• Coventry University Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • St Mary’s University, Twickenham Featured Masters Courses
  • University of Glasgow Featured Masters Courses
  • Cardiff University Featured Masters Courses
Middlesex University Featured Masters Courses
Barcelona Executive Business School Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
Queen Mary University of London Featured Masters Courses
Bath Spa University Featured Masters Courses
"educational" AND "develo…×
0 miles

Masters Degrees (Educational Development)

  • "educational" AND "development" ×
  • clear all
Showing 1 to 15 of 2,064
Order by 
The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development. Read more
The Educational Planning, Economics and International Development MA will provide students with the relevant knowledge, understanding and skills to work in educational planning, policy, management and administration in the context of international development.

Degree information

This programme provides students with an opportunity to identify the interconnections between society and the economy, and the implications for educational planning, whilst applying economic principles to educational planning issues. It will also provide the opportunity to critique the ways in which economic analysis and evidence are applied to education policy issues, giving students an understanding of the strengths and weaknesses of various approaches to educational planning.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), one optional module (30 credits) and a dissertation (60 credits), or two optional modules (60 credits) and a report (30 credits).

Core modules
-Economic Perspectives on Education Policy (EPEP)
-Education and International Development: Concepts, Theories and Issues (CTI)
-Planning for Education and Development (PED)

Optional modules - modules are chosen from a wide range across the UCL IOE Master's-level offering and include:
-Education and Development in Asia
-Education, Conflict and Fragility
-Educational Testing
-Impact Evaluation Methods
-Statistical Analysis

Dissertation/report
All students undertake an independent research project which culminates in either a report of 10,000 words or a dissertation of 20,000 words.

Teaching and learning
This programme is delivered by lectures, participant-led presentations, discussions based on selected readings, inputs by guest speakers, group work and debates. Some modules are available through online learning and may be studied remotely. Assessment is through coursework assignments and the dissertation/report.

Careers

Graduates are currently working in a variety of roles in aid agencies, UN institutions, government departments, international NGOs, research centres and think tanks. Some graduates go on to work in social entrepreneurship or in development consultancy, while others proceed to doctoral study, some winning competitive scholarships and being published in international journals.

A number of students are mid-career professionals (including teachers, ministry staff and NGO professionals), for whom the programme forms part of their wider professional development, providing access to more senior roles or to a change of career direction.

Employability
The degree provides an excellent platform from which to pursue and develop a career which draws on the analytic skills and techniques required for educational planning and economic analysis in the context of international development. The programme encourages critical reflection on the application of economic theory and planning tools to 'planning problems' including those relating to project design and evaluation, which have wide application in development practice, research and consultancy. In employment terms, students benefit from the international reputation of the institution and staff at UCL as well as the diverse international perspectives of fellow students and the central location in one of the world's most dynamic and connected cities.

Why study this degree at UCL?

UCL Institute of Education has an outstanding and well-established reputation in the field of education and international development. This specialist programme focused on the application of economic theory and principles to issues of educational planning within the broader area of education and development is unique.

Students benefit from teaching by staff with international reputations in research in education and development within an institution which is a global leader in policy-oriented research in the field.

The programme offers opportunities to interact and network with fellow students currently or formerly employed across the education and development sectors; with internationally renowned researchers and with guest speakers including practitioners and policy-makers. A study tour to major institutions involved in the field of educational planning (UNESCO, IIEP, OECD) is offered annually (not included in the course fee).

UCL is located in central London, close to key UK government institutions, think tanks, NGOs, donor organisations and other key actors in the field of international development.

Read less
The MSc in Educational Psychology aims to prepare Trainee Educational Psychologists to work as practitioners of applied educational psychology in local government (usually Education or Social Services), in voluntary agencies and elsewhere, in the U.K. Read more
The MSc in Educational Psychology aims to prepare Trainee Educational Psychologists to work as practitioners of applied educational psychology in local government (usually Education or Social Services), in voluntary agencies and elsewhere, in the U.K. and beyond.

Why study Educational Psychology at Dundee?

This two-year full-time professional training programme leads to qualification as an Educational Psychologist and eligibility for registration with the Health and Care Professions Council (HCPC) as an Educational Psychologist, after a further year of supervised practice in a local authority psychological service and obtaining the Qualification in Educational Psychology (Scotland) (Stage 2).

A key feature of the programme at Dundee is Problem Based Learning (PBL) which has been shown to be effective in promoting the development of active independent learning as well as collaborative learning. PBL provides an integrated model of teaching and learning as it crosses subject boundaries.

The programme incorporates a spiral curriculum whereby there is an iterative revisiting of topics, subjects or themes throughout the programme. Trainees build new knowledge on prior knowledge and achieve better understanding by exploring topics at deepening levels and in more complexity. Examples of this are the teaching and practical application of frameworks for practice; working with video to reflect on effective communication; and the development of critical reflection skills.

Aims of the course

The aims of the programme are to promote:
The acquisition and development of information, theories, evidence, strategies, skills, services and products, which are based on educational psychology, and relevant to:
- Enhancing effective learning
- Promoting positive social, emotional and behavioural development
- Promoting inclusion
- Co-operative problem-solving
With children, parents, teachers and a wide range of other carers and other professional agencies

Who should study this course?

The programme is aimed at applicants who wish to train as educational psychologists. Applicants have a wide variety of previous qualifications, experience and employment history.

How you will be taught

This course is taught by staff in the School of Education, Social Work and Community Education..
The course runs every two years, in even numbered years, i.e. 2012, 2014, etc. The start date is September and it lasts for 24 months.

Learning experiences in the university are closely linked with those from a series of practical placements in local authority psychological services.

Active and self-managed learning methods are emphasised.

The curriculum is delivered through a range of traditional teaching and learning sessions, practical tasks, role play, video analysis and feedback, peer tutoring and assessment, demonstration and other forms of experiential learning. The utilisation of problem based learning provides an integrated model of teaching and learning.

What you will study

Based on the assumption that educational psychology is primarily about effective learning in different contexts, the programme includes the following taught academic modules that reflect the different ages/stages as well as the various organisational contexts that EPs work to.

There are 5 compulsory academic modules:

Year 1:
Introduction to Educational Psychology Practice
Educational Psychology Practice in the Early Years
Educational Psychology Practice in the Primary Years

Year 2:
Educational Psychology Practice in Secondary and Post-School Years
Advanced Educational Psychology Practice

These modules are designed to facilitate exploration of the following curricular areas in a holistic and integrated manner: child and adolescent development - normal and exceptional; assessment and intervention - individual and systemic; contexts and systems in which children and young people develop and learn; research and evaluation methods; and transferable interpersonal and professional skills.

There are also 2 compulsory placement modules, undertaken in local authority Psychological Services, one in Year 1 and the other in Year 2.

How you will be assessed

There are no traditional written examinations. All assessment is continuous by written academic reports and assignments, oral presentations, a major research thesis, a placement file documenting planning, activities and reflection in both placements, observation and rating by supervisors of performance while on placement., and oral examination by the external examiner (for a sample of students).
There is also a strong emphasis on self-assessment. Trainees are required to keep a Personal Learning Plan, in which they identify and monitor individual targets related to particular skills or bodies of knowledge. These are reviewed in regular appraisal meetings with their university tutor. Grading's of work are on a pass/fail basis. Summative assessment incorporates a formative element and trainees are asked to identify action points to address in the next piece of assessed work.

Careers

Training to become an Educational Psychologist (EP) in Scotland is undertaken over 3 years and consists of 2 separate stages.

Stage 1 involves studying for a Master of Science in Educational Psychology, which is a 2 year full time course, combining study with research and supervised placements.

On completion of the MSc in Educational Psychology, graduates progress to Stage 2 of their training - the Qualification in Educational Psychology (Scotland)(Stage 2). The Qualification is conferred by the British Psychological Society (BPS) on successful completion of one full time (or equivalent) year of supervised practice in the employment of a local authority psychological service and meeting the requirements as specified (for more information on the Qualification please refer to the BPS website).

From 1 July 2009, anyone wishing to practise as an educational psychologist in the UK must be registered with the regulatory body, the Health and Care Professions Council (HCPC). The Qualification has been approved by the HCPC, and Qualification holders are therefore eligible for registration as practitioner psychologists.

Read less
The Master of Development Studies equips students with knowledge and tools for understanding and researching today’s development issues. Read more
The Master of Development Studies equips students with knowledge and tools for understanding and researching today’s development issues. The coursework of this programme lays the foundation for studying development in multidisciplinary perspective, covering theoretical and practical aspects. We address contemporary challenges arising from globalization, and transition students to the dissertation portion of the program through training in research methodology. Elective courses focus on major issues in development: poverty and inequality, industrialization, the role of institutions, sustainable development, and entrepreneurship.

INTRODUCTION

The Master of Development Studies is a multidisciplinary programme that sets to provide solid grounding in development from theoretical, conceptual, historical and contemporary perspectives, as well as a good grasp of empirical research, policy analysis, and development in practice particularly applicable to development scholars, practitioners and policymakers. The programme exposes students to development theories and a wide range of topics related to development. The students are also trained to conduct research in development studies.



ENTRY REQUIREMENT

A Bachelor degree with a minimum of CGPA 3.0 or equivalent and sufficient knowledge of development studies or relevant field.



PROGRAMME STRUCTURE

CORE COURSES (24 Credits)

- Philosophy and Methodology of Research

- Research Project

- Development Theory and Practice

- Globalization and Development



OPTIONAL COURSES (A+B)



(A) AT LEAST 3 OPTIONAL COURSES (9 Credits)

- Poverty and Inequality

- Sustainable Development and Environmental Management

- Entrepreneurship and Development

- Institutions, Industrial Development and Economic Growth

- Economics of Education

- Gender and Development Issues



(B) NOT MORE THAN 3 OPTIONAL COURSES (9 Credits)

- The Malaysian Economy

- Economic Development and Planning

- Public Economics

- Islamic Banking and Finance

- Public Policy Analysis

- Social Policy and Development

- Planning Community and Development



PROGRAMME DURATION

Minimum: 2 Semesters

Maximum: 8 Semesters



LANGUAGE REQUIREMENTS (For International Applicants)

Minimum TOEFL score of 550 or;

Minimum IELTS overall band score of 5.5



FEES STRUCTURE

AVERAGE FEES*

MALAYSIAN

RM 14,130.00*

INTERNATIONAL

RM 27,867.50*

*Subject to change

Facilities

The faculty is equipped with state-of-the-art facilities such as two computer teaching laboratories equipped with LCD and statistical software with a total capacity for 105 students, a student computer laboratory for 51 students and five lecture theatres.

In addition, the beautiful new building for postgraduate studies, houses 15 seminar rooms, a computer laboratory with a capacity for 54 computer workstations, 2 conference halls with a capacity of 100 persons each and 3 wireless LAN coverage (WiFi) zones within the faculty.

Indeed, FEA is one of the few premier institutions that can provide such quality, in terms of facilities.

Career Opportunity

- Government agencies ( federal, state, local and others)
- International development agencies
- Non-governmental organizations (NGOs)
- Non-profit organizations
- Educational services (universities, colleges and others)
- Policy and research bodies

Read less
The Postgraduate Certificate of Special Study in Supporting Learning is a one-semester 20-credit module at level 7 (Masters level). Read more
The Postgraduate Certificate of Special Study in Supporting Learning is a one-semester 20-credit module at level 7 (Masters level). It is designed for colleagues in the University of Westminster (or teaching on University of Westminster programmes in partner colleges) who have a role in teaching/supporting the learning of students at the University of Westminster, but who do not have the full role of an academic member of staff. You might be interested in the module if you are for example:
-A research student or research fellow who tutors or demonstrates to students or who runs a seminar group
-A visiting lecturer with only a small teaching load
-A librarian or careers advisor who does face-to-face sessions with groups of students
-A member of the technical staff who supports students in the studio, laboratory or computer suite

It is normally necessary for you to have at least 15 hours of supporting student learning during the semester in which you would take the course.

The course is delivered by educational development specialists in the Department of Leadership and Professional Development (Westminster Business School), and led by Jennifer Bright. The educational development team supports the University in a range of teaching and learning developments, including the Postgraduate Certificate in Higher Education (PGCHE), which is a course for new and established academic staff.

The module aims to help you enhance your students’ learning by helping you to gain an understanding of effective learning design, planning and student engagement, and further aims to encourage a culture of quality enhancement in teaching and supporting learning.

Course content

You will be encouraged to consider current thinking in pedagogic practices in relation to designing, delivering and supporting student learning in HE through a reflective process using multiple feedback sources. The module activities will include evaluating the nature of the student learning experience in your own context, an observation of your own teaching/supporting learning activities (and that of others) and an investigation of relevant literature/theory.

Modules

The following modules are indicative of what you will study on this course.

Module topics and themes supporting this process include:
-The scholarship of learning and teaching and linking teaching and research
-Reflective practices and using student feedback for evaluation and development
-Threshold concepts, graduate attributes and signature pedagogies
-Session design and peer observation of teaching
-Learning design, sustainability and ethics
-Managing the learning environment
-Using technology to enhance student learning
-Student-centred and activity-based learning
-Facilitating student learning in different subject contexts and in face to face and online environments
-Facilitating one to one, small group and whole group learning
-Inclusive practices and using student diversity as a resource
-Personal and professional development planning

Teaching and learning methods used

-Work-based learning including teaching/supporting learning practice (15 hours minimum)
-Observation of your practice as well as your observation of the practice of an experienced peer
-On-line learning of approximately four hours per week
-Self-directed study and recording of on-going reflections on practice for reflective narrative-building and assessment, together with teaching observations and professional practice conversations with your subject mentor or educational development tutor, will comprise the remaining hours of this 20-credit module

The sessions will all take place on-line; however, when your teaching/supporting learning session is observed, your tutor will go to the location in which you work. (If you are teaching outside the University of Westminster, you will need to arrange for a tutor from your own institution to observe you.) There will also be a face-to-face Induction session which you will be invited to attend.

Assessment

Assessment is wholly coursework based; there are no examinations.
-The assessment will include formative piece of work that is compulsory but ungraded and which is submitted for feedback
-The final assessment is a reflexive narrative that integrates theory and practice supported by practice-based feedback from different sources. These will include two teaching practice observations by an experienced peer in your workplace (one of which may be a WEx tutor) plus your observation of an experienced peer.

The narrative will provide a place for you to evidence your continuing professional development in teaching and supporting learning.

Read less
This programme provides you with the opportunity to study established and emerging theoretical dimensions of adult education, community development and youth studies. Read more
This programme provides you with the opportunity to study established and emerging theoretical dimensions of adult education, community development and youth studies. You will gain in-depth knowledge in a specialism of your choosing, as well as a solid foundation in educational and social research.

Why this programme

◾The programme provides you with the key attributes for professions in adult education, community development and youth work, developing both in-depth knowledge and breadth.
◾You will develop analytic and research skills, an interdisciplinary knowledge base, and a practical understanding of the settings in which adult education, community development and youth work take place.
◾You will be benefit from the combined strengths of staff from the School of Education, who have a breadth of teaching and research experience in a range of areas of study across the three specialist areas.
◾You will have the opportunity to link up with a range of community-based organisations in Central Scotland for your dissertation work.
◾There will be a number of guest lectures, presentations and seminars, with leading-edge academics and practitioners and speakers from the UK and abroad.

Programme structure

You will take four core (two of which will be dependent on your chosen specialist pathway) and two optional courses (chosen from the other specialist pathways). You will also undertake a research dissertation in your chosen specialism. Courses employ a range of teaching methods including lectures, seminars, teamwork and participatory teaching methods. There is also the possibility of joining undergraduate students from the BA Community Development on an international study trip.

Core courses
◾Introduction to educational and social research
◾Modern educational thought.

Adult Education
◾International issues in adult and continuing education
◾The psychology of adult learning.

Community Development
◾Educational approaches to community learning and development
◾Empowerment and social change.

Youth Studies
◾Perspectives of youth and young adulthood
◾Working with youth: Education and learning for change.

Optional courses
◾Educational approaches to community learning and development
◾Empowerment and social change
◾International issues in adult and continuing education
◾Perspectives of youth and young adulthood
◾The psychology of adult learning
◾Working with youth: Education and learning for change.

Career prospects

You will be well equipped for careers in public, private and third sector agencies concerned with adult education, community development or youth work, as well as policy development. In addition, it is an excellent professional development choice for those currently working in any of the three specialist fields. The programme also provides a solid pathway towards doctoral-level study.

Read less
The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice. Read more
The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice.

Degree information

Students will:
-Build on their existing knowledge to develop new understandings of key concepts and issues in education, health promotion and international development.
-Appraise and evaluate current policy and practice through evidence-informed analysis.
-Draw connections between distinct academic disciplines with regard to the promotion of wellbeing and social justice.
-Investigate and propose sustainable ways of working.
-Through conducting a small-scale research study, apply what they have learned to create personally and professionally relevant new knowledge of the field.

Students undertake modules to the value of 180 credits. The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules
-Education and International Development: Concepts, Theories and Issues
-Promoting Health and Wellbeing: Planning, Practice and Participation

Optional modules - a range of optional modules from across UCL Institute of Education (IOE) Master's-level offering are available, including:
-Education, Conflict and Fragility
-Education and Development in Asia
-Education and Muslim Communities
-Planning for Education and Development
-Gender, Education and Development
-Gender, Sexuality and Education
-Learners, Learning and Teaching in the Context of Education for All
-Children's Rights in Practice
-Theories of Childhood and Society
-Understanding Education Research
-Understanding Research

We are keen to encourage students to select modules from across the IOE - including those related to education technology, effective learning, social policy, art education. Please discuss your optional module choices with your personal tutor so that you can build a modular programme relevant to your professional development in the field.

Dissertation/report
All students undertake an independent research project which culminates in a dissertation of up to 20,000 words or a report of 10,000 words.

Teaching and learning
The programme is taught through a combination of lectures, participatory and interactive groupwork, online learning and individual tutorials. Assessment is through coursework, taking the form of 5,000 word assignments or equivalent, such as a 3,500-word project proposal + 1,500 word conceptual framework. The small-scale research study is assessed by way of a 20,000-word dissertation or 10,000-word report.

Fieldwork
Fieldwork is not a compulsory part of the programme. However, students are encouraged to draw from their professional or voluntary experience as well as the ideas encountered during the programme to write critically and cogently for different audiences. The small-scale research study usually takes the form of a combination of desk-based research (a literature review) and fieldwork.

Placement
Placements are not routinely part of the programme. But good links have been established between the programme and UCL’s Volunteering Services Unit (http://uclu.org/services/volunteering-at-uclu). Some students have also taken part in the UCL ChangeMakers programme (https://www.ucl.ac.uk/changemakers). Taking part in these programmes can provide those studying in London with valuable international development-related experience. That said, both on-campus and distance learning students are encouraged to bring their own interests and concerns into their programme, helping to make it personally relevant and professionally significant.

Careers

Graduates of this Master's degree have been engaged:
-As policy-makers and advisers in government ministries and departments.
-As policy advocates and programme managers in international NGOs and development agencies.
-As social research consultants.
-As teachers and lecturers in schools, colleges and universities.
-As international development consultants.
-In doctoral study (either on PhD or EdD programmes).

Employability
Graduates of this Master's degree have used the academic and professional expertise gained through the programme to:
-Set up and manage an NGO or consultancy.
-Prepare successful project and research proposals.
-Develop new reporting procedures adopted throughout their organisation.
-Gain employment as consultants.
-Take on new roles and responsibilities within an organisation.
-Transfer their expertise into international development.
-Engage policymakers, practitioners and members of the public through research-informed practice.

Why study this degree at UCL?

This unique Master's programme provides students with opportunities to explore and examine the links between three academic and professional fields - education, health promotion and international development. It encourages a consideration of the ways that these fields are both distinctive, yet inter-related, and how evidence-informed practice might best contribute to working across professional boundaries, enhancing wellbeing and advocating for social justice.

Students learn alongside tutors who hold a breadth and depth of expertise in education, health promotion, social research and international development and who have professional experience in national and international contexts. Tutors are active in research on areas related to physical and emotional health and wellbeing, international development, refugees, young people, gender and sexuality, teaching and pedagogy and curriculum development.

Students on this MA benefit from involvement in a number of key academic networks including:
-Being part of a cluster of four international development MA programmes, so learning with student peers from across the world.
-An annual study visit to Paris (not included in the programme fee) and usually including visits to UNESCO, the International Institute for Educational Planning (IIEP) and OECD.
-Membership of the London International Development Centre.

Read less
The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. Read more
The Development Education and Global Learning MA introduces students to a range of perspectives and approaches to development education, global learning and global citizenship. The programme offers a collaborative online learning environment through which students develop their own knowledge and skills, as well as interact with, and learn alongside, peers from around the world.

Degree information

This programme provides students with a grounding in the current research and practice of development education, global learning and global citizenship. It also provides opportunity for participants to reflect critically on their own engagement and interest in these areas and how they link to broader educational debates, such as those related to education quality, aid and development, sustainable development, poverty and global inequality.

Students undertake modules to the value of 180 credits.

The programme consists of either two core modules (60 credits), two optional modules (60 credits), or two core modules (60 credits), three optional modules (90 credits) and a report (30 credits).

Core modules
-Development Education in the Era of Globalisation
-Principles and Practices of Development Education

Optional modules
-North - South Educational Partnership
-Understanding Research

Options may also be selected from any other MA programme at UCL Institute of Education as long as they contribute to a coherent programme of study.

Dissertation/report
Students submit either a dissertation of 17,000 words a 2,000-word research proposal, or a report of 8,000 words and a 1,500-word research proposal.

Teaching and learning
All core modules within this programme are delivered online; students may choose to take optional modules either online or face-to-face. Modules are structured around independent engagement with literature, online discussions and group activities, and coursework assignments. Assessment is by written coursework.

Careers

Graduates of this programme are currently working across a broad range of areas in countries around the world. Many are working as teachers and senior leaders in schools (in the UK and internationally), while others have found jobs as development education officers in NGOs. Graduates can also be found working as further and higher education lecturers. Their work includes a wide range of projects and initiatives both within formal education (e.g. in curriculum development, school awards, international partnerships) and in non-formal education (e.g. education campaigns and advocacy work).

Employability
Graduates who complete this programme will have developed knowledge and skills in how to apply learning about global and international development issues to educational environments.

This knowledge and skills are increasingly seen as important by employers within education in order to enable learners to respond to the challenges of living and working in a global society.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. The department hosts top-rated initial teacher education programmes, innovative MA courses and a wide range of continuing professional development opportunities.

The Development Education Research Centre (DERC), which runs this programme, was established in 2006 with funding from the Department of International Development (DFID) to act as the hub for knowledge generation, new thinking and quality output on development education and related areas.

In addition to this programme, DERC conducts research and consultancy across primary, secondary, higher and non-formal education and supports a number of doctoral students. Students on the MA benefit from access to the most recent research and thinking in these areas, as well as opportunities to interact with an international network of educators and researchers.

Read less
This course looks at international development through a communications lens and the role media play in development and policy making. Read more
This course looks at international development through a communications lens and the role media play in development and policy making.

Who is it for?

This course is for students looking for an opportunity to explore the impact of media and communications on international policy and within sociological context.

The course will appeal to students with a general interest in communication studies and cross-disciplinary interests in development studies, sociology and politics.

Objectives

Communication is integral to development programmes. At a time when ideas about freedom of expression, democracy, human rights and access to natural and material resources guide development projects across the world, the question about the role of media and communications for social change becomes ever more pertinent.

Development is taken as a contested concept that translates into courses for advocating democratic forms of participation, policy initiatives and training activities in media and communications sectors in different geographical regions.

The International Communications and Development MA provides you with an interdisciplinary framework for understanding and critically assessing the role of communications for and in development projects.

It also gives you a broad interdisciplinary overview of developments in broadcasting, telecommunications, the press and information technology drawing on economics, political science, international relations, development theory, sociology and law.

On the course you will develop an ability to participate in policy making and evaluation in the context of changing national and global economic and political relations.

The Department of Sociology at City offers you an extensive range of module options. This enables you to specialise in your particular areas of interest, developing your critical skills and advancing your knowledge, culminating with you undertaking an extended piece of original research.

Teaching and learning

The educational aims are achieved through a combination of lectures, interactive sessions, practical workshops and small group classes supported by a personal tutorial system. You are encouraged to undertake extensive reading in order to understand the topics covered in lectures and classes and to broaden and deepen their knowledge of the subject. In the course of self-directed hours you are expected to read from the set module bibliography, prepare your class participation, collect and organize source material for your coursework, to plan and write your coursework.

The Department also runs a personal tutorial system which provides support for teaching and learning and any problems can be identified and dealt with early.

During the second term the Department offers a Dissertation Workshop to guide you on your dissertation outline.

Modules

The course focuses on the relationship between communication, development and democracy. Over the course of the year you will develop your knowledge of media and communication studies within the context of globalisation, Political communication and the work of international organisations and nongovernmental organisations in development communication.

Your will also cover more specific areas such as media representation (national and trans-national) and audiences and the communications policies that affect them.

You will take three 30-credit core modules and either two 15-credit modules or one 30-credit module elective modules.

Core modules
-Democratisation and Networked Communication SGM311 (30 credits)
-Research Workshop SGM302 (30 dredits)
-Communication, Culture and Development SGM312 (30 credits)

You must also complete a 60 credit dissertation in order to be awarded the Master's qualification. You are normally required to pass all taught modules before progressing to the dissertation.

Elective modules
-Developments in Communication Policy SGM309 (15 credits)
-Transnational Media and Communication SGM308 (15 credits)
-Celebrity SGM314 (15 credits)
-Development and World Politics IPM104 (15 credits)
-Religion in Global Politics (IPM119) (15 credits)
-Human Rights and the Transformation of World Politics IPM118 (30 credits)
-Global Political Economy - Contemporary Approaches IPM116 (30 credits)
-Evaluation Politics and Advocacy AMM420 (15 credits)
-Analysing Crime SGM301 (30 credits)
-Criminal Justice Policy and Practice (SGM303) (30 credits)
-Victims: Policy and Politics SGM305 (15 credits)
-Criminal Minds SGM304 (15 credits)

NB. Elective modules choices are subject to availability.

Career prospects

Graduates have entered a wide variety of careers in the civil service, broadcasting, press and telecoms networks, NGOs, the development sector and consultancies, advertising, marketing, politics, journalism, PR, media management and regulatory agencies. Recent graduate positions include; Fundraising and Communications Officer at Alone in London, Communications Specialist at Government Division of Health and Social Services and Civil Servant at Seoul Metropolitan Government.

Jessica Perrin who recently graduated with an MA in International Communications and Development is now Head of NGOs at Thomson Reuters Foundation.

Students have access to the expert services of our Careers, Student Development and Outreach Office. They regularly receive information about internship and job opportunities and are invited to participate in media fairs and panel discussions with alumni.

Read less
Our School of Hospitality and Tourism Management offers a fresh, dynamic outlook, unsurpassed industry connections, a leading international reputation and a remarkable track record in graduate employment. Read more
Our School of Hospitality and Tourism Management offers a fresh, dynamic outlook, unsurpassed industry connections, a leading international reputation and a remarkable track record in graduate employment.

This programme is distinctive in its strong focus on understanding the challenges and processes associated with the development of tourist destinations world-wide.

PROGRAMME OVERVIEW

The MSc International Tourism Development programme is specifically designed for those with a particular interest in developing tourism in a sustainable way within a local, regional or national economy.

With an emphasis on both the theoretical and applied aspects of tourism planning and development, you will explore conceptual and practical issues facing the public and private sectors when dealing with the development of tourism.

The programme explores a wide variety of tourism development situations, drawing on our longstanding expertise in the sector.

Graduates often pursue careers in fields such as policy-making, strategic planning and development in local and national government, or tourism consultancy.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year. It consists of eight taught modules and a dissertation. 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.
-Research Methods
-Tourism Development
-Sustainable Tourism Management
-Perspectives in Tourism Management
-Tourism Services Marketing
-Dissertation
-Tourism Social Science
-Tourism Strategy
-Destinations Management and Marketing
-Accounting and Finance for Business
-Innovation in Tourism
-Applied Marketing Research
-Visitor Attraction Management
-Ethics and CRS
-Business Plan for Hospitality and Tourism

EDUCATIONAL AIMS OF THE PROGRAMME

The programme is designed for those with a particular interest in the issues, problems and processes associated with the planning and development of tourist destinations.

The emphasis of the programme is on both the theoretical and applied aspects of tourism planning and development. The programme provides coverage of both the conceptual and practical issues and problems facing the public and private sectors dealing with the development of tourism in a wide variety of situations.

It provides a basis relevant to a career in tourism development in the public or private sectors. The programme draws on the stimulus of the School’s recent research activities, and takes an integrated approach to the relationships between the various components of the programme.

The programme also provides students with opportunities to work directly with industry partners through not only guest lectures, but also on a real tourism project through the Applied Dissertation initiative and during fieldtrips. The programme provides students with the basis for developing their own approach to learning and personal development.

PROGRAMME LEARNING OUTCOMES

Knowledge and understanding
-A systematic, in-depth understanding of the development, issues and influences relevant to tourism development
-A high level of theoretical and applied knowledge of the management operation, organisation and provision of business or service sector education
-An understanding of the research process

Intellectual / cognitive skills
-Independently critically evaluate approaches and techniques relevant to tourism development
-Evaluate outcomes and accurately assess/report on own/others’ work with justification and relate them to existing knowledge structures and methodologies
-Demonstrate high level learning and problem solving abilities in the range of modules studied

Professional practical skills
-Analyse and synthesise issues related to tourism development (other skills developed include communication and presentation skills, computing skills, critical reasoning, data analysis, organisation and planning, report and essay writing skills, problem solving skills, interactive and group skills, and research skills)
-Evaluate the ethical dilemmas likely to arise in research and professional practice, and to formulate solutions in dialogue with peers, clients, mentors, supervisors and others

Key / transferable skills
-How to identify modifications to existing knowledge structures and theoretical frameworks and therefore to propose new areas for investigation, new problems, new or alternative applications or methodological approaches
-How to conduct research and produce a high quality reports: this includes the ability to select, define and focus upon an issue at an appropriate level; to develop and apply relevant and sound methodologies; to analyse the issue; to develop recommendations and logical conclusions; to be aware of the limitations of the research work
-A range of generic skills relevant to the needs of existing and future managers, executives and professionals, irrespective of their sector of operation. These will include analysis and synthesis, oral and written communication, computing/IT literacy, critical reasoning, data analysis, organisation and planning, problem solving, independent and group working and research

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.

Read less
The MSc Urban and Regional Development course is designed for those who want to understand more about spatial development theory and practice and help meet the policy challenge. Read more
The MSc Urban and Regional Development course is designed for those who want to understand more about spatial development theory and practice and help meet the policy challenge.

The course will provide you with the opportunity to understand socio-economic change in towns, cities, regions and city-regions; issues that are of increasing significance globally. There is a focus on developing knowledge of the key theoretical tools to understand the nature and source of this socio-economic change and its uneven impact on different social groups and different places around the world.

Drawing on leading-edge theoretical debates about uneven spatial development, you will develop the key skills required to shape local and regional development in the worlds of policy and practice. These skills include data analysis and research skills, problem-solving skills through project-based teamwork, and skills in engaging and working across different sectors and organisations, including public, private and third sector organisations. The course also enables you to focus in more depth on understanding the specific challenges of uneven development at particular spatial scales - from the broader regional and city-regional scale to the more localised community and neighbourhood scale.

The course also addresses the public policy agenda to enable you to understand, research and apply your knowledge and skills to the practical challenge of designing strategies to help cities and regions to become more innovative and resilient places in which to live and work.

Distinctive features

• You will study the theory, policy and practice of urban and regional development in South Wales, which has the longest experience of regional policy development in the world.

• This MSc is recognised by the Royal Town Planning Institute (RTPI) as a 'specialist' masters, allowing those who have completed a three year RTPI recognised undergraduate spatial planning degree to complete the RTPI's educational requirements for membership.

• Accredited by the Royal Institution of Chartered Surveyors (RICS), allowing completion of the educational requirement for RICS membership.

Structure

This programme can be completed inone year full-time or two years part-time and is comprised of modules totalling 180 credits.

Core modules:

Urban and Regional Dynamics
Governing Places
Urban and Regional Development in Practice
Researching Urban and Regional Development
Dissertation

Optional modules:

Environmental Management
Live Project
Environmental Policy and Climate Change
Planning and Real Estate
Designing Cities
Housing in a Globalising World
Urban and Regional Development in Practice (part-time only)
Sustainable Food Systems
Renewable Energy Development and Planning

Teaching

An array of teaching and learning styles are used throughout this programme.

You will attend lectures, participate in seminars and discussions, and attend field study visits. Most of the taught modules in the programme are compulsory, though there is some scope for choice in the second semester at Cardiff University.

You should attend all timetabled sessions of the programme – lectures, seminars and presentations – but are also expected to engage in independent study.

Assessment

A variety of summative assessment methods are used. These include formal written examinations, written texts, written assignments of a variety of lengths, projects requiring empirical data, case studies, student-led presentations, reviews of current research, library-based research, negotiated topics and formats.

With the exception of two modules (which use exams), all assessment is now done by coursework. This approach allows you to pursue and develop specific interests and themes across a range of different modules. It also provides further opportunities for you to work independently and demonstrate high-level practical, professional and transferable skills.

Coursework will generally consist of one piece of work of 4000–5000 words unless otherwise specified. Some coursework assessment will take the form of project-based work where this is appropriate to the skill set and learning outcomes.

The major piece of project work will be the dissertation. This will involve an independent piece of analysis and empirical research. The dissertation will be an integrated part of the scheme with a preparatory module (Research Study Methods) which aims to provide you with the skills and the knowledge necessary to complete the exercise successfully.

You will be expected to complete the dissertation by the end of September of your final year.

Career Prospects

The course offers the knowledge and expertise to enable you to work within a large number of urban and regional development-related careers. These can range from research, policy development and implementation, planning roles within the public and private sectors to agencies and businesses involved in new and re-development projects.

The course is suitable for both UK and international students.

Read less
This MA is taught in Singapore at the Institute for Adult Learning. Read more
This MA is taught in Singapore at the Institute for Adult Learning. The programme aims to provide professionals with responsibility for managing, delivering or supporting lifelong learning with opportunities to develop their own analysis and practice and equip them with the knowledge and skills relating to leadership in their practice.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/lifelong-learning-singapore-ma

Key Information

- Application dates
All applicants:
Open: 19 October 2015
Close: 29 July 2016

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Special. Only the IELTS is accepted. Applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

Students gain understanding of the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They are also able to critically analyse adult learning policy at the national and organisational levels, and acquire the tools to analyse and plan their own professional development and that of others in their organisation.

Students undertake modules to the value of 180 credits.

The programme comprises four core modules (120 creates) and a research dissertation (60 credits).

- Core Modules
Analysing Adult Education Policy and Practice
Leading and Innovating in Professional Development
Lifelong Learning: Theories and Perspectives
The Design, Conduct and Evaluation of Educational and Social Research

- Options

- Dissertation/report
All students submit a 20,000-word dissertation.

Teaching and Learning

This programme is delivered via face-to-face full-day sessions carried out over five days (including weekends). It is assessed by coursework assignments of up to 5,000 words, essays and portfolios with reflective statements, and a 20,000-word dissertation.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

Graduates can expect to find employment in adult education and development, human resources management, policy-making and implementation, and research. Recent career destinations include:
- Learning and Development Manager, Apple Inc.
- Director, Carrie Academy International
- Global Change Manager, Levi Strauss
- Early Childhood trainer and consultant
- Senior Manager, Enterprise Productivity & Capability Development Office, Workforce Development Agency
- Research and Development - Innovation, Creativity and Entrepreneurship Facilitator, CapitaLand Limited

- Employability
Students will understand the context for the emergence of lifelong learning, as well as its incorporation into policies for educational and professional development. They will acquire tools and conceptual frameworks to critically analyse and plan their own practice and development, as well as evaluate areas of development as managers, and plan and undertake professional development activities. They will also acquire the concepts and theories relating to policy-making, and learn to critically analyse adult education policy at the national and organisation levels.

In addition students develop analytical ability and critical theory, as well as research writing skills.

Why study this degree at UCL?

The MA was adapted from the highly regarded London-based MA in Lifelong Learning to meet the needs of policy makers, researchers, managers, trainers, and others involved in the development of Continuing Education and Training (CET) in Singapore. It plays an important role in the building of research capacity and capability in CET, and forms part of the range of qualifications available to adult educators and others working in CET in Singapore.

In response to student interest, the MA will from 2015/16 include modules on leading and innovating in professional development, and analysing adult education policy and practice.

Part of the attraction of the MA is the networking among students working in education and training or human resources management, in the public and private sectors.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
The MA will be of interest to policymakers, researchers, managers, trainers, and others involved in the development of adult education and/or Continuing Education and Training (CET) in Singapore. This includes
- anyone who oversees educational programmes and learning-related activities in an educational institution or workplace
- anyone who designs and/or delivers formal learning programmes (for example, courses) or informal learning activities (for example, coaching or mentoring)
- anyone who has to formulate or implement learning policy, and oversees professional development in the workplace
- anyone who needs a higher degree pathway to research in CET or lifelong learning

The MA will be of particular interest to those in mid-level management positions in policy-making and implementation, as well as training, development and human resources, in both the private and public sectors.

What are we looking for?
When we assess your application we would like to learn:
- why you want to study Lifelong Learning at graduate level, and how you will benefit personally and professionally from the programme
- why you want to study Lifelong Learning with UCL in Singapore, at our partner organisation the Institute for Adult Learning (IAL)
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ial.edu.sg/index.aspx?id=22 .

Read less
Aimed at current and future subject leaders and teachers in religious education, this Masters in Advanced Educational Practice. Religious Education programme from Liverpool John Moores University enhances teaching capability and builds on theoretical and practical knowledge. Read more
Aimed at current and future subject leaders and teachers in religious education, this Masters in Advanced Educational Practice: Religious Education programme from Liverpool John Moores University enhances teaching capability and builds on theoretical and practical knowledge. ​


• Programme is part of the 3forRE Scheme supported by the Culham St Gabriel’s Trust
•Study part time over three years on a course designed to support effective change in the classroom
•Develop your subject knowledge and professional practice in religious education
•Enjoy flexible course delivery and fit studying around your work commitments​


We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is on a part time basis, enabling you integrate your learning with your full time professional role.​



​The course is delivered around school/college term times, with 20 credits being studied per term for the first two years.

During your first year you will study three compulsory (core) modules specialising in key current themes in religious education. Your second year will involve selection of two optional modules from an identified suite, and the core module in Researching Professional Practice. Your final year will involve 60 credits of research-based study through completion of the Dissertation or Professional Enquiry modules.

University-based study includes taught sessions scheduled late afternoon (4pm to 7pm) and occasional conference style days scheduled on Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.

To keep on top of your study you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course will involve the integration of study with your professional activity in school or college.​


​During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop. The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.


YEAR 1

Context and Purpose for Religious Education (core)

Provides opportunities to investigate and engage with current thinking and research relating to the nature of religious education and its role in the school curriculum, and encourages practitioners to develop critical reflective practice.

Curriculum and Practice in Religious Education (core)

This module develops understanding of curriculum and pedagogical issues in Religious Education through learning based on engagement with current educational theory, research, and policy and the implications for professional practice.

Controversial Issues in Religious Education (core)

This module investigates the teaching of controversial issues in Religious Education through learning based on engagement with current educational theory, research, policy and practice in relation to your own professional setting.

YEAR 2

Researching Professional Practice (core)

This module provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and to the development of a research project proposal and plan.

Approaches to Learning in the 21st Century (option)

This module develops critical professional practice in teaching and learning through analysis of engagement with and reflection on current educational theory, research, and practice in the context of your own professional setting.

Exploring Curriculum Change (option)

Explores key theoretical frameworks and concepts in curriculum models, drivers, innovation and the evaluation and curriculum change and their implications for professional practice.




Learning Through Assessment (option)

Provides a grounding in educational assessment practice in a time dominated by change and developing educational theories, policies and challenge.

Developing the Role of the Subject Leader (option)

Explores the characteristics of effective subject leadership through engagement with current educational theory, research, policy and practice to inform the organisation and management of learning in a range of professional settings and frameworks.

Professional Development for Leadership (option)

Provides professional development for leadership and management through learning based on engagement with current educational theory, research, policy and practice in Leadership and Management and its application within your professional setting.

YEAR 3

Dissertation (option)

This module involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor.

Professional Inquiry (option)

This module involves the development and implementation of several linked practice based research projects relevant to your subject area with the support of an experienced academic tutor.

Read less
Aimed at current/future educational leaders, this Masters in Advanced Educational Practice. Leadership and Management, from Liverpool John Moores University, develops key skills enabling you to contribute to organisational effectiveness. Read more
Aimed at current/future educational leaders, this Masters in Advanced Educational Practice: Leadership and Management, from Liverpool John Moores University, develops key skills enabling you to contribute to organisational effectiveness.

•Study part time over three to five years
•Develop key leadership and management skills, enabling you to contribute to organisational effectiveness
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.

The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and optional modules for further information on what you will study.
Year 1

Mentoring in the Workplace (Core)

Supports the professional development of mentors in educational contexts, utilising the theoretical frameworks that underpin mentoring to explore practice in your own setting.

Developing Mentoring and Coaching (Core)

Explores established and emerging practice in effective mentoring and coaching within the professional context.

Developing Collaborative Coaching for Improvement (Core)

Investigates collaborative coaching within an organisational context using a learning community forum as a means for practitioners to engage peers in reflection, knowledge creation and evidence of impact.

​​Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Approaches to Learning in the 21st Century (Optional)

Investigates teaching and learning through analysis of, engagement with, and reflection on, current educational theory, research and practice in the context of your own professional setting.

Exploring Curriculum Change (Optrional)

Explores key theoretical frameworks and concepts in curriculum models, drivers, innovation and the evaluation and curriculum change and their implications for professional practice.

Learning through Assessment (Optional)

Provides a grounding in educational assessment practice in a time dominated by change and developing educational theories, policies and challenge.

Social and Emotional Aspects of Learning (Optional)

Develops awareness of the impact of social and emotional aspects of learning through engagement with current educational theory, research, policy and practice.

Developing the Role of the Subject Leader (Optional)

Explores the characteristics of effective subject leadership to inform the organisation and management of learning in a range of professional settings.

Professional Development for Leadership (Optional)

Provides professional development for leadership and management through engagement with current educational theory, research, policy and practice and its application within your professional setting.

Year 3
Dissertation (Optional)

Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor. Professional Inquiry (Optional) Involves the development and implementation of several linked practice based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

Read less
Develop your mentoring and coaching skills to enhance your career prospects and improve your personal effectiveness on this Advanced Educational Practice Masters programme at Liverpool John Moores University. Read more
Develop your mentoring and coaching skills to enhance your career prospects and improve your personal effectiveness on this Advanced Educational Practice Masters programme at Liverpool John Moores University.

•Part time course, completed over a year, offering an entry route to PgDip and Masters-level study
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•Look forward to enhanced personal and professional development including improvement of working practices and career progression through promotion
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.

The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to LJMU's city centre Aldham Robarts and Avril Robarts libraries, which are open 24/7 during semesters.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Mentoring in the Workplace (Core)

Supports the professional development of mentors in educational contexts, utilising the theoretical frameworks that underpin mentoring to explore practice in your own setting.

Developing Mentoring and Coaching (Core)

Explores established and emerging practice in effective mentoring and coaching within the professional context.

Developing Collaborative Coaching for Improvement (Core)

Investigates collaborative coaching within an organisational context using a learning community forum as a means for practitioners to engage peers in reflection, knowledge creation and evidence of impact.

Year 2
Researching Professional Practice (Core)
Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Approaches to Learning in the 21st Century (Optional)

Investigates teaching and learning through analysis of, engagement with and reflection on current educational theory, research, and practice in the context of your own professional setting.

Exploring Curriculum Change (Optional)

Explores key theoretical frameworks and concepts in curriculum models, drivers, innovation and the evaluation and curriculum change and their implications for professional practice.

Learning Through Assessment (Optional)
Provides a grounding in educational assessment practice in a time dominated by change and developing educational theories, policies and challenge.
Social and Emotional Aspects of Learning (Optional)

Develops awareness of the impact social and emotional aspects of learning through engagement with current educational theory, research, policy and practice.

Developing the Role of the Subject Leader

Explores the characteristics of effective subject leadership to inform the organisation and management of learning in a range of professional settings.

Professional Development for Leadership (Optional)

Provides professional development for leadership and management through engagement with current educational theory, research, policy and practice and its application within your professional setting.

Year 3

Dissertation (Optional)

Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor.

Professional Inquiry (Optional)

Involves the development and implementation of several linked practice based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

Read less
This programme is run by the Centre for Environmental Strategy (CES) – a leading centre for environmental and sustainability-related research and postgraduate teaching. Read more
This programme is run by the Centre for Environmental Strategy (CES) – a leading centre for environmental and sustainability-related research and postgraduate teaching.

CES accommodates a wide range of disciplines dedicated to resolving environmental problems, and this Masters programme prepares a new generation of environment and sustainability professionals for the challenges and opportunities ahead.

PROGRAMME OVERVIEW

This programme equips you with the tools essential for analysis of the relationship between environmental issues and human society, in order to make informed decisions. As part of this approach, you will evaluate political, socio-economic, ethical, cultural and regulatory frameworks.

You will acquire a sensitive appreciation of issues surrounding sustainable development and an understanding of the theory and application of sustainable development.

This programme provides a route to graduate membership of the Institute of Environmental Management and Assessment.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation. 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.
-Life Cycle Thinking and the Circular Economy
-Ecological Economics
-Environmental Science & Society
-Foundations of Sustainable Development
-Corporate, Social and Environmental Responsibility
-Energy Policies and Economic Dimensions
-Energy-Consumer Goods in the Home
-The Energy Market from the Purchaser’s Perspective
-Corporate Energy Management
-Environmental Law
-Industrial Placement
-Integrated Assessment
-Environmental Auditing and Management Systems
-Sustainable Development Applications
-Transitions to a Low Carbon Economy
-Psychology of Sustainable Development
-Energy in industry and the built environment
-Risk Management
-Emissions Trading
-Life Cycle Assessment
-Renewable Energy and Sustainability
-Transport Energy and Emissions
-Dissertation

INDUSTRIAL PLACEMENT

Full-time students are able to undertake an industrial placement module which enables them to spend six to twelve weeks working for a company or NGO, doing the type of work they will aim to find on graduation.

Examples of organisations at which recent industrial placements have taken place include:
-Minimise Solutions
-Portsmouth City Council
-GAP
-Diocese of London
-The Radisson
-LC Energy
-AECOM
-Solar Aid
-NUS

CAREER PROSPECTS

Graduates go on to a diverse range of careers implementing sustainable development and dealing with the real environmental challenges facing humanity.

Recent examples include working as an energy efficiency officer for a local government, an environmental officer in multi-national chemical company, a sustainability advisor for a national television / radio station, an environmental consultant for an engineering consultancy, and a programme officer with a sustainability charity.

Other graduates use the research skills they developed to go on and do PhDs.

EDUCATIONAL AIMS OF THE PROGRAMME

-To provide participants with a thorough conceptual framework and the skills necessary to understand the concept of Sustainable Development, and make judgements about Sustainable Development policies and their implementation
-To equip participants to evaluate existing political, socio-economic, ethical, cultural and regulatory frameworks to inform decisions regarding Sustainable Development
-To encourage participants to develop a sensitive appreciation of the significance of the contextual settings of sustainable development, especially as they relate to developing countries
-To develop and enhance participants' research and data handling skills

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Knowledge and understanding
-The concept of sustainable development, and awareness of current debates
-Ecological principles and processes and how they are affected by human activities
-How to integrate sustainable development into the day-to-day management and functioning of organisations, and on-going performance monitoring
-Accessing and using environmental data

Intellectual/cognitive skills
-Absorb complex information and communicate them effectively through logically constructed arguments
-Critical reading and analysis of sustainable development principles
-Learn the value of teamwork to solve problems that require multi-disciplinary engagement
-Independent learning and study through self-directed assignments and dissertation
-Inductive reasoning: using specific examples/observations and forming a more general principal
-Deductive reasoning: use stated general premise to reason about specific examples

Professional practical skills
-Evaluate technical, social, environmental, economic and political aspects of sustainable development
-Adapt economic and social assessment tools to support decision-making
-Incorporate ethical dimensions to project design and implementation
-Give coherent presentations
-Lead discussions on complex subject areas
-Competently handle environment information
-Self-motivation, self-regulation and self-assurance

Key/transferable skills
-Independent learning capacity
-Deliver a structured and successful presentation
-Team work (group)
-The use of analytical approaches appropriately in different decision-making situations
-Write effectively as a means of communicating important ideas
-Communication of findings and presentation of research to a non-specialist audience
-Lead discussion of small/large groups
-Organise and manage a research project
-Basic to advanced IT skills

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.

Read less

Show 10 15 30 per page



Cookie Policy    X