe and wholesome food to consumers who want to deepen their technical knowledge of the industries they are engaged. The programme will enable you to gain employment in the food industry, and will support career progression.

You will consolidate your knowledge of the causal agents of foodborne illness and the control measures that need to be applied to ensure that food and feed are safe and wholesome. You will study safety and quality management systems based upon the principles of Hazard Analysis and Critical Control Point (HACCP) following the 'farm to fork' approach. You will also study the role of national food control systems, food law and enforcement in the context of national and international standards and the promotion of international trade. In addition, you will investigate safety and quality issues of a wide range of commodities and manufactured foods. The programme is designed to be delivered entirely by e-learning, to allow students to learn at the pace that fits in with their specific work/life balance.

This programme is based upon the successful taught programme offered by the university since 2001 and is based upon the expertise and experiences of the Natural Resources Institute's (NRI) food safety and quality management team, which has carried out research and capacity-building work for over 40 years. Over 300 students have graduated from the taught programme and many now occupy senior leadership positions in the food industry as well as national and local governments around the world.

Degree structure

To be awarded an MSc, students must have successfully completed 180 credits of study. The design of the programme enables professionals to take exit awards of PGCert (60 credits) and PGDip (120 credits), and re-enter the programme if required, to match the demands of their professional lives. 

Natural Resources Institute

The programme team is made up of scientists working within the award-winning Natural Resources Institute, a specialist research institute of the University of Greenwich which has an international reputation founded on excellence in teaching, training and research.

Work/life balance

The e-learning programme has been designed for technical staff working in the food supply chain who do not have time to attend the programme in the contact mode. The e-learning format enables professionals working in the food chain to address their continuing professional development (CPD) needs whilst studying at times that fit into their professional life style.

Teaching and assessment

Experiential learning is supported by teaching and learning resources including digital and broadcast media, as well as traditional written materials. Students will be supported to engage in a range of digital resources for the purposes of teaching, learning and for formative and summative assessments. Digital engagement will be tailored to meet the specific needs of students and academic staff and allows students to interact socially whilst learning. E-learning broadcasts of key topics and tutorials will be included on the platform. All teaching and learning activities will be supported by online academic counselling, study skills tuition, pastoral guidance by personal tutors based upon the University academic requirements.

Careers

Graduates from this programme will have the knowledge and skills to pursue careers in food safety and quality management in a variety of positions along the food chain, including working within Competent Authorities in areas of the development of legislation and standards to food analysis and inspection. Graduates can also seek roles in the food industry such as quality and technical managers.

Scholarships

Partial fee scholarships are available at present which mean that the cost of the programme for both home and international students is £5,400 for the full MSc, which equates to £900 for 30 credits studied.

Come and get a feel for what learning and life is like with us.



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Students can choose to start in September, May or January. About the course. This scheme aims to facilitate knowledge exchange between academia and industry. Read more

Students can choose to start in September, May or January

About the course

This scheme aims to facilitate knowledge exchange between academia and industry. Students must complete three taught modules including research methods and a 120 credit work-based dissertation / research thesis (approximately 20,000 words in length).

While the primary academic focus is on the completion of an advanced piece of research, the collaborative route provided by a work-based research project provides an ideal opportunity to embed new knowledge in the work place and ensure that research is relevant to industry. As such, it is crucial that a student’s employer is supportive of both their research aims and the time commitment that the proposed research will involve. Self-employed students should aim to undertake research which will be closely aligned to their business.

Students may build on the MRes to work towards a Professional Doctorate.

Course structure and content

An MRes can be completed in 2-5 years but we would expect most students to spend 1 year on their taught modules and 2 years on their work based dissertation. 12 or 14 weeks for one module by distance learning. Three intakes per year (January, May, September).

Students will be eligible for a UK Student loan if their course is completed within 3 years.

Core modules:

MRes Research Project

Research Methods

Optional modules:

Contact time

The MRes comprises three taught modules (including Research Methodologies and Advances in Bioscience) followed by a 120 credit work-based dissertation (20,000 words).

We have designed our training to be as accessible as possible, particularly for those in full time employment. Each taught module comprises a 12 or 14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the duration of your registration.

Assessment

There are no exams within this programme. Taught modules are assessed via course work and forum discussion. Research is monitored and assessed.



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This MSc teaches advanced analytical and computational skills for success in a data rich world. Read more

This MSc teaches advanced analytical and computational skills for success in a data rich world. Designed to be both mathematically rigorous and relevant, the programme covers fundamental aspects of machine learning and statistics, with potential options in information retrieval, bioinformatics, quantitative finance, artificial intelligence and machine vision.

About this degree

The programme aims to provide graduates with the foundational principles and the practical experience needed by employers in the area of machine learning and statistics. Graduates of this programme will have had the opportunity to develop their skills by tackling problems related to industrial needs or to leading-edge research.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (30 credits), four to six optional modules (60 to 90 credits), up to two elective modules (up to 30 credits) and a research project (60 credits). Please note that not all combinations of optional modules will be available due to timetabling restrictions.

Core modules

  • Supervised Learning (15 credits)
  • Statistical Modelling and Data Analysis (15 credits)

Optional modules

Students must choose 15 credits from Group One Options. Of the remaining credits, students must choose a minimum of 30 and a maximum of 60 from Group Two, 15 credits from Group Three and a maximum of 30 credits from Electives.

Group One Options (15 credits)

  • Graphical Models (15 credits)
  • Probabilistic and Unsupervised Learning (15 credits)

Group Two Options (30 to 60 credits)

  • Advanced Deep Learning and Reinforcement Learning (15 credits)
  • Advanced Topics in Machine Learning (15 credits)
  • Applied Machine Learning (15 credits)
  • Approximate Inference and Learning in Probabilistic Models (15 credits)
  • Information Retrieval and Data Mining (15 credits)
  • Introduction to Deep Learning (15 credits)
  • Machine Vision (15 credits)
  • Statistical Natural Language Processing (15 credits)

Group Three Options (15 credits)

  • Applied Bayesian Methods (15 credits)
  • Statistical Design of Investigations (15 credits)
  • Statistical Inference (15 credits)

Please note: the availability and delivery of optional modules may vary, depending on your selection.

A list of acceptable elective modules is available on the Departmental page.

Dissertation/report

All MSc students undertake an independent research project, which culminates in a dissertation of 10,000-12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, discussions, practical sessions and project work. Student performance is assessed through unseen written examinations, coursework, practical application and the project assessment process.

Further information on modules and degree structure is available on the department website: Computational Statistics and Machine Learning MSc

Careers

There is a strong national and international demand for graduates with skills at the interface of traditional statistics and machine learning. Substantial sectors of UK industry, including leading, large companies already make extensive use of computational statistics and machine learning techniques in the course of their business activities. Globally there are a large number of very successful users of this technology, many located in the UK. Areas in which expertise in statistics and machine learning is in particular demand include: finance, banking, insurance, retail, e-commerce, pharmaceuticals, and computer security. Graduates have gone on to further study at, for example, the Universities of Cambridge, Helsinki, Chicago, as well as at UCL. The MSc is also ideal preparation for a PhD, in statistics, machine learning or a related area.

Recent career destinations for this degree

  • Data Scientist, Interpretive
  • Software Engineer, Google
  • Data Scientist, YouGov
  • Research Engineer, DeepMind
  • PhD in Computer Science, UCL

Employability

Scientific experiments and companies now routinely generate vast databases and machine learning and statistical methodologies are core to their analysis. There is a considerable shortfall in the number of qualified graduates in this area internationally. CSML graduates have been in high demand for PhD positions across the sciences. In London there are many companies looking to understand their customers better who have hired our CSML graduates. Similarly graduates now work in companies in, amongst others, Germany, Iceland, France and the US in large-scale data analysis. The finance sector has also hired several graduates recently.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The Centre for Computational Statistics and Machine Learning (CSML) is a major European Centre for machine learning having coordinated the PASCAL European Network of Excellence.

Coupled with the internationally renowned Gatsby Computational Neuroscience and the Machine Learning Unit, and UCL Statistical Science, this MSc programme draws on world-class research and teaching talents. The centre has excellent links with world-leading companies in internet technology, finance and related information areas.

The programme is designed to train students in both the practical and theoretical sides of machine learning. A significant grounding in computational statistics is also provided.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Computer Science

96% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning. Read more
This programme has been designed to provide postgraduate education for current or future practitioners engaged in education, training or business practice relevant to Technology Enhanced Learning.

Course Overview

The programme will be delivered online and will be available to anyone who meets the entry requirements and is professionally engaged in learning support, teaching or training practice. It is highly relevant for professional practitioners who work in learning in a university or college, in business training, public sector services or for people considering moving into one of these areas.

The programme provides theory and practice through experience of a range of learning technologies. It enables learners to explore the processes of designing and implementing technology-enhanced learning and issues concerning the practicalities of professional practice in their own context.

Learners will also develop their academic research skills as postgraduate learners. Learners will participate with other EU and non-EU professionals and with their tutors through a range of innovative online communication technologies. The programme aims to capitalise on a collaborative community of practitioners sharing the diversity of their experiences.

The first year of this three year programme is funded for successful applicants in working in vocational education and training in UK, Cyprus, Greece, Bulgaria and Sweden through the EU Lifelong Learning Programme.

Modules

PART 1
-Designing for Technology Enhanced Learning (30 credits)
-Implementing Technology Enhanced Learning (30 credits)
-Identity, Communities and Networks (30 credits)
-The Practitioner as Researcher (30 credits)

Within part 1 of the programme students undertaking the Postgraduate Diploma or MA must take all part 1 modules. Students who are undertaking a Postgraduate Certificate must take Designing for Technology Enhanced Learning and Implementing Technology Enhanced Learning.

PART 2
-Students undertaking the MA Technology Enhanced Learning take the 60 credit Dissertation module.

Key Features

63% of survey respondents from both the public and private sectors say that technological innovation will have a major influence on teaching methodologies over the next five years and that it will become a core differentiator in attracting students and corporate partners (Economist, 2008).

Technology led learning is continuing to grow at a phenomenal rate and the market for eLearning has exceed $52.6 billion in 2010 (Cegos, 2009). Cegos (2009) indicate the development of professional qualifications to meet the personnel demands of this “star” industry are lagging demand.

As an increasingly preferred approach for delivering training and education (Cedefop, 2010) the HE sector is now responding to the need for qualifications and learning demands of this fast changing sector. This MA Technology Enhanced Learning course is an online programme that is intended to attract a global student body.

Knowledge and understanding is achieved through learning activities that emphasise students’ engagement with research-led resources and dialogue and with each other and their tutor. Resources are made available electronically from a range of different sources including: e-books, electronic journal articles, videos, images, numerical data, voice recordings, transcripts, web applications and web documents, available through the University’s Virtual Learning Environment.

Assessment

The assessment scheme is designed to enable students to demonstrate individually that they have met the aims of the programmes and achieved the learning outcomes at the standard required for the MA. Assessment will also be used to provide feedback to students so as to assist in subsequent learning.

The assessment will enable theory to inform practice, with students demonstrating intellectual rigor and reflecting critically on their own experiences of using technology for learning. The overall assessment package is developed out of an inter-dependent learning culture. The assessment strategy aims to make use of the benefits to be gained from sharing practice in multiple contexts.

Career Opportunities

The MA Technology Enhanced Learning programme combines a theoretical approach with practical skills relevant for the teaching and training sectors and promotes an understanding of key concepts from an applied perspective. Graduates from the programme will have developed transferable employability skills such as research, problem solving, data interpretation and critical thinking as well as gaining the knowledge and practical skills applicable to the sector.

Graduates of the programme are likely to find employment within universities, vocational colleges, HRM departments, training companies and be employed as course managers, lecturers, teachers, instructional designers, authors, TEL Directors, information specialists or media design.

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Learning Technology is a vibrant and maturing field of learning innovation and anyone with a stake in education should develop an awareness and understanding of these new technologies. Read more

Course Aims

Learning Technology is a vibrant and maturing field of learning innovation and anyone with a stake in education should develop an awareness and understanding of these new technologies. They can provide innovative approaches that enhance learner experience, and benefit teachers and institutions. Learning Technology offers a state-of-the-art survey of the field, providing you with both theoretical underpinnings and practical hands-on experience of the technologies in different learning contexts.

The programme focuses on topical aspects of e-learning such as:

New approaches to learning design
Technology-enhanced learning spaces
The use of Open Educational Resources (OER) and application for Open Learning
The implications of social and participatory media for learning, teaching and research

Learning Technology is suitable for a range of professionals at all levels of education or training, including primary and secondary schools, further education colleges, universities, community and adult education, corporate, public and not-for-profit organisations.

Course Structure

Technology Enhanced Learning

The first part of the course will give you a broad overview of technologies, their associated characteristics and the ways in which they can be used to foster different pedagogical approaches across different learning contexts.

You will gain experience of a range of technologies, experiment with them and critique their relevance to practice, as well as consider the implications for learning, teaching and research. You will be provided with opportunities to communicate and collaborate with peers through various technologies. Where appropriate, you will benefit from the expertise of the international community via podcasts/videocasts and audio or video conferencing sessions. You will have the opportunity to create your own learning artefacts using different tools and you will be encouraged to become part of the broader TEL community (e.g., ALT, EDEN).

Learning Design for the 21st Century

The second part of the course introduces you to new learning design methodology which guides practitioners in making informed, explicit choices about which technologies can support different forms of learning. You will study through a series of synchronous and asynchronous activities and you will work both independently and, where relevant, in collaborative groups. You will be exposed to the latest research in (and materials on) learning design, drawing in particular on research from Europe and Australia.

You will have the opportunity to explore a range of learning design visualisation and pedagogical planner tools to create your own learning design materials. A range of social networking sites will be used for you to share and discuss your learning materials.

(Please note: due to regular enhancement of the University’s courses, please refer to Leicester’s own website (http://www.le.ac.uk) or/and Terms and Conditions (http://www2.le.ac.uk/legal) for the most accurate and up-to-date course information. We recommend that you familiarise yourself with this information prior to submitting an application.)

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Who is it for?. This online course is suitable for those looking to develop a career in international business or law. Read more

Who is it for?

This online course is suitable for those looking to develop a career in international business or law.

Applicants to the course are likely to be recent graduates seeking to improve career prospects in international business and law or professionals working in international business, finance or international business law seeking to develop their expertise. As the emphasis of the programme is on the practical and problem solving aspects of the law, it will also help those who may not possess a legal background.

Students who complete the LLM may wish to continue their advanced legal studies by enrolling on the PhD or MPhil programmes offered by The City Law School.

The nature of the LLM as a distance learning programme means there is no requirement to enter the UK, so you do not require a visa if you are an overseas student.

Objectives

The International Business Law LLM programme is designed with one aim in mind: flexibility. As the programme is delivered online, students have the freedom to study in their own working environment and at their individual pace. Technology-enhanced learning environments support the student experience and students also have access to City's extensive range of legal databases, including e-journals and e-books.

This flexible, part-time LLM is designed to provide you with specialist knowledge and help to broaden your existing knowledge of the legal rules which impact on international business. You will acquire legal and research skills to help enhance your career prospects as an international business professional or legal practitioner.

On successful completion of the LLM International Business Law by distance learning, you will have gained specialist knowledge in the key areas of law from an international business perspective and will have acquired transferable skills essential to understanding and succeeding in international business.

Teaching and learning

The programme provides you with interactive learning opportunities, combining a range of learning technologies. Whilst it is in essence a self-directed study course, there is also an emphasis on interactive engagement, using learning activities such as discussion forums and chat rooms to help you extend your learning and work collaboratively with your colleagues.

Learning will be facilitated by:

  • Virtual learning environment (VLE) as e-learning platform
  • High quality module learning packs written by our experts and available online
  • Online academic support and personal tutoring (e.g. via email or webchats)
  • Interactive multimedia content
  • Virtual classroom environment (e.g. via discussion boards or Adobe Connect)
  • 24-hour IT support
  • Online access to our extensive library resource database.

Each module is facilitated by an e-tutor who will offer academic and technical support as required.

To enrol on the programme, you are required to have easy access to a computer or laptop that has a minimum technical specification and good internet access. We will provide you with an email account and secure access to your virtual learning environment. You are expected to regularly submit work online and engage in online activities.

Assessment

On a weekly basis, you will receive feedback via the discussion board per each discussion thread. The Learning Packs will contain self-assessment questions, and tutors will provide formative feedback on your responses to these questions. Participation on taught modules is a pre-requisite for sitting the final assessment. Participation is mandatory and is therefore assessed as a pass/fail summative assessment. The activity requiring participation may vary from module to module, however, a standard will be maintained across all modules. For instance, if a module requires participation vis-à-vis posting messages/responses on a module discussion board and there are eight weekly opportunities to do so, you will be required to submit four posts (50%) for assessment. Each post must be sufficient in length (i.e. approximately 500 words). You are expected to participate in all online activities.

Summative assessment of the taught modules that comprise the degree will be by coursework only (3,500 words). It is considered that you will obtain the  greatest academic benefit and satisfaction from researching a topic, reflecting on it and providing considered arguments in relation to it, as well as affording the opportunity to explore particular topics in greater depth. All coursework must be submitted via the Virtual Learning Environment (VLE). Email submissions will not be accepted.

You will be offered a range of assessment titles in each subject. Additional titles may be added to reflect any developments in the subject occurring during the teaching of the module, enabling you to demonstrate knowledge and understanding of contemporary issues and to respond to the most up-to-date information available.

Modules

The distance learning LLM in International Business Law programme consists of taught modules of 150 credits (five modules at 30 credits each) and a compulsory Dissertation module of 30 credits.

In the first academic term, all students are required to take the Core module, Foundations of Law in International  Business (30 credits).

Upon successful completion of the Core module, you will select any further four taught modules from the range of available subjects. Students are free to take one or two modules each academic term.

All modules run over a period of 10 weeks (10 units). Each module requires approximately 300 hours of study and students will normally spend between 25 and 30 hours a week on each module, comprised mainly of self-directed and on-line hours.

Typically, once all taught modules have been successfully completed, students proceed to the Dissertation (30 credits).

Career prospects

By the end of the programme, you will not only have gained specialist knowledge in key areas of law from an international business perspective but will have also acquired transferable skills  essential  to understanding,  and  succeeding in,  the  world of International Business Law. With this sound basis, you will be well placed for developing a career in international business or law.



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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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If you work in and lead a dental practice, this short distance learning course will enable you to prepare for a successful inspection. Read more

Why take this course?

If you work in and lead a dental practice, this short distance learning course will enable you to prepare for a successful inspection. You will learn how to apply key theories and professional practice in leading and managing people, to ensure that patient safety is at the heart of your dental practice. This course has been developed in partnership with the Faculty of General Dental Practice (UK).

What will I experience?

On this course you can:

Develop leadership and management skills
Explore national healthcare policy and processes
Analyse the roles of key stakeholders

What opportunities might it lead to?

The content and structure of this short distance learning course has been designed within a Masters framework, meaning on successful completion you will accrue 30 credits. You can use this continue with professional development and study at Masters Level. Successful completion will enable you to prepare your practice and lead your staff through an inspection from any of the key stakeholders. You will also be able to demonstrate a range of transferable skills including policy writing, appraisal, the ability to communicate, argue complex ideas verbally, and the ability to evaluate the ideas of others objectively.

Module Details

Topics will include:

Leadership and management
Policy development
Risk assessment
Appraisal
Revalidation

Programme Assessment

Studying at a distance doesn’t mean studying alone and being left to fend for yourself. Rather, distance learning means studying at a time and place which suits you, with all of the resources that you need readily accessible. Your distance learning journey is well-supported by Dental Academy Staff.

Course content is delivered using the Moodle platform and a blended learning approach, utilising e- learning you will be directed to a range of electronically sourced material. You will also have access to the University of Portsmouth Library who provide an excellent service for students who choose to study at a distance. Skills4Study Campus from Palgrave Macmillan is the University of Portsmouth's online study skills resource; its modules cover all of your essential study skills needs which can be accessed from the Moodle course '[email protected]'. As part of the course you will also do coursework to demonstrate achievement of learning outcomes, development of knowledge transfer and evidence based inquiry. The focus is on the application of learning in a work related context through reflection.

Assessment is 100% Coursework:

1. Written report of 2,500 words

2. Portfolio of evidence (collection of evidence and a 2,500 word reflection on the principles of Quality Assurance)

3. An online poster presentation of a risk assessment undertaken at own practice.

Student Destinations

On completing this course, you will become skilled in decision making, reflection and self awareness enabling you to develop and lead a successful dental practice that respects both the patient and the staff. Many of our graduates choose to continue with postgraduate study to complete Master’s or Professional Doctorates and PhDs.

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There is a high demand from industry worldwide, including from substantial sectors in the UK, for graduates with skills at the interface of traditional statistics and machine learning. Read more

There is a high demand from industry worldwide, including from substantial sectors in the UK, for graduates with skills at the interface of traditional statistics and machine learning. MRes graduates benefit from the department's excellent links in finding employment; this programme is also ideal preparation for a research career.

About this degree

The programme aims to provide graduates with the foundational principles and the practical experience needed by employers in the areas of computational statistics and machine learning (CSML). Students will have the opportunity to develop their skills by tackling problems related to industrial needs or to leading-edge research. They also undertake a nine-month research project which enables the department to more fully assess their research potential.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (30 credits), three optional modules (45 credits) and a dissertation (105 credits).

Core modules

  • Investigating Research
  • Researcher Professional Development

Optional modules

Student select three modules from the following:

  • Advanced Deep Learning and Reinforcement Learning
  • Advanced Topics in Machine Learning
  • Applied Bayesian Methods
  • Approximate Inference and Learning in Probabilistic Models
  • Graphical Models
  • Information Retrieval and Data Mining
  • Introduction to Deep Learning
  • Introduction to Machine Learning
  • Inverse Problems in Imaging
  • Machine Vision
  • Probabilistic and Unsupervised Learning
  • Selected Topics in Statistics
  • Statistical Computing
  • Statistical Inference
  • Statistical Models and Data Analysis
  • Supervised Learning

Dissertation/report

All students undertake an independent research project which culminates in a substantial dissertation.

Teaching and learning

The programme is delivered through a combination of lectures, tutorials and seminars. Lectures are often supported by laboratory work with assistance from demonstrators. Students liaise with their academic or industrial supervisor to choose a study area of mutual interest for the research project. Performance is assessed by unseen written examinations, coursework and the research dissertation.

Further information on modules and degree structure is available on the department website: Computational Statistics and Machine Learning MRes

Careers

Graduates have gone on to further study at, for example, the Universities of Cambridge, Helsinki, and Chicago, as well as at UCL. Similarly, CSML graduates now work in companies in Germany, Iceland, France and the US in large-scale data analysis. The finance sector is also particularly interested in CSML graduates.

Employability

Scientific experiments and companies now routinely generate vast databases, and machine learning and statistical methodologies are core to their analysis. There is a considerable shortfall in the number of qualified graduates in this area internationally, while in London there are many companies looking to understand their customers better who have hired CSML graduates. Computational statistics and machine learning skills are in particular demand in areas including finance, banking, insurance, retail, e-commerce, pharmaceuticals, and computer security. CSML graduates have obtained PhD positions both in machine learning and related large-scale data analysis, and across the sciences.

Why study this degree at UCL?

The Centre for Computational Statistics and Machine Learning (CSML) is a major European Centre for machine learning, having co-ordinated the PASCAL European Network of Excellence which represents the largest network of machine learning researchers in Europe.

UCL Computer Science graduates are particularly valued by the world’s leading organisations in internet technology, finance, and related information areas, as a result of the department’s strong international reputation and ideal location close to the City of London.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Computer Science

96% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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This flexible MSc course provides an opportunity for podiatrists to develop their own programme of study at master’s level when studying from their own home or work base. Read more

This flexible MSc course provides an opportunity for podiatrists to develop their own programme of study at master’s level when studying from their own home or work base. It does not lead to registration with the Health and Care Professions Council.

This innovative course will allow you to choose from a range of modules to develop your own master’s qualification, or to customise the course content in response to modern day podiatry practice, keeping you up to date with the latest developments and improving your career prospects.

The course can be studied at a time most suitable for you, through a distance e-learning route with tutor support and no requirement to attend QMU.

Teaching Learning and Assessment

Distance e-learning modules will be taught using QMU’s virtual learning environment which requires access to the internet at a time most suitable to you. The virtual learning environment will be used to deliver course content, group tutorial discussion, tutor support and course work assignment submissions. Your performance will be assessed by coursework assignments, however, some modules require an examination. Class sizes are usually less than 15 students.

Teaching Hours and Attendance

Course content will depend on the module size. Single modules worth 15 credits will run for a shorter time, usually 3 to 4 months, whereas double modules, which are worth 30 credits, will run for approximately 6 months. Double modules will begin in September and single modules can begin in either September or January.

Links with industry/professional bodies

The Pharmacology for Podiatrists module has been approved by the Health and Care Professions Council for annotation on their professional register.

Modules

There are two routes to choose from:

Distance e-learning route

Compulsory Modules: Research Methods (30 credits)/ Research Project (60 credits) You should also study 90 credits from the following: Current Developments (30 credits)/ Tissue Viability (30 credits)/ The Ageing Foot (30 credits)/ Management of Diabetes and its Complications (30 credits)/ Evaluation of Diabetes and Developing Practice (15 credits)/ Digital Literacies (15 credits)/ Pharmacology for Podiatrists (15 credits)/ Developing Professional Practice Work-Based Learning (15, 30 or 45 credits) / Diabetes: Pathology, Physiology and it’s Complications (30 credits)/ Epidemiology (15 credits)/ Podiatry Mechanics (15 credits)/ Medicine and Pathology (15 credits)

Customised route with own topic selection

Compulsory Modules: Research Methods (30 credits)/ Research Project (60 credits)/ Current Developments (30 credits)/ Developing  Professional Practice Work Based Learning (45 credits)/ Digital Literacies (15 credits)

Careers

This course will help you incorporate your new-found skills and can contribute to continuing professional development. This course will also allow you to develop your own area of interest. An example of this has been a student who has developed an expertise in analysing the movement of the foot through the use of finite element modelling.

Quick Facts

  • The distance learning option means that this course can be studied anywhere in the world without the need to attend classes on campus. 
  • All year round access to tutor support enables the student to study at any time throughout the year. 
  • The course has flexible content which can be customised to suit the student’s own professional requirements.


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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 Postgraduate Certificate, Diploma & MSc in Medical Education is an e-learning course, offering build up of study credit via a three-stage, progressive course delivered online. Read more

The Postgraduate Certificate, Diploma & MSc in Medical Education is an e-learning course, offering build up of study credit via a three-stage, progressive course delivered online.

Overview

The MSc in Medical Education programme is committed to promoting excellence in learning and teaching for health professionals. This distance learning programme is delivered entirely online and has been established since 2008. This innovative programme is for all medical, dental and other health professionals who aim to professionalise the role of the clinician as teacher.

This part-time distance learning programme leads to the award of an MSc in Medical Education.

It recognises the diverse, complex and challenging contexts of both those new to educator roles and responsibilities and those with considerable years of experience. The overall aim of the course is to develop a community of educators committed to promote improvements in both ‘what’ and ‘how’ we teach future healthcare professionals.

The course is highly practical and aims to model best practice in learning and teaching and draws upon a wide range of innovative approaches to learner support and development. The MSc year follows on from the Postgraduate Certificate year and Postgraduate Diploma year which are organised into a series of modules that involve interactive activities delivered within an online environment. These activities are conducted within groups, each one being facilitated by an online tutor. This affords an opportunity to explore the module topic through discussion and clarification of understanding and also gives the opportunity and time to apply new learning through the online discussions, tasks, wikis and assignments. Through this there is ample time to reflect on own practise and to share experiences and new insights with colleagues. This is a truly interactive programme.

A comprehensive menu of online modules will allow you to contribute to critical dialogues that promote deeper insights into educational theory and principles applied to clinical practice.

The programme is accredited by the Higher Education Academy, conferring Fellowship of the Higher Education Academy upon successful completion of the first year of the programme (Postgraduate Certificate in Medical Education) and evidence of engagement with the UK Professional Standards Framework (UKPSF). The programme is also aligned to the Academy of Medical Educators professional standards enabling you to apply for recognition of the Academy of Medical Educators.

Distinctive features

  • Application of theory, concepts and principles to your clinical educational setting.
  • Development of future educational leaders.
  • Course members from diverse backgrounds to promote understanding and sharing of good practise.
  • Higher Education Academy Accreditation providing a direct route to Fellowship of the Academy.
  • Academy of Medical Educators Accreditation.
  • Support from an academic team of dedicated educationalists, active in professional associations who have a breadth of experience both nationally and internationally.
  • Course design and delivery emphasising principles and application through interactive discussion and activities in an online environment.
  • A personal tutoring system to help define learning needs and aid reflection.
  • Many years of experience of running medical educational courses in the UK and Internationally.
  • Positioned within the School of Medicine we are well placed to support the education and training of clinicians and clinical educators.
  • Assessment tasks linked to own educational practise.

Learning and assessment

How will I be taught?

The teaching takes place online in group settings, which are facilitated by online tutors. There are a variety of tasks in the dissertation module where there is the opportunity for discussion, debate, exploration and peer interaction designed to enhance learning in addition to guided and independent study. The online tutor plays a key role in the delivery of teaching for the module.

Opportunities to develop your team working and collaboration skills will be available through your tasks and activities within discussion fora and general engagement in debate and exploration with tutors and peers

You will be allocated a dissertation supervisor at the start of the MSc year and they will support you throughout the year.

How will I be supported?

You will be allocated a dissertation supervisor who will support your progress on the course, monitoring your general progress, discussing relevant issues and providing advice, guidance and support. 

During the dissertation component you will have an opportunity to receive feedback on the project design and draft dissertation chapters.

Career prospects

Professionals have joined the course from around the world. Many graduates use the insights gained on the course to introduce innovations to their day to day teaching, whilst others go on to higher level roles and responsibilities to lead and promote excellence in learning and teaching at national and international levels.



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