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Masters Degrees (Educational Research)

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This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students. Read more
This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students:

- To become familiar with an appropriate range of intellectual and methodological traditions within the field
- To become skilled and critical readers of educational research
- To develop knowledge in depth of some substantive area of education and educational research
- To develop their capacity to frame research questions and devise appropriate research designs
- To develop confidence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence
- To develop their skills in presenting research-based evidence and argument
- To gain practical experience of educational research through conducting a small-scale investigation.

The course comprises a research training route for students wishing to work towards registration for the PhD degree.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpeer

Course detail

During their period of study students follow six modules on:

1. Research Aims, Strategies of Enquiry and Design
2. Research Methods and Analysis
3. Research, Reporting and Presentation
4. Perspectives on Research Methodology
5. Issues in Data Analysis and Interpretation
6. Thesis Preparation.

Throughout, a student is supported by a supervisor who has expertise in the substantive field of the student's research project.

Format

Students attend 2-4 hour taught sessions (a mix of lectures and smaller group seminars) twice a week. The course consists of two levels. Introductory Level sessions will offer a general introduction to different aspects of educational research. Intermediate Level sessions are divided into two types: (1) the compulsory main programme of study sessions will offer further elements focused on the foundations of educational research theory and practice; (2) the elective sessions will offer intermediate level topics built on the foundation sessions taught at Introductory Level. Students are required to take all Introductory and Intermediate main programme sessions and should select 11 of the elective elements of the programme. The elective sessions are intended to facilitate students' depth of understanding and application of approaches appropriate to their proposed lines of enquiry. The course has been designed to allow students intending to undertake a particular mode of enquiry to focus more attention on their preferred methods within a framework that still ensures a broad and balanced coverage.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Educational Research to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.

Or
2) a straight mark of 70 or higher for the thesis.

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students. Read more
This route, which is not only the Faculty of Education's doctoral training programme but also accredited by the Economic and Social Research Council, provides a broad-based training in educational research that aims to help students:

- To become familiar with an appropriate range of intellectual and methodological traditions within the field
- To become skilled and critical readers of educational research
- To develop knowledge in depth of some substantive area of education and educational research
- To develop their capacity to frame research questions and devise appropriate research designs
- To develop confidence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence
- To develop their skills in presenting research-based evidence and argument
- To gain practical experience of educational research through conducting a small-scale investigation.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeeer

Course detail

During their period of study, one year full time or two years part time, students follow six modules on:

1. Research Aims, Strategies of Enquiry and Design
2. Research Methods and Analysis
3. Research, Reporting and Presentation
4. Perspectives on Research Methodology
5. Issues in Data Analysis and Interpretation
6. Thesis Preparation.

Throughout, a student is supported by a supervisor who has expertise in the substantive field of the student's research project.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Format

Students attend 2-4 hour taught sessions (a mix of lectures and smaller group seminars) once a week. The course consists of two levels. Introductory Level sessions will offer a general introduction to different aspects of educational research. Intermediate Level sessions are divided into two types: (1) the compulsory main programme of study sessions will offer further elements focused on the foundations of educational research theory and practice; (2) the elective sessions will offer intermediate level topics built on the foundation sessions taught at Introductory Level. Students are required to take all Introductory and Intermediate main programme sessions and should select 11 of the elective elements of the programme. The elective sessions are intended to facilitate students' depth of understanding and application of approaches appropriate to their proposed lines of enquiry. The course has been designed to allow students intending to undertake a particular mode of enquiry to focus more attention on their preferred methods within a framework that still ensures a broad and balanced coverage.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

Thesis: Up to 20,000 words.

Students following the two year MEd programme are required to submit the following in Year 1:
Essay 1: 6,000-6,500 words.
Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MEd in Educational Research to the PhD or EdD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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Our well established MSc in Educational Research is recognised by the Economic and Social Research Council (ESRC) as meeting their current training guidelines for the preparation of doctoral students. Read more
Our well established MSc in Educational Research is recognised by the Economic and Social Research Council (ESRC) as meeting their current training guidelines for the preparation of doctoral students.

The overall purpose of this MSc is to prepare you for the independent conduct of educational research. You will acquire general social science research skills that can be used in different contexts and applied to a variety of problems, and also have the opportunity to specialise in a particular field of education within a research preparation framework.

Our MSc is relevant to students with different interests:

*Doctoral research students:
The programme provides excellent preparation for a PhD. The four taught modules of the MSc are required research training for all MPhil/PhD students. The School has a wide range of research interests, which are practically reflected in the topics of our Research Groups.

*Students interested in a Masters programme that prepares them in educational research knowledge and skills:
Some students wish to do an educational research programme without having decided whether to undertake a Doctoral programme.

*Students wishing to undertake a Masters programme in a specific area of education:
Other students may wish to study a particular field of education at Masters level. This programme enables specialisation within a research preparation programme (eg, post-compulsory education, or personal and social education). The specific area of study can be studied within each of the four taught research modules and become the focus for the dissertation.

Studying full-time, part-time or at a distance

Students attend one or two weekly twilight sessions during term-time dependent on whether the full- or part-time option is selected. The programme can also be studied with no attendance at Exeter by distance learning, which is particularly useful for international students and UK students who cannot travel easily to Exeter.

For further information on this programme please visit our website: http://www.exeter.ac.uk/postgraduate/taught/education/edresearchmsc

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The aim of the MSc Educational Research is to provide the methodological, analytical and practical expertise required to become a competent educational researcher. Read more
The aim of the MSc Educational Research is to provide the methodological, analytical and practical expertise required to become a competent educational researcher. This is an Economic and Social Research Council-recognised programme, and one of the research training pathways that make up the South West Doctoral Training Centre.

This MSc will appeal to applicants who are interested in developing a career in educational research and professionals working in education institutions and organisations that require research knowledge and skills. You will work towards a Master's qualification, through six taught units (120 credit points) and a dissertation (60 credit points), to cover the required preparatory training for a PhD application. It also provides research training for PhD candidates, who are required to take four core units (80 credit points).

Programme structure

Core units:
-Core Skills in Educational Research (not assessed)
-Understanding Educational Research
-Introduction to Qualitative Research Methods in the Social Sciences
-Introduction to Quantitative Research Methods in the Social Sciences
-Philosophy and Research Design in the Social Sciences

Optional units include:
-Advanced Qualitative Research Methods in the Social Sciences
-Advanced Quantitative Research Methods in the Social Sciences

(units can also be selected from other Master's programmes in the school)

Dissertation
You will also complete a 15,000-word dissertation.

Careers

We offer the academic and personal development opportunities to equip you for the intellectual, social and personal challenges that you will encounter during your career. Our overarching goal is to enable our graduates to display the following characteristics:
-Equipped to demonstrate impact, excellence and distinctiveness in their chosen field.
-Visionary, imaginative, innovative, reflective and creative.
-High ideals and values, including a strong sense of social justice.
-Highly employable throughout the world.
-Adaptable, with the potential to be a leader in work and in the community.

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This innovative course prepares you for doctoral studies and a career in Educational Research through a series of taught modules and a dissertation. Read more
This innovative course prepares you for doctoral studies and a career in Educational Research through a series of taught modules and a dissertation. Under the expert guidance of a team of leading academics you will learn the skills of research, from conception through to design, methodology and data collection, to analysis, interpretation and dissemination. As part of the course you will engage closely with cutting edge research projects currently being undertaken by Education staff in the Faculty of Social Sciences.

Key information

-Degree type: Postgraduate Certificate, Postgraduate Diploma, MRes.
-Study methods: Full time, part time. Mixture of online and classroom delivery.
-Duration: Full time 12 months, part time 27 months.
-Start date: September.
-Course Director: Dr G Mannion.
-Location: Stirling Campus.

Course objectives

The MRes is designed to equip you for a career in educational research or as preparation for doctoral study (as a 1 + 3 route to PhD). You will develop a range of research skills and will engage closely with current research projects in Education. The course will offer you:
-A structured taught course in educational research.
-Excellent preparation for doctoral studies by research.
-First-hand experience of current education research projects in the Faculty of Social Sciences.
-The award of a Master’s degree.
-A course recognised by the Economic and Social Research Council (ESRC).

The Faculty of Social Sciences is committed to developing capable educational researchers as well as enabling you to improve your career prospects, employability is an important focus of this course. We aim to:
-Recruit people with a good degree in social sciences.
-Enable you to undertake collaborative tasks and assignments.
-Enable you to successfully undertake a viable research project, relevant to existing interests in Education, and to fulfil your aims and aspirations for your future doctoral studies or work.

About the Faculty

The Faculty of Social Sciences is a large interdisciplinary unit, combining teaching and research interests in: Dementia; Education; Housing Studies; Sociology, Social Policy and Criminology; and Social Work. We offer an established, research-led suite of taught postgraduate courses, including our world renowned Teaching English to Speakers of Other Languages (TESOL) courses, ESRC-recognised courses in Social Research and diverse Doctoral opportunities.

Our externally accredited professional courses, such as Educational Leadership, Housing Studies and Social Work Studies, are designed to best equip our students with practical and transferable knowledge for the complex demands of professional practice. The Faculty is home to a vibrant and diverse community of academics and postgraduate students, where creative thinking and independent spirit is promoted and celebrated.

Other admission requirements

If English is not your first language you must have one of the following qualifications as evidence of your English language skills:
-IELTS: 6.5 with 6.0 minimum in each skill.
-Cambridge Certificate of Proficiency in English (CPE): Grade C.
-Cambridge Certificate of Advanced English (CAE): Grade B.
-Pearson Test of English (Academic): 60 with 56 in each component.
-IBT TOEFL: 90 with no subtest less than 20.

For more information go to English language requirements: http://www.stir.ac.uk/study-in-the-uk/entry-requirements/english/

If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. View our range of pre-sessional courses: http://www.intohigher.com/uk/en-gb/our-centres/into-university-of-stirling/studying/our-courses/course-list/pre-sessional-english.aspx

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The MSc in Educational Research Methodology is recognised by the Economic and Social Research Council (ESRC) as providing the high quality and comprehensive training that is required for educational research and seeks to provide students with the knowledge and skills to undertake their own research and to evaluate the research of others. Read more
The MSc in Educational Research Methodology is recognised by the Economic and Social Research Council (ESRC) as providing the high quality and comprehensive training that is required for educational research and seeks to provide students with the knowledge and skills to undertake their own research and to evaluate the research of others. The course provides a comprehensive training in quantitative and qualitative research methods, and a two-week ‘internship’ where they work in a research group within the department on ongoing research projects. Oxford University and the Department of Education provide a stimulating academic and social environment for study.

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The Doctorate is a rigorous research-based qualification that is focused upon professional practice and is the key professional qualification for teachers, managers and researchers. Read more
The Doctorate is a rigorous research-based qualification that is focused upon professional practice and is the key professional qualification for teachers, managers and researchers. Students study for the EdD on a part-time basis while working in their respective areas of education.

You will have the opportunity to conduct an independent project which is supported by a modular structure covering research methodology. The thesis subject you choose usually arises from your working practice or the wider context of your work and is academically grounded in research and theory.

How You Study

This programme is studied on a part-time basis and teaching is delivered via study schools. Weekend schools (Friday to Sunday) are held in February and October, and a week long study school is held in July. Supervision is by individual arrangement, face-to face and email. Research study schools are designed to provide core underpinnings to the programme.

Students complete five units, each of which are assessed.

1. Introducing Educational Research & Development

2. Initiating Research: Exploring the knowledge base

3. Developing Research: Paradigms and Perspectives

4. Undertaking Research: Qualitative and Quantitative paradigms

5: Thesis proposal and defence.

Thesis (40,000 – 50,000 words)

Weekly contact hours on this programme may vary depending on the individual module options chosen and the stage of study. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend at least two - three hours in independent study. For more detailed information please contact the programme leader.

How You Are Assessed

The ability to research, evaluate, and use published research that is relevant to personal and professional practice, are features of individually negotiated assessments and modes of study. This is encouraged by interactive discussion, presentations in various formats, seminars from original sources and input from visiting speakers.

Assessment is by individual assignments and a thesis. Following completion of the assignments, students prepare a research proposal (called a Defence) that is assessed internally before students proceed to the thesis proper. Assessment of the thesis is by written and oral examination (viva voce).

Career and Personal Development

This programme is designed to offer a structured route for personal and professional enhancement and may be used to advance an existing career in education. Students have the opportunity to develop the skills and knowledge required to be innovative thinkers and practitioners in the education sector.

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Research in an educational setting requires a very specific set of skills. In this advanced-level programme you will gain those skills and develop your understanding of the nature and use of research in education. Read more

Programme description

Research in an educational setting requires a very specific set of skills. In this advanced-level programme you will gain those skills and develop your understanding of the nature and use of research in education.

Recognised as a Research Training programme by the Economic and Social Research Council (ESRC), this masters has been designed as both a free-standing degree and the first year of doctoral study (the first year of a ‘1+3’ programme).

This programme will allow you to develop analytical and practical skills useful not only for a career in academia but also in other research settings and in the commercial sector. If you are an education professional, the theories and techniques you will develop on this programme will enable you to undertake empirical work in your own area of practice.

On completion of the programme you will be able to critically evaluate research evidence based on quantitative and qualitative data and will have gained the knowledge and experience to conduct rigorous research in education and allied social subjects.

Programme structure

You will be taught through a range of learning and teaching activities: lectures, seminars, practical training, group work and discussion and self-study activities.

You will complete four programme-specific compulsory courses and two option courses. On completion of your taught courses, you will also produce an independently researched dissertation.

Compulsory courses:

Nature of Enquiry
Quantitative Data Analysis with SPSS
Qualitative Data Research
Designing Educational Research

Option courses may be chosen from those within the MSc Education, or from other MSc programmes in the School or from elsewhere across the University, subject to approval.

Career opportunities

This programme is an excellent step towards PhD study and a career in academia or in research within government and national or international organisations. It will also provide you with a series of analytical and practical transferable skills that will enhance your career prospects in any field of your choice.

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The Educational Research and Innovation course offers teachers, school leaders and other educators ways to investigate existing research evidence. Read more
The Educational Research and Innovation course offers teachers, school leaders and other educators ways to investigate existing research evidence. This course puts educators in the driving seat, encouraging them to their develop their own evidence-based understanding.

You will develop understanding of a range of research approaches and methodologies. This will enable you to make informed judgements about the research of others and to initiate research within your own professional context.

The course is suitable for teachers and other educators - whether you are in the early stages of your career or taking significant responsibilities for educational excellence and actively supporting other professionals.

Your background may be from across educational phases (early years to HE) or between educational sectors (schools, museums, colleges and university and educational consultancies). This diversity helps to create a dynamic and supportive learning environment in which you learn considerably from each other as well as from the course leaders.

The course draws on expertise from the Research Centre for Learning and Teaching, based in the School of Education, Communication and Language Sciences. Course tutors are active researchers and all teach and supervise across a range of courses. This provides them with a wide knowledge base relating to the challenges of research in educational contexts. The course is led by Pamela Woolner.

Delivery

The course is made up of two modules, taught on four days between October and March. Support sessions (which can be replaced by email) run on three evenings. Teaching is fairly intense, and the learning from the modules extends into practical and reflective engagement with the workplace.

Modules are taught in a number of ways to allow flexibility for part time students. Some are taught on Saturdays, and some are scheduled for afternoons and evenings.

Modules can be combined with other master's level credits (including the PGCE), to complete a full master's with a dissertation.

Placements

You are expected to work or volunteer in a professional educational setting. This provides the context for much of your practitioner enquiry.

You should also be able to engage in research-led professional development of your educational practices and pedagogy.

Facilities

The modules are taught in the King George VI Building. You have access to the Education Resource Centre and associated borrowing rights.

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This MPhil/PhD is a research qualification aimed at those who are, or aspire to be, senior academic or administrative leaders of primary, secondary or tertiary educational institutions, or university lecturers or researchers. Read more
This MPhil/PhD is a research qualification aimed at those who are, or aspire to be, senior academic or administrative leaders of primary, secondary or tertiary educational institutions, or university lecturers or researchers.

Investigating the way we conceive of, and execute, education may have the potential to influence a whole generations of pupils. At Lincoln, you will have the opportunity to work alongside academics undertaking studies into how education provision can be improved.

As a full-time research student, you can benefit from regular monthly supervisions with your supervisor (bi-monthly for part-time). In addition you will have the opportunity to attend training sessions on research methods and skills provided by the School of Education and the Graduate School.

The programme is designed to enable you to develop the critical-thinking and research skills required for study at postgraduate level. You will have the opportunity to decide on the focus of your research thesis and receive one-to-one support from an experienced supervisor.

Research Areas, Projects & Topics

Key research areas include:
-Educational leadership and management
-Professional learning and professional development
-Education policy
-Higher education pedagogy and practice.

How You Study

Normally, PhD students register for an MPhil, and after two semesters are expected to transfer to the PhD programme. This transfer requires the production of a detailed research proposal, which the candidate will be expected to defend at a transfer viva. The formal transfer is subject to approval by the University's Research Committees.

All research degree students can decide the focus for their research in negotiation with their supervisors. Individual tutorials are held at mutually agreed times. Supervisions for home students may be undertaken in person, or by e-mail, videoconferencing technology or over the phone. Overseas students studying in the UK on a Tier 4 visa must attend monthly supervisions in person.

Due to the nature of postgraduate research programmes, the vast majority of your time will be spent in independent study and research. You may have additional meetings with your academic supervisors, however the regularity of these may vary depending on your own individual requirements, subject area, staff availability and the stage of your programme.

How You Are Assessed

PhD students are expected to produce a thesis of 80,000 words, while MPhil students produce a thesis of 40,000 words, supported by an oral defence.

Career and Personal Development

The awards of MPhil and PhD may enable education professionals to progress to become academic or administrative leaders in primary, secondary or tertiary education. Alternatively, they may lead to a career in academia or research.

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Study for a higher degree by research in our Materials and Engineering Research institute. You train in research methods and complete a high level research project in a research institute where 75 per cent of our staff were judged to be internationally leading. Read more
Study for a higher degree by research in our Materials and Engineering Research institute. You train in research methods and complete a high level research project in a research institute where 75 per cent of our staff were judged to be internationally leading.

Doctor of Philosophy (PhD) and Master of Philosophy (MPhil)
A higher degree by research involves training in research methods and systematic, high level study of a research project. The nature of the work and the time it takes to finish the research means a research degree is demanding and needs great commitment.

You must present your results in a thesis, explain the methods used in your research and defend them in an oral examination.

To get an MPhil you must critically investigate and evaluate an approved topic and display an understanding of suitable research methods. For a PhD you must also make an independent and original contribution to knowledge.

Split PhD

A split PhD is a research degree programme which is ideal if you are an international student wanting to study from your home country. You register for a Sheffield Hallam University PhD and spend some time studying in Sheffield but are substantially based in your home country. The balance of study between us and the overseas university is agreed between you and your supervisors, depending on the needs of your research programme.

The benefits of studying on the split PhD scheme include
-You can complete fieldwork in your home country, in an area directly linked to your professional or career development interests.
-Access to local facilities and supervisory support in your home country combined with the expert supervisory guidance of our academics.
-Short, intensive periods of face-to-face working with a dedicated supervisory team in Sheffield, while enjoying the educational, social and cultural benefits of studying in the UK.

Materials and Engineering Research Institute (MERI)

MERI is a multi-disciplinary research institute encompassing four research centres each with their own specialist groups operating within them. We undertake high quality academic research across a range of disciplines and apply this research knowledge in a commercial and industrial context. Research areas include: polymers and composites, solar energy, structural integrity and corrosion, functional coatings, simulation and modelling, and robotics.

In the 2008 Research Assessment Exercise we were the leading post–92 university in metallurgy and materials (UoA29). 75 per cent of our staff were judged to be internationally leading and we obtained a Times Higher Education average score of 2.15 reflecting the quality of our work and world class staff.

Our staff include: chemists, materials scientists, physicists, computer scientists, mechanical, electronic and electrical engineers, all working on individual or collaborative projects shared between research centres. Supported by a £6m equipment base, which will shortly undergo a £4m refurbishment, this inter-disciplinary approach enables us to solve complex problems ranging from fracture of artificial implants through to designing surfaces that can withstand frictional temperatures in excess of 1,000 degrees centigrade. Solutions to these kinds of problems put MERI at the top in terms of industrial collaboration.

The Materials Research and Analysis Service (MARS) is also a key strength in the research institute, established to provide regional business with access to research facilities and analysis, which enhances the capability of companies in terms of new and improved products.

Evidence of MERI’s research strength is reflected in the patent portfolio that currently consists of 22 granted patents with another 17 applications in progress.
MERI is made up of five centres of excellence
-The Thin Films Research Centre
-The Centre for Automation and Robotics Research
-The Polymers Nanocomposites and Modelling Research Centre
-The Structural Materials and Integrity Research Centre
-Materials Analysis and Research Services, Centre for Industrial Collaboration (MARS) (CIC)

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mphilphd-research-degrees--materials-and-engineering-research-institute

Course structure

MPhil
Full time – 2 years research
Part time – 3 years research

This course can be developed into a PhD, for more information see the website: https://www.shu.ac.uk/study-here/find-a-course/mphilphd-research-degrees--materials-and-engineering-research-institute

Split PhD

Students normally spend most of their time in their home country but come to the University for at least three months a year.
Research training
When you begin your research, we allocate you a director of studies and a supervisor. Regular meetings between you and your supervisors are scheduled, with targets set for written and oral presentation of research progress. The research training includes:
-University student induction session
-Research methods module
-MERI seminar.
-Presentation skills course
-MERI student seminar day

Assessment: thesis followed by oral examination.

Other admission requirements

Overseas applicants from countries whose first language is not English must normally produce evidence of competence in English. An IELTS score of 6.0 with 5.5 in all skills (or equivalent) is the standard for non-native speakers of English. If your English language skill is currently below an IELTS score of 6.0 with a minimum of 5.5 in all skills we recommend you consider a Sheffield Hallam University Pre-sessional English course which will enable you to achieve an equivalent English level. An offer of a research degree place may be made subject to a completing our Pre-sessional English for Academic Purposes course.

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Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates. Read more
Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates.

The MSc Social Research Methods programme is backed by decades of experience: we were the first in the UK to run this type of programme in 1974.

PROGRAMME OVERVIEW

Social researchers employ a constantly evolving range of qualitative and quantitative methods to explore attitudes and experiences, and to understand patterns of social behaviour.

This programme won't just train you in the application of specific research techniques: it will illuminate the connections between sociological theory and empirical research, and relate research to the development of public policy and the analysis of substantive social issues.

Wider issues of the social research process are also covered and include: the planning and management of research projects; the methodological, theoretical, philosophical and ethical aspects of research; and the presentation and publication of research findings.

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.
-Data Analysis
-Documentary Analysis and Online Research
-Field Methods
-Principle of Survey Design
-Research: From Design to Dissemination
-Evaluation Research
-Statistical Modelling
-Theory and Method
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for students on to employment involving the use of social science research
-Introduce students to a variety of different approaches to social science research at an advanced level
-Cover the principles of research design and strategy, including formulating research questions or hypotheses and translating these into practicable research designs
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Introduce students to the philosophical, theoretical and ethical issues surrounding research and to debates about the relationship between theory and research, about problems of evidence and inference, and about the limits of objectivity
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation of research results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, policy makers, professionals, service users and the general public

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:
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research, from survey research to field methods
-Collect or generate quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Analyse: quantitative data using basic and more advanced skills; qualitative data from both ‘real world’ and ‘virtual world’ environments
-Employ a quantitative and qualitative software package to manage and analyse data
-Apply critical reflection skills to the methodological, theoretical, ethical, and philosophical aspects of social research practice
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences
-Have an understanding of the contribution social research makes to social policy formulation and the evaluation of planned social interventions

Knowledge and understanding
-Appreciate the epistemological and ontological questions that underpin social research
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show systematic knowledge of basic principles of research design and strategy
-Understand the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge of techniques, and appropriate use, of quantitative and qualitative data analysis
-Recognise the significance of social/political contexts and uses of research
-Show engagement with innovations and developments in social research
-Demonstrate a comprehensive understanding of research ethics

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Use methodological, theoretical, ethical, and philosophical knowledge about social research practice to address complex issues creatively
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences in both written and oral formats, as appropriate

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Work to deadlines and within work schedules
-Work independently and self-organise
-Apply computing skills for research instrument design, data analysis, and report writing and presentation
-Formulate and solve problems, both individually and as part of a team
-Demonstrate experience of a work environment

GLOBAL OPPORTUNITIES

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

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

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You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. Read more
You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. If you have previously studied this area at undergraduate level, you can build on the knowledge you have already gained.

Course details

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You share experiences and perspectives on aspects of practice. You study with students from other programmes who are from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. You can develop a sense of belonging to the programme while being able to discuss and explore your own area of interest.

Peer-led discussion on research and practice issues raised in sessions provides the opportunity for interprofessional discussion and debate, and the opportunity to consider relevant issues from the perspective of other professional educational groups which supports you to integrate and synthesise a diverse range of knowledge. You share taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions as well as encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development. Read more
If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development.

Course details

You reflect on practice in your own organisation, identify areas of professional concern and explore your own approach to leadership using a range of diagnostic tools for self-assessment.

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You are encouraged to share your experiences and perspectives on aspects of practice within taught sessions and through discussions on the University’s virtual learning environment. You study with students from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. Peer-led discussions in workshop and seminar sessions on a range of research and educational practice issues, both home and international, provide you with the opportunity for interprofessional discussion and debate. You consider relevant issues from the perspective of other professional educational groups which, in turn, supports you to integrate and synthesise a diverse range of knowledge. You share some of your taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions and encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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As populations grow and competition for space and resources increases, society’s most pressing issues will need to be addressed by those who can work in collaboration with cognitive, occupational and social psychologists, as well as architects, educationalists, environmental scientists, engineers, landscape architects and planners. Read more
As populations grow and competition for space and resources increases, society’s most pressing issues will need to be addressed by those who can work in collaboration with cognitive, occupational and social psychologists, as well as architects, educationalists, environmental scientists, engineers, landscape architects and planners.

PROGRAMME OVERVIEW

How do individuals and groups react to different environmental situations (home, office, hospital, street, shop, and so on)? What psychological processes are triggered by our environment, and how do they affect our perception, attitude and actions?

How can individuals and groups change their environment so that it provides a more stimulating, less stressful and more enabling setting in which to live? How are our identities tied up with place? How might sustainability in environmental policy be better informed by current research?

Our MSc Environmental Psychology programme will help you gain advanced knowledge and understanding of theory and practice in environmental psychology.

You will also acquire a range of research skills that will give you the confidence and ability to undertake environmental psychology research in a professional setting.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. 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.
-Ergonomics and Human Factors
-Inquiry and Design
-Dissertation
-Qualitative Research Methods
-Quantitative Research Methods
-Key Questions in Environmental Psychology: People and Place
-Psychology of Sustainable Development
-Preparation for Academic Research in Psychology
-Conducting Health Psychology Research
-Social Change and Influence
-Maintaining Health Throughout the Lifespan
-Psychological Neuroscience: Electrophysiology

FUNDING

Funding is now linked to continuation funding for a PhD – that is, successful applicants to the Economic and Social Research Council will be given a grant for the MSc year and then further support (subject to satisfactory progress) to enable them to undertake a PhD.

Occasionally students receive financial support from industry through sponsorship. This would involve students undertaking a piece of research for their dissertation which would be of interest and value to industry or commerce, in return for which they will be given a grant by the commissioning company.

In the past, this sponsorship has ranged from £500 to £6,000. This is mutually beneficial to both the student and sponsor, and allows the student to undertake a ‘real’ piece of research that has practical or policy implications, whilst receiving a sum of money to assist with fees and subsistence costs.

ENVIRONMENTAL PSYCHOLOGY AT SURREY

The School of Psychology at the University of Surrey was the first in the world to establish an MSc in Environmental Psychology, in 1973. Since then there have been well over 250 graduates of the programme from over 25 countries worldwide.

It remains one of a few such postgraduate programmes in the world and the only one in the UK.

The MSc Environmental Psychology programme is part of a larger modular programme, thereby providing a flexible teaching and learning structure. The School of Psychology has a reputation for developing professional and innovative programmes reflecting contemporary societal concerns and employment opportunities.

Environmental Psychology at Surrey has always sought to be a multidisciplinary research activity. We are driven by psychological theories and methodologies, but draw on other social sciences, as well as the environmental and design disciplines.

We investigate environment behaviour relationships at every spatial scale and environment, from personal space and office design, through neighbourhood renewal, to the public understanding of global climate change.

PSYCHOLOGY AT SURREY

The School of Psychology at the University of Surrey is one of the most active and highly regarded psychology departments in the country. We specialise in applied and policy-oriented teaching and research within a strong theoretical context. The international, interdisciplinary, policy and applied strengths of the School mean that students’ theoretical and methodological research puts them at the cutting edge of the discipline.

We are one of the highest ranked Schools in the country for graduates entering employment, and also one of the largest providers of postgraduate training in the UK.

The University of Surrey’s School of Psychology has been the centre for many cross-national studies and has attracted funding from research councils and local and national government departments, such as:
-ESF
-Defra
-The Ministry of Defence
-Home Office
-The Environment Agency
-The Countryside Agency
-Surrey County Council
-The EU

If you choose to study psychology at the University of Surrey, you will be provided with a combination of opportunities that would be hard to match elsewhere. We offer you a degree that provides a thorough grounding in the theories, methods and practice of contemporary psychology.

Our programmes lay particular emphasis on the application of psychology to real-world problems, and also consider issues related to professional practice in preparation for your career as a professional psychologist.

The basis of good postgraduate programmes is the research activity of staff, the incorporation of current research programmes in teaching material and a reciprocal relationship between theory development and applied research in everyday contemporary issues.

We believe in involving all postgraduate students in the research life of the School through active participation in one of the research groups, attendance at research seminars and, where possible, an attachment to ongoing research projects.

As a student of the School of Psychology, you will also have access to a number of conferences, seminars and workshops hosted throughout the year.

COLLABORATIONS

Environmental psychology researchers have always enjoyed collaboration with other disciplines.

Current and recent research collaborations include an EPSRC funded research project on energy technologies in homes (REDUCE) with colleagues of environmental sciences (CES) and communications technology (CCSR), a DEFRA/ESRC-funded research programme on lifestyles in transition (SLRG) and a major ESRC funded research program on sustainable lifestyles (RESOLVE: research on lifestyles, values and the environment) both with colleagues from sociology, economics and environmental sciences.

We have long-established links with national and international academic institutions including the Department of Architecture at the University of Strathclyde, the Centre for Transport Studies at the University of West England and the Department of Psychology at Bath University.

The environmental psychology community is strongly international and this is reflected in the long-term active teaching and research collaboration we enjoy with the universities of Groningen, Madrid, La Coruña, Umeå and Rome.

Students on the MSc programme are encouraged to take advantage of these links during their dissertations.

MSc students are actively encouraged to participate in ongoing research projects. Our recent research clients include:
-Building Research Establishment
-Surrey County Council
-Eden Project
-Defra
-Environment Agency
-Forestry Commission
-European Commission
-Rentokil Initial
-King Sturge

RESEARCH

The Environmental Psychology Research Group (EPRG), of which students on the MSc in Environmental Psychology are automatically members, has been undertaking research for more than 30 years and has gained an international reputation.

Research undertaken by the EPRG is both ‘fundamental’ (that is, contributing to the development of the discipline and our understanding ofpsychological processes) and ‘applied and policy-oriented’.

Both government and business are concerned with effective policy development and delivery, and it is increasingly recognised that these can only be successfully achieved by informed evidence.

Students on the MSc Environmental Psychology programme are encouraged to make their research not only useful, but useable.

CAREER PROSPECTS

Recent graduates have progressed into careers in central and local government, undertaking policy-oriented research on a variety of environment behaviour (E-B) issues. Many of our graduates have become practice consultants, using their E-B research skills.

This could be a specialist E-B practice or an architecture, planning, design or engineering practice where graduates with a sensitivity to people-environment issues and a training in E-B research can provide an important and unique set of skills and expertise.

Those who have a background in architecture, landscape architecture, planning or design often return to their profession, but with an enhanced range of skills.

EDUCATIONAL AIMS OF THE PROGRAMME

The aims of the programme are as follows:
-To provide students with theoretical and qualitative/quantitative methodological expertise to conduct environmental psychological research by training them in the informed and systematic conduct of basic and applied research involving the critical reading of theories and empirical findings
-To provide students with an in depth knowledge of contemporary theoretical and methodological approaches to the discipline
-To enable students to link theoretical and empirical questions to social and environmental issues and to provide them with an in depth understanding of the practical applications and action implications of environmental psychological theories and empirical findings
-To provide students with the skills to evaluate possible interventions in a variety of environmental domains
-To offer opportunities to develop the basic interpersonal, technical and creative skills required for the effective analysis and formulation of problems into research questions and, where appropriate, testable hypotheses

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
-Contemporary theoretical and methodological approaches to environmental psychology
-The practical applications and action implications of environmental psychological theories and empirical findings
-The principles of research design
-Quantitative and qualitative techniques and strategies to manage and analyse psychological data
-Ethical considerations when undertaking research and framing interventions

Intellectual / cognitive skills
-Critically assess and comment on sources of research relevant to environmental psychology
-Critically evaluate the contributions and limitations of environmental psychological theories and research methods in environmental behaviour issues
-Evaluate actual and potential psychologically informed interventions in a variety of environmental domains
-Design, conduct and evaluate environmental psychological research
-Apply insights from environmental psychological theory and research to other domains of psychology

Professional practical skills
-Communicate work in a professional manner for academic and non-academic audiences in written and verbal formats
-Apply problem solving techniques to environmental and psychological topics effectively
-Use effective learning strategies
-Analyse and interpret environmental psychological theoretical analyses and quantitative and qualitative empirical evidence in a competent and critical manner

Key / transferable skills
-Communicate theories and methods in relation to environmental psychology by oral and written means
-Use information technology effectively
-Manage own personal development

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

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