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Masters Degrees (Electronic Learning)

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The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. Read more
The Graduate Diploma in Learning and Technology is a 18-credit, six course program designed to build the knowledge and practical skills of professionals working in the field of technology-mediated education. It meets the growing need for management-level individuals who have the knowledge and skills to assume leadership roles in program design, development, and evaluation, as well as the need for online facilitators who can effectively integrate educational technologies into their teaching and learning environments.

This program was designed to be taken on its own, but students who successfully complete the program may have their credits applied to the Master of Arts in Learning and Technology degree.

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Who It’s For

Instructors who work in or aspire to work in technology-mediated learning environments including K-12 education systems, post-secondary institutions, government departments, the corporate sector, and not-for-profit agencies. This program is for those interested in integrating technology more effectively into the classroom; individuals responsible for professional development within corporations, government and the public sector; and senior decision-makers responsible for online learning activities.

Applications are assessed, based on an integrated and consolidated examination of academic credentials, work experience and personal experience. Experience in a technology-mediated learning environment is an asset.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy.

Outcomes

Graduates will have the skills to assume leadership roles in program design, development, implementation, and evaluation of technology-mediated learning initiatives.

Graduates will be able to:
-Develop proposals for instructional strategies
-Analyze, design, develop, implement, and evaluate instructional design
-Recommend appropriate learning strategies
-Plan and coordinate projects to a successful conclusion
-Evaluate current educational technology research
-Advance their careers as leaders in technology-mediated learning environments

Graduates will have:
-Expanded knowledge of educational theory
-Developed practical skills in graphic design, project management and instructional design
-Increased understanding of student characteristics and needs
-Enhanced critical thinking and creative problem-solving skills

Delivery Model

The Graduate Diploma in Learning and Technology is delivered as a blended program (incorporating online learning with an on-campus residency), as well as a purely online model.

Pre-Residency
Students begin the Graduate Diploma in Learning and Technology program with a very short online pre-residency session that introduces them to the instructor, familiarizes them with the course content and materials, and connects them with other students in the program. This blended learning format allows students to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while still meeting the demands of career and lifestyle. The result is accessible, high quality learning with minimal professional disruption.

Residency
The 10-day residency is a carefully designed period of intense academic study in which students complete approximately 75 per cent of two courses – Learning Theory and Introduction to Research. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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

Course Overview

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

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

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

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

Modules

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

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

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

Key Features

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

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

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

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

Assessment

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

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

Career Opportunities

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

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

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Overview. This programme focusses the creative, historical, critical, technical, and performative aspects of electronic and computer music, emphasising the many ways in which technology and musical practice influence each other. Read more

Overview

This programme focusses the creative, historical, critical, technical, and performative aspects of electronic and computer music, emphasising the many ways in which technology and musical practice influence each other.

You’ll engage with current thinking and practice in areas including experimental electronic music, sound synthesis, electrical and electronic musical instruments, signal processing, technologically-mediated approaches to composition, live electronic music, interfaces and interactivity, sound spatialisation, electronic music in the museum, and more. You’ll also learn to place these developments within the aesthetic, critical, cultural and historical context of electronic music and music technology.

A distinctive feature of this programme is the balance it strikes between creative practice, technical skills and theory, and critical/cultural/historic context in electronic and computer music.

Electronic and computer music is a broad and exciting field of research, and you’ll learn from an academic team with a strong presence in the international computer music, sonic arts, and electronic music research communities. It’s a great opportunity for musicians, creative professionals, educators, scientists, or artists who are interested in the integration of music and technology to collaborate across disciplines in a city with a thriving music and cultural scene.

The degree is also available to study part-time over 24 months. The part-time MA may be of special interest to those who are working in related fields as part of their career development.

Facilities and Resources

We have a variety of excellent facilities to support your learning, including rehearsal, performance and practice spaces, a lab for studying the psychology of music and studios for sound recording, software development and computer music composition.

We also have good working relationships with a range of prestigious arts organisations: we host BBC Radio 3 concerts, Leeds Lieder and the Leeds International Pianoforte Competition, as well as enjoying a close partnership with Opera North and many others in a city with a thriving music and cultural scene.

Course Content

You’ll work on your own practice from the beginning of the programme. A core module will allow you to complete different electronic and computer music exercises using a range of frameworks, while another will introduce you to the development of electronic and computer music and the current state of the art form. You’ll consider the people, institutions, innovations, repertoires, and critical perspectives that continue to shape electronic and computer music.

Throughout the year your knowledge and skills will be underpinned by Professional Studies, a module which introduces you to research methods in music and allows you to build important skills. You’ll also put this into practice with your major project, where you’ll research, plan and document an independent project on a related topic of your choice.

Outside of the field of electronic and computer music, you’ll also choose an optional module from those offered across the School of Music. You could study psychology of music, aesthetic theory or editing, or if you have some experience of composing or performing you could even continue with these.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

These are typical modules/components studied and may change from time to time. Read more in our Terms and conditions.

COMPULSORY MODULES

You’ll study the three core modules below and then choose either the Electronic and Computer Music Portfolio (60 credits) or a Dissertation (60 credits).

  • Professional Studies 30 credits
  • Electronic & Computer Music Practice 30 credits
  • Electronic & Computer Music Contexts 30 credits

OPTIONAL MODULES

  • Individual Project 30 credits
  • Short Dissertation 30 credits
  • Composition Studies 30 credits
  • Instrumental or Vocal Recital 30 credits
  • Concerto/Song-Cycle/Extended Work 30 credits
  • Applied Performance Studies 30 credits
  • Editing and Archival Studies 30 credits
  • Short Editorial Project 30 credits
  • Issues in Critical Musicology 30 credits
  • Aesthetic Theory 30 credits
  • Case Studies in the Applied Psychology of Music 30 credits
  • Dissertation 60 credits
  • Electronic & Computer Music Portfolio 60 credits

Career Opportunities

This programme will equip you with in-depth subject knowledge and a range of transferable skills in research, analysis, ICT and communication, as well as critical awareness. Beyond these, we also encourage an approach to skills development that is tailored to your individual needs.

You’ll focus on areas that interest you in your project work to gain the knowledge and skills you need to suit your career or research plans. After an audit of your existing skills, you’ll follow an individual development programme.

We also offer additional support as you develop your career plans: the School of Music boasts a unique Alumni Mentoring Network, where students can be supported by past students as they start to plan their next steps.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.



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The PGDip/MSc in Adults with Learning Disabilities is a part-time distance learning course run by the School of Psychology and Neuroscience. Read more

The PGDip/MSc in Adults with Learning Disabilities is a part-time distance learning course run by the School of Psychology and Neuroscience. The Postgraduate Diploma must be completed within one calendar year from October to September. The focus is on research, and students will learn the skills of a research practitioner.

For those progressing on to the MSc, you will spend an additional year researching and writing a 15,000-word dissertation. Students apply the knowledge and research skills gained in the PG Diploma to carry out research that will benefit the quality of service, care and life of adults with learning disabilities.

Highlights

  • The online open learning materials are written in an interactive style and are designed to encourage students to use their own workplace experiences as a basis for new learning and development of research skills.
  • Students have full electronic access to the University of St Andrews library resources, including full text journals and other online resources.

Teaching format

The course is delivered via online modules through the University of St Andrews Dynamic Learning Environment. Students will have access to research publications, electronic databases and the University's library resources.

Over the course of the year, students will take six compulsory modules. It is not possible to enrol for individual modules at the Postgraduate Diploma level. Typically, each module is completed within two months and requires 100 hours of total study time, including completion of assessments. Module teaching materials are delivered online where students will have access to additional reference materials.

Students complete assessments online. The taught modules are continuously assessed through coursework, which students submit online. Coursework assessment includes multiple choice questions, short answer assignments, reference searches, and analysis of published research as well as developing a full research proposal. There is no final exam for the course.

University tutors are available for support via email and telephone.

Further particulars regarding curriculum development.

Modules

Each module typically comprises:

  • guided online teaching and learning materials
  • 100% coursework assessment.

For more details of each module, including weekly contact hours, teaching methods and assessment, please see the latest module catalogue which is for the 2017–2018 academic year; some elements may be subject to change for 2018 entry.



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The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. Read more
The MSc Community Learning and Development offers an exciting and innovative opportunity for advanced study based around community learning practice and inquiry. The programme is offered as a workplace based, blended learning programme of study using online materials and communication media, with study workshops and tutor support.

Why study for the MSc CLD at Dundee?

The programme will have flexible entry and exit points and can be studied either as a CLD qualifying programme, accredited by the CLD Standards Council for Scotland, or as continuing professional development (CPD) with optional modules including Organisational Management, Community Engagement, Interprofessional Collaboration and Action Research. It is expected that the options available will be expanded over time to include modules in Family Learning, Literacies and Arts & Communities.

What are the aims of the programme?

The programme is designed to enable participants to:
- Identify, reflect on, develop and appraise critical community based practice, individually and in collaboration with others;
- Integrate community learning and development practice with theoretical studies and investigative techniques;
- Enhance commitment to community learning and development values, ethical codes of practice and ongoing professional development;
- Engage in processes of active learning involving cyclical processes of action and reflection with participants towards development of empowerment, capacity building and co-production;
- Contribute to ongoing construction of theory and practice by communicating with communities of participation and practice the outcomes of investigations and development projects.

Who should study this course?

Applicants for the qualifying CLD programme require a relevant first degree and current professional practice in a public and voluntary CLD context. This new award offers graduates from a range of disciplines such as education, social work, housing, planning, the arts, health, politics or law an opportunity to undertake a postgraduate qualification in Community Learning and Development.

Practitioners with an existing CLD qualification can choose to study the optional modules through a continuing professional development route. The programme is also suitable for returning students who have a PG Diploma in CE/CLD, who wish to complete the Masters dissertation.

How you will be taught

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's Virtual Learning Environment and other online tools such as Adobe Connect and Google+. This means the Programme is available anywhere and anytime there is access to the internet.

The MSc CLD is characterised by progression through Certificate, Diploma to Masters with exit points at each level. These awards aim to build on professionals' initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:

On-line tutorials and workshops
Study guides
Telephone tutorials
Face to face tutorials
E-mail
Written feedback (electronic)
Virtual learning environments

What you will study

Students on all routes are required to complete the two Certificate level core modules:

Research Methods for Professional Inquiry (30 credits)
Critical Pedagogies (30 credits)
The CLD Standards Council qualifying route requires the completion of two Diploma level modules:

Evidence-Based Practice 1 (30 credits)
Evidence-Based Practice 2 (30 credits)
Those on the CPD route can instead select two optional 30 credit modules from the range available to complete the Diploma level.

All Masters students will then be required to complete the 60 credit Dissertation module.

How you will be assessed

Formative assessment and feedback are a feature of all modules. Formative and summative assessments are designed to arise naturally from study and work. Assessments may be in a range of styles including written assignments, portfolios, presentations all designed to best evidence the learning of any given module.

Careers

The programme offers excellent professional qualifications and options for ongoing CPD for those in seeking practitioner and managerial posts in:
Local Authority Services and Projects
Third Sector Organisations
Community Learning and Development Services
Culture and Leisure Services
Community Health
Youth Work
Housing
Community Development
Adult Literacies and Numeracies
Family Learning
Community & Adult Learning
Local Economic Regeneration
Social Enterprise Development
Further & Higher Education

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This distance learning programme is a way to build on your professional skills and educational leadership at a time and place that suits your circumstances. Read more
This distance learning programme is a way to build on your professional skills and educational leadership at a time and place that suits your circumstances.

Course overview

Are you a teacher or educationalist who would like to develop your professional practice? This distance learning programme is an opportunity to continue your professional development and acquire advanced research and study skills whether you are in the UK or Overseas.

This distance learning programme is spread over two to three years, which allows you to combine it with flexible paid work and other commitments. We also offer the programme on-campus at our Sunderland campus as a full-time Education MA and part-time Education MA, all three modes of the programme have identical content. It is also possibel to opt for Stage 2 of the programme to be studied on-campus during one semester (October to January or March to June) in order to meet the requirements of some Ministries of Education that require that at least one-third of a programme is studying in a face-to-face mode.

There are four titles for the MA available, depending upon the modules chosen for study. The titles available are:
-MA Education (Generic), both on-campus and in distance learning mode
-MA Education (Advanced Professional Practice - Secondary), on-campus only
-MA Education (Advanced Professional Practice - Primary), on-campus only
-MA Education (Special Educational Needs, Disability and Inclusion), on-campus only

The content of the distance learning programme can be tailored to your particular interests, with a range of modules available from our MA suite. Options include ‘Advanced Pedagogical Practice’, ‘Assessment Theory into Pedagogical Practice’, ‘Leading Organisational Effectiveness in Education’ and ‘The Nature of Teaching and Learning‘. You can also choose to undertake a negotiated individual study in education. For those who are returning to higher education, we provide plenty of support including classes to assist with academic writing.

The research element of the programme is excellent preparation if you decide to go on to a higher degree such as a PhD. The research element is supported by the University’s Centre for Pedagogy whose specialisms include teaching styles, motivation, human relationships in learning and comparative education. You will also receive training in rigorous research methodologies and undertake a Masters dissertation on a topic that reflects your personal interests.

If you would prefer not to write a dissertation and teach in an International School overseas, you may want to consider our distance learning International Education MA which replaces the dissertation with taught modules that are particularly relevant to international schools.

Course content

The content of the course is entirely delivered through distance learning, making it a very flexible way to achieve a Masters qualification. Modules on this course include:
You will choose three of the following modules
-Mentoring and Coaching (30 Credits)
-Leading Organisational Effectiveness in Education and Training (30 Credits)
-Assessment: Theory into Pedagogic Practice (30 Credits)
-The Nature of Teaching and Learning (30 Credits)
-Negotiated Individual Study in Education (30 Credits)
-Barriers to Learning (30 Credits)
-Advanced Pedagogic Practice (30 Credits)

Plus you will undertake two core modules
-Research Methods in Education (30 Credits)
-Masters Thesis (60 Credits)

Teaching and assessment

This programme is taught using web-based materials. Many modules have quite open content so that you have the flexibility to pursue your personal interests.

Compared to an undergraduate programme, you will find that this Masters programme requires a higher level of independent working.

Assessment methods include written assignments and the Masters dissertation of 20,000 words.

Facilities & location

This programme can be studied anywhere in the world that has good internet access. The programme is delivered by the University's Virtual Learning Environment using learning reading packs, e-books, e-journals, relevant websites and multimedia.

You will have full access to our libraries and, as a distance learning student, you will particularly benefit from our web-based ‘Discover’ search tool. This helps you gain remote access to online journals, articles and e-books – whenever and wherever you happen to be studying. The library team offer real-time online help through ‘Live Chat’ at various periods throughout the day, and they also offer online tutorials on making the most of electronic resources.

Employment & careers

On completing this course your skills and understanding will be enhanced for roles in teaching, educational management and other educational settings.

Higher salaries are available for teachers who take on additional responsibilities, if teaching in the UK, such as the co-ordination of provision for those with Special Educational Needs.

Higher salaries are available for those who develop their professionalism and achieve the status of Excellent Teacher or Advanced Skills Teacher. The salary for an Advanced Skills Teacher can be in the region of £57,000. For those who take on additional management responsibility, the salary for a head teacher can be over £100,000 a year.

A Masters qualification will also give you broader career options including possible roles in lecturing, journalism, the media and arts administration.

Past graduates from this course have gained employment in roles such as the following:
-Special needs and inclusion
-Senior management in education
-Special Educational Needs teacher

A Masters degree will also open the way to further study towards a PhD and university teaching roles.

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The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life. Read more

Why take this course?

The term 'learning disabilities' is used interchangeably with 'intellectual disability' to describe those who have significant problems with learning and who need support with many aspects of life.

This distance learning course enhances knowledge and skills of graduates and experienced practitioners wishing to develop their understanding of people with learning disabilities.

What will I experience?

On this course you can:

Be taught by academics who are active researchers in learning disability
Participate in live web-based chat forums, e-conferencing, and individual tutorials, to discuss your work with lecturers and with other students
Tap into the Library’s vast selection of electronic resources or access library facilities and borrow books locally via the SCOLNUL scheme

What opportunities might it lead to?

This course provides an opportunity for those supporting children and adults with intellectual disabilities and their families to enhance their knowledge and skills, and gain an academic qualification.

Module Details

Full-time students will study all 180 Level M credits (i.e. six units) in one full year. Part-time students will normally study three units each year, and will begin to explore potential research ideas and research methodologies in the first year. All units are Level 7, 30 credits, and are core units.

Here are the units you will study (part-time students will study these in the first year):

Critical Disability Studies and Intellectual Disability: The perspective of Critical Disability Studies (CDS) is about how society and its agents respond to the labelled person's circumstances rather than how intellectual disability inhabits the person. This unit will address the relationship between workers and disabled people that CDS might call for. Here disability and intellectual disability in particular will be a standpoint or position from which to view society, in contrast to disability as a categorisation of people.

Autistic Spectrum Conditions: A Critical Approach: this unit aims to provide knowledge about autistic spectrum conditions and promote understanding of the key issues in providing support to people with autistic spectrum conditions and their families.

Quantitative and Qualitative Research Methods: This unit provides an introduction to experimental and survey-based research methods, and quantitative data analysis techniques. It covers qualitative methods for data collection and analysis, as well as to how to write research reports in both traditions.

The following units will be studied in the first year by full-time students and in the second year by part-time students:

Families and Systemic Therapy: This unit aims to provide you with an understanding of families including an appreciation of experiences of families with an intellectually disabled member. It aims to enhance your abilities to support families via theoretically informed, partnership-based empowering practices.

Research Project: The research project requires you to initiate, conduct and report upon an original piece of research. The work is conducted to deadlines agreed with a project supervisor and project must include empirical quantitative or qualitative research – data collection and relevant analysis must be included. Any statistical analysis must be both descriptive (e.g. means, standard deviations and graphs etc.) and inferential (i.e. statistical tests).

Communication and Investigative Interviewing of People with Intellectual Disabilities: This unit aims to promote communication skills and opportunities for people with intellectual disabilities and outline the status of the law concerning vulnerable adults as witnesses/victims. It aims to provide you with the opportunity to examine issues that arise when people with intellectual disabilities are interviewed as witnesses/victims of crime.

Programme Assessment

Despite its distance learning mode, this course is still extremely student focused. You will be given resources, materials, help and guidance to complete your studies to your full ability. Using our virtual learning environment you can participate in group discussions with other students in a friendly yet challenging online class environment. Plus real-time text based 'chat sessions' with lecturers will ensure you receive all the support you need for the topics you study.

You are assessed in a variety of ways to reflect the individual topics, however there are no examinations and all assessment is coursework based. Here’s how we assess your work:

Practice files
Essays
Wikis
Statistical analysis and reports
Literature reviews
A research project

Student Destinations

When embarking on this course, you may benefit from having completed paid or voluntary work with children or adults with intellectual disabilities.

Previous graduates of the course frequently make significant progress in their careers. Some are just in the beginning stages while others move on to senior manager positions and upwards. Past students have also progressed to advanced academic qualifications such as PhDs or professional doctorates.

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This is the distance learning version of the full time MSc in Renewable Energy Systems Technology. By using the same course materials distance learning students are able to achieve the same outcomes as the full-time MSc in Renewable Energy Systems Technology. Read more
This is the distance learning version of the full time MSc in Renewable Energy Systems Technology.

By using the same course materials distance learning students are able to achieve the same outcomes as the full-time MSc in Renewable Energy Systems Technology. We have developed new ways of learning, which offer students flexibility in place, pace and mode to meet the demand for this highly sought after qualification but who cannot attend traditional university classes.

By the end of the course, our renewable energy MSc graduates, will have gained a comprehensive understanding of renewable energy technologies and developed a range of important transferable
skills.

Core study areas include solar power, wind power, water power, biomass, sustainability and energy systems, integration of renewables and a research project.

Optional study areas include advanced solar thermal, advanced photovoltaics, energy storage, energy system investment and risk management.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/eese/renewable-energy-system-tech-dl/

Programme modules

Compulsory Modules:
- Sustainability and Energy Systems
- Integration of Renewables
- Solar 1
- Wind 1
- Water Power
- Biomass
- Research Project

Optional Modules (choose three):
- Energy Storage
- Advanced Solar Thermal
- Advanced Photovoltaics
- Wind 2
- Energy System Investment and Risk Management

Normally students are required to obtain 180 Master's level credits in these modules to become a Master of Science in Renewable Energy Systems Technology graduate. However optional leave awards of Postgraduate Diploma (120 credits) or Postgraduate Certificate (60 credits) are possible.

How you will learn

All of our renewable energy MSc Modules consist of a series of Study Units, each covering a specific subject area (see programme modules). Instead of face-to-face lectures and tutorials, the main learning routes for distance learning students are via the University’s virtual learning environment (LEARN). The learning resources for each Study Unit include:
- On line study materials
- Live streamed and recorded lectures
- Virtual and remote laboratories
- Tutorials, assignments and computer aided assessments
- Access to past exam papers

In addition there are several important communication features built into LEARN which include:
- Discussion forums (for communicating with tutors and fellow learners)
- Specialist tutor groups
- Assignment and tutorial upload facility (to allow tutors to check your progress and provide you with feedback)
- Online tutorial sessions with module lectures

Distance learning students also have the option to attend on campus modules.

- Assessment
By examination, coursework, group work and research project. Examinations are held in January and May/June with coursework and group work throughout the programme. The individual MSc research project is assessed by written report and viva voce. Students receive regular feedback on their progress from on-line support officers, tutors and academic staff.

It is also possible for distance learning students to take exams at a suitable local venue either a local British council or a recognised university. For further information about this process please contact the course administrator.

- Technical Requirements
To make full use of distance learning resources, the following are minimum requirements:
- Good specification PC or laptop running the latest operating system
- A printer if you wish to print out materials
- Good computer skills (see below)
- Fast and reliable access to the Internet via Broadband

You will require the skills that allow one to:
- Open, copy, and move files and directories on your hard drive
- Move around the desktop with several applications (programmes) opened at the same time
- Create documents using a software package such as MS Word or similar.
- Be able to zip files and make pdf files
- Manipulate and analyse data using spread sheet software such as MS Excel

Careers and further study

The flexibility offered by this MSc allows graduates already working in or seeking to enter the sector, the opportunity to gain strong technical knowledge whilst continuing to work.This combination of knowledge and practical experience makes them highly attractive to existing and future employers worldwide.

Fees: Structure and scholarships

Unlike the full time course distance learning students pay as they study and will pay for modules prior to registration at the beginning of each semester. There are no additional registration fees.
However please note that distance learning fees are reviewed annually and may increase during your period of study.

Why choose electronic, electrical and systems engineering at Loughborough?

We develop and nurture the world’s top engineering talent to meet the challenges of an increasingly complex world. All of our Masters programmes are accredited by one or more of the following professional bodies: the IET, IMechE, InstMC, Royal Aeronautical Society and the Energy Institute.

We carefully integrate our research and education programmes in order to support the technical and commercial needs of society and to extend the boundaries of current knowledge.

Consequently, our graduates are highly sought after by industry and commerce worldwide, and our programmes are consistently ranked as excellent in student surveys, including the National Student Survey, and independent assessments.

- Facilities
Our facilities are flexible and serve to enable our research and teaching as well as modest preproduction testing for industry.
Our extensive laboratories allow you the opportunity to gain crucial practical skills and experience in some of the latest electrical and electronic experimental facilities and using industry standard software.

- Research
We are passionate about our research and continually strive to strengthen and stimulate our portfolio. We have traditionally built our expertise around the themes of communications, energy and systems, critical areas where technology and engineering impact on modern life.

- Career prospects
90% of our graduates were in employment and/or further study six months after graduating. They go on to work with companies such as Accenture, BAE Systems, E.ON, ESB International, Hewlett Packard, Mitsubishi, Renewable Energy Systems Ltd, Rolls Royce and Siemens AG.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/eese/renewable-energy-system-tech-dl/

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The MA Sports Coaching degree is the new programme developed to support the strategic objectives outlined in the UK Coaching Framework. Read more
The MA Sports Coaching degree is the new programme developed to support the strategic objectives outlined in the UK Coaching Framework. Sports Coach UK have provided the strategy for the UK to be considered the number one coaching system in the World by 2016. Our challenge is to support this and produce postgraduates with a high degree of knowledge and understanding so that they can challenge and innovate their own coaching practice. This will require knowledge of leadership, communication, pedagogy, allied sport sciences and relevant management principles. Students will be afforded the opportunity to work in an environment relevant to their developmental needs.

INDUSTRY LINKS

The School of Sport, Tourism and The Outdoors has strong links with a large number of sports organisations, including professional sports teams, public and private sector sports providers and grassroots sports clubs. We regularly invite guest speakers from industry to speak to students within the modules on this course.

This represents a valuable opportunity for students to meet potential employers and learn about life in the sports industry. For example, we have had guest lectures given by representatives of Wigan Warriors Rugby League Club, Bolton Wanderers Football Club, Blackburn Rovers Football Club, Lancashire Football Association, The Rugby Football League and Preston City Council.

The MA Sports coaching also benefits from a number of unique opportunities within the school. Within the school there are strong links with The Institute of Coaching and Performance (ICaP) which is Chaired and Directed by David Collins. The school is also responsible the delivery for the PGDip in Elite Coaching (UKCC Level 4 Coach Education: Pentium Group). As both ICAP and PGDip are central to the school there are a number of opportunities to share current research and practice from within the elite coaching environment.

LEARNING ENVIRONMENT AND ASSESSMENT

All face-to-face delivery will use several types of media to encourage learning. The main vehicles will be through seminars, debates, practical workshops and problem-based learning. This will be supported with some electronic learning activities and resources. Those who choose the blended mode of delivery will be taught through a combination of interactive electronic learning activities and face-to-face delivery on residential blocks (for example weekends).

The use of guest speakers on the course is designed to facilitate networking opportunities for students to meet with potential employers.

Every effort will be made to apply theory to practice, and in some cases, practice to theory. There will be a requirement for independent learning throughout the programme, culminating in the Dissertation.

There are no examinations on this course. Every effort has been made to ensure that assessments are relevant to the coaching sector. For example, coach reports, case study reports, debates, critical reflections and presentations are used throughout the programme.

FURTHER INFORMATION

The full-time MA in Sports Coaching course is a 12 month programme comprising three parts. The first two parts are the taught element and the final part is the research element. The taught element focuses on key aspects of sports coaching. In addition, students will have the opportunity to engage in consultancy or sport-specific placement. For full-time students, the taught element is normally completed over a nine month period starting in October. Part-time students will normally attend on a one day per week basis and complete the taught element in two years. Students who complete the taught element of the programme, in part or in its entirety, may graduate with either a Postgraduate Certificate or Diploma in Sports Coaching.

Students wishing to complete the MA in Sports Coaching must complete the research element. The research element comprises a dissertation. Full-time students will normally complete this in the three months that follow the taught element, whilst part-time students complete this during the course of an academic session.

An integral part of the course is the Consultancy Project, which is an opportunity for students to work on a “live” sports coaching / coaching science project for an external client, agreed using a project specification negotiated between the student, client and academic supervisor.

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The MA Ceramics Programme’s aim is to enable each student to identify their true interests and concerns as artists, designers or makers and to develop appropriate methods to explore their ideas and articulate or express them effectively in imaginative or innovative ways, through the medium of ceramics. Read more

Course Overview

The MA Ceramics Programme’s aim is to enable each student to identify their true interests and concerns as artists, designers or makers and to develop appropriate methods to explore their ideas and articulate or express them effectively in imaginative or innovative ways, through the medium of ceramics.

It also engages students with the key theories and contemporary debates, thus fostering their understandings of the ways in which these influence the development, expression and communication of their ideas, which will impact upon the success of their future practice as artists, makers or academics

Ceramics is a medium in which the practitioner occupies very different positions and frequently has opposing priorities and values drawn from previous personal experiences, technical competence and tacit knowledge.

The MA Ceramics programme is for individuals seeking to extend and develop their practice as well as deepen their knowledge and understandings of the subject, as future practitioners, researchers or academics.

The MA programme allows each student to:
- Develop their authorship of advanced studio work
- Be analytically rigorous
- Develop a greater capacity for reflection

Students are encouraged to challenge norms and question conventions through fusing materiality and concept. This approach is underpinned by a critical and historical approach discourse – a critical language for both fine and applied art and design.

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

Course Content

The MA programme is offered as One Year Full Time, or Two Years Part Time.

Students undertake a sequentially designed course to lead seamlessly from one module to the next and finally into the Major study (equivalent to Dissertation of a more theory based MA). There are no options or electives or alternatives to the scheme. The development of these skills have been embedded into specific modules.

The following Modules will be undertaken by MA Ceramics students:
- MAA7001 Research Methods (20 Credits)
- MAC7004 Studio Project 1 (40 Credits)
- MAC 7006 Studio Project 2 (40 Credits)
- MAC7008 Dissertation (20 Credits)
- MAC7007 Major Project (60 Credits)

Exit points/Awards
- On completing 120 credits in total students will be awarded a Postgraduate Diploma.
- On completing 180 credits in total students will be awarded a Master’s Degree (MA Ceramics).

Learning & Teaching

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

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

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

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

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

Remote or electronic contact with staff will be available by email and/or VLE. The supervisory team will deliver, manage and monitor each student's progress through a number of individual and team meetings. Students will also be encouraged to form and maintain peer-learning groups, either face-to-face or online. Learning will be supported through the use of the VLE, electronic communications, and other relevant methods. Any students requiring learning support are advised to contact Learning Support in Student Services. Throughout the programme, students are expected to maintain their own Personal Development Plan/Portfolio (PDP), intended to provide evidence of their knowledge and understanding in relation to the learning outcomes of each module.

Each 20 credits is equivalent to 240 learning hours (80 typically are taught and 160 are directed study or independent study).

Assessment

For each module, assessment is in the form of:
- MAA7001 Research Methods (20credits) Written 3000 word paper
- MAC7004 Studio Project1. (40 credits) Constructing a Discourse’ Presentation of Practical Work Power Point Presentation with 1,000-1500 word transcript
- MAC 7006 Studio Project 2. (40 credits)Presentation of Practical Work Power Point Presentation, with 1,000-1500 word transcript Viva Voce.
- MAC7008 (20 credits) ‘Developing a Theoretical Context for Student’s Studio-Based Practice’. Written 5000 word paper
- MAC7007 Major Project. (60 credits) Presentation of Practical Work Power Point Presentation with 1,000-1500 word transcript Viva Voce.

Support will be available through weekly individual tutorials, group seminars, workshops where practical demonstrations, involving student participation. This may include, for example (Theory), communal writing (via computer and data projector) or group discourse analysis.

Students are encouraged to instigate discussion within and outside of the formal delivery Programme Face book pages and blogs further contribute and facilitate this shared learning experience.

Employability & Careers

The MA Ceramics programme enables students to enhance their careers as, or to become, established artist, designers, makers leading towards a career, or towards a PhD or to a Professional Doctorate in either art or design. Cardiff School of Art and Design offers Professional Doctoral programs in both Art and Design.

The MA Ceramics programme is designed to enable students to achieve the attributes of greater flexibility, adaptability, and individual responsibility and autonomy as professional artists, makers and designers or researchers. It is Internationally recognised that the MA Ceramics programme develops individuality , creativity, self-reliance, initiative, and the ability to perform in rapidly changing environments as well as increasing competence with research skills and methods which will make graduates highly employable as academics and or researchers or enable them to develop an active and sustained practice as artists makers or designers.

The MA Ceramics programme particularly characteristic is that it enable graduates, mid- career and professional practitioners from within and outside of the discipline of Ceramics to negotiate and examine strategies of Practice through the medium of Ceramics and yet being able to create their own hybrids of material based practice that can further enhance the territory that Ceramics can occupy.

All students receive individual Semester based PDP tutorials to support employability and life-long learning. Learning Journal blogs, and continuous visual documentation /text that integrates opportunities for self-reflection in programmes in order to help them develop as effective and confident learners are expected to be maintained throughout the programme of study.

At the conclusion of the programme, a very high percentage of MA graduates establish or continue their professional practice, enabled by the links they have made with galleries or organisations associated with the visual arts. Some elect to continue with ceramics at CSAD by undertaking a PhD.

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

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

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

Course Overview

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

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

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

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

Course Content

The MFA programme is offered as One Year Full Time.

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

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

Learning & Teaching

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

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

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

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

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

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

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

Assessment

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

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

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

Employability & Careers

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

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

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

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

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

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

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Why Surrey?. This degree mirrors the two-year Masters programme structure that is common in the USA, and is an ideal stepping stone to a PhD or a career in industry. Read more

Why Surrey?

This degree mirrors the two-year Masters programme structure that is common in the USA, and is an ideal stepping stone to a PhD or a career in industry.

The optional professional placement component gives you the opportunity to gain experience from working in industry, which cannot normally be offered by the standard technically-focused one-year Masters programme.

Programme overview

The Electronic Engineering Euromasters programme is designed for electronic engineering graduates and professionals with an interest in gaining further qualifications in advanced, cutting-edge techniques and technologies. Current pathways offered include:

  • Communications Networks and Software
  • RF and Microwave Engineering
  • Mobile Communications Systems
  • Mobile and Satellite Communications
  • Mobile Media Communications
  • Computer Vision, Robotics and Machine Learning
  • Satellite Communications Engineering
  • Electronic Engineering
  • Space Engineering
  • Nanotechnology and Renewable Energy
  • Medical Imaging

Please note that at applicant stage, it is necessary to apply for the Electronic Engineering (Euromasters). If you wish to specialise in one of the other pathways mentioned above, you can adjust your Euromaster programme accordingly on starting the course.

Programme structure

This programme is studied full-time over 24 months. It consists of eight taught modules, two modules based on experimental reflective learning and an extended project.

Please view the website for an example module listing.

Partners

The MSc Euromasters complies with the structure defined by the Bologna Agreement, and thus it is in harmony with the Masters programme formats adhered to in European universities. Consequently, it facilitates student exchanges with our partner universities in the Erasmus Exchange programme.

A number of bilateral partnerships exist with partner institutions at which students can undertake their project. Current partnerships held by the Department include the following:

  • Brno University of Technology, Czech Republic
  • University of Prague, Czech Republic
  • Universität di Bologna, Italy
  • Universität Politècnica de Catalunya, Barcelona, Spain
  • Universita' degli Studi di Napoli Federico II, Italy

Educational aims of the programme

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

Our philosophy is to integrate the acquisition of core engineering and scientific knowledge with the development of key practical skills (where relevant). To fulfil these objectives, the programme aims to:

  • Attract well-qualified entrants, with a background in electronic engineering, physical sciences, mathematics, computing and communications, from the UK, Europe and overseas
  • Provide participants with advanced knowledge, practical skills and understanding applicable to the MSc degree
  • Develop participants' understanding of the underlying science, engineering, and technology, and enhance their ability to relate this to industrial practice
  • Develop participants' critical and analytical powers so that they can effectively plan and execute individual research/design/development projects
  • Provide a high level of flexibility in programme pattern and exit point
  • Provide students with an extensive choice of taught modules, in subjects for which the Department has an international and UK research reputation

A graduate from this MSc programme should:

  • Know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin electronic engineering
  • Be able to analyse problems within the field of electronic engineering and find solutions
  • Be able to use relevant workshop and laboratory tools and equipment, and have experience of using relevant task-specific software packages to perform engineering tasks
  • Know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within electronic engineering
  • Be aware of the societal and environmental context of his/her engineering activities
  • Be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities
  • Be able to carry out research-and-development investigations
  • Be able to design electronic circuits and electronic/software products and systems

Enhanced capabilities of MSc (Euromasters) graduates:

  • Demonstrate transferable skills such as problem solving, analysis and critical interpretation of data, through the undertaking of the extended 90-credit project
  • Know how to take into account constraints such as environmental and sustainability limitations, health and safety and risk assessment
  • Have gained comprehensive understanding of design processes
  • Understand customer and user needs, including aesthetics, ergonomics and usability
  • Have acquired experience in producing an innovative design
  • Appreciate the need to identify and manage cost drivers
  • Have become familiar with the design process and the methodology of evaluating outcomes
  • Have acquired knowledge and understanding of management and business practices
  • Have gained the ability to evaluate risks, including commercial risks
  • Understand current engineering practice and some appreciation of likely developments
  • Have gained extensive understanding of a wide range of engineering materials/components
  • Understand appropriate codes of practice and industry standards
  • Have become aware of quality issues in the discipline

Global opportunities

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

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



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The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. Read more
The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. You will also be supported in researching and reflecting on your own practice.

The programme aims to:
- improve your research, analysis and critical thinking skills
- enhance your professional practice through greater theoretical understanding of current educational issues.

The MA Education is designed for teachers, lecturers, trainers, educational leaders, managers and administrators, and those aspiring to a career in education.

Programme features:
- Choose from one of four Study Pathways to focus your learning where you want to develop.
- Flexible study options include Summer Schools, Study Centres and distance learning.
- Undertake a small scale research project in the context of your own or your institution's policy and practice.
- Optional opportunity to study for the International Baccalaureate Educators’ Certificate alongside the MA Education.

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-in-educ/

Study Pathways

You can choose one of the following Study Pathways as part of this programme:

MA Education:
The MA Education is our most popular degree and allows you the greatest flexibility in choice of units and dissertation topic (with the exception of those opting to take the International Baccalaureate Educator Certificates who are required to take specific units).

MA Education (International Education):
This pathway is designed for those who wish to develop knowledge and an understanding of issues relating to education beyond the national context. Depending upon your interests, you can focus on issues relating to educational practices in different national systems, on international schools and/or on other issues cutting across national contexts.

MA Education (Learning and Teaching):
If you wish to develop the practice and your understanding of Learning and Teaching then this is the pathway for you. Core units draw on theory of learning and teaching processes (with children and adults) and the role of technology.

MA Education (Educational Leadership and Management):
This pathway is designed to meet the needs of experienced educational professionals who wish to inform their work as leaders and managers, or who aspire to a leadership role, through an in-depth understanding of current educational management practice, theory, research and policy.

Ways of studying - flexible study options

You can choose from a variety of ways to study this programme.

- Summer School (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/summer-school/)
- Study Centres (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/study-centres/)
- Distance Learning (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/distance-learning/)

If you wish, you can complete the programme entirely though distance learning, however we recommend you try to attend at least one face-to-face unit as it is valuable to spent time in a study environment with tutors and other students.

Programme structure

For the 90 credits required for the MA Education, you acquire 60 credits through taught units and 30 credits by completing a dissertation. Typically, you complete five 12 credit taught units. One of the taught units must be the Research Methods in Education which is worth 12 credits, another of the taught units must be Understanding Learners and Learning or Education and Society (your choice may depend on which pathway you choose).

- Distance learning study commences at two fixed points in the year, 1st March and 1st September.
- Units taught at Summer School start in July
- Units are taught at Study Centres throughout the year.
- You can study units in any order, but you must complete each unit within six months.
- 175 study hours is expected for each unit.
- You can study up to two units at any one time and you have between two and five years to complete the programme.

View summary table (http://www.bath.ac.uk/education/images/ma-education-programme-table.jpg) or Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/ed-proglist-pg.html#B) for further information.

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed by assignment and dissertation. As you progress through the units and successfully pass the assignments, you will receive feedback and grades, thus providing you with a clear indication of your academic progress.

Teaching methods at Summer Schools and Study Centres include; lectures, student-led seminars, workshops, group work, tutorials, Moodle (virtual learning environment), and other electronic communications.

If there are less than six students enrolled on a unit scheduled at Summer School, the unit will still run, but it may be taught on a Directed Tutorial basis. You will be provided with resources to help your study and individual or group tutorials will be timetabled in order to make sure your learning needs are fully met.

Distance Learning takes place online; enabling you to study independently with the support of a tutor. The Wiki environment offers you a number of alternatives for working flexibly with your learning materials. In addition, there are opportunities to link up with other students and leave feedback about your experience.

Methods of assessment

Assessment consists of a written 5000 word assignment for each unit of study, together with a 15,000 word Dissertation.

Accreditation of Prior Learning (APL)

If you have studied, but not completed or received an award, for postgraduate Masters level units in education from another institution, you may be eligible to transfer credit for this prior learning.

- Depending on the programme of study, you may transfer up to 40% of the total credits required for the MA/Postgraduate Certificate/Postgraduate Diploma in Education.

- Credit must have been obtained recently (less than 8 years ago at the time of the award of the qualification to which it contributes).

- Claims for APL will be considered on a case-by-case basis.

- If you obtain APL you will still be required to study Research Methods in Education and either Education and Society or Understanding Learners and Learning (unless your previous study has sufficient overlap with any of the units, in which case exemption may be considered).

- Use of APL credit may affect your options when selecting a study pathway.

Careers

This programme is ideal for those wishing to progress their career within an educational organisation.

Many of our graduates have gone on to be leaders and managers within educational settings; while others started their educational careers in teaching, lecturing or administration. This degree will also prepare you for further study at Doctoral level (PhD or EdD).

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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Our Masters in Electrical and Electronic Engineering is an advanced course designed for engineering graduates to enhance their skills in this area of high technology. Read more
Our Masters in Electrical and Electronic Engineering is an advanced course designed for engineering graduates to enhance their skills in this area of high technology. The ever increasing pace of developments in all areas of electrical and electronic engineering, (and in particular in the systems that are related to energy and the environment), requires engineers with a thorough understanding of operation principles and design methods for various modern electrical and electronic systems. As a graduate you'll be able to not only respond to the latest changes but also to look ahead and help in shaping future developments.

The unique features of this course are that the traditional electrical and electronic engineering subjects are supported by the more modern topics of computer control and machine learning techniques, which are at the forefront of modern electrical and electronic systems in the industry today. This course offers an integrated systems approach to engineering, incorporating modules in advanced power electronics and renewable energy systems, advanced instrumentation and control with signal processing, real-time systems and machine learning techniques.

There is an increasing demand for skilled engineers who are able to design and maintain electrical and electronic systems that are at the forefront of current technologies. These positions cover many industries, hence graduates from this course can expect significantly enhanced job prospects in electrical, electronic as well as systems engineering.

Modules

Digital signal processing
Pattern recognition and machine learning
Advanced Instrumentation and Design
Advanced power electronics and renewable energy systems
Technology evaluation and commercialization
Technical, research and professional skills
MSc engineering project

Professional links

The School has a strong culture of research and extensive research links with industry through consultancy works and Knowledge Transfer Partnerships (KTPs). Teaching content on our courses is closely related to the latest research work.

This course is accredited by the IET as meeting the further learning requirements for CEng registration. The IET is one of the world’s largest engineering institutions with over 167,000 members in 127 countries.

Employability

The acquired skills in computer control and AI techniques offer additional scope for jobs in the design of decision support systems that cross traditional boundaries between engineering and other disciplines. (i.e. medical, finance). Successful graduates will enjoy exciting career opportunities from a wide range of industries, such as electrical energy supply and control, electronics and instrumentation products and services, intelligent systems and automation to include: automotive, aerospace, electrical and electronic consumer products, telecommunications. The students can also pursue PhD studies after completing the course.

Engineering management skills

Engineering employers have expressed their need for engineers with a solid grasp of the business requirements that underpin real engineering projects. Our course incorporates a management-related module focused on entrepreneurship and project management. This management module develops our graduates' commercial awareness and ensures that they have the skill-set valued by industry employers.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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This Masters' programme extends the technical knowledge acquired on an undergraduate programme in electrical and electronic engineering. Read more
This Masters' programme extends the technical knowledge acquired on an undergraduate programme in electrical and electronic engineering. This MSc covers a wide range of topics and the programme provides a broad subject-specific curriculum with specialism pursued through a major project. Many of the projects reflect the key research interests of the Faculty, such as embedded systems, electronic manufacturing and control and instrumentation. There is the opportunity for projects to be derived from our industrial links, and a number are proposed by students, reflecting their own personal interests or experience.

The aims of the programme are:

- To provide students with an enhanced base of knowledge and current and reflective practice necessary to initiate a career in electrical and electronic engineering at the professional engineer level

- To enhance specialist knowledge in the area of electrical and electronic engineering which build upon studies at the undergraduate level

- To further develop improved skills of independent learning and critical appraisal

- To develop an extensive insight into the industrial applications and requirements

- To develop critical insight of management issues relating to engineering business

- To develop a comprehensive knowledge of leading-edge ICT tools and techniques

- To provide the ability to progress to the next level of study.

Visit the website http://www2.gre.ac.uk/study/courses/pg/electr/elelec

Engineering - Electrical and Electronic

The Department of Electronic, Electrical & Computer Engineering has a focus on innovation, analysis and development within a wide range of advanced engineering technologies. Students develop an understanding of both hardware and software, enabling them to design electronic and electrical systems capable of meeting the exacting demands of a diverse range of applications.

What you'll study

Research Methodology (15 credits)
Internet Electronics (15 credits)
Real-Time Embedded Systems (15 credits)
Mixed Signal Electronics (15 credits)
Design of Embedded System (15 credits)
Design of Electronic System (15 credits)
Strategy and Management (15 credits)
Multiple Technology Integration (15 credits)
Individual Project and Dissertation (60 credits)

Fees and finance

Your time at university should be enjoyable and rewarding, and it is important that it is not spoilt by unnecessary financial worries. We recommend that you spend time planning your finances, both before coming to university and while you are here. We can offer advice on living costs and budgeting, as well as on awards, allowances and loans.

Assessment

Students are assessed through examinations, case studies, assignments, practical work and a dissertation.

Career options

Graduates from this programme can pursue careers as electrical and electronic engineers in sectors ranging from communications to control and instrumentation in the process industries.

Find out about the teaching and learning outcomes here - http://www2.gre.ac.uk/__data/assets/pdf_file/0009/643914/MSc-Electrical-and-Electronic-Engineering.pdf

Find out how to apply here - http://www2.gre.ac.uk/study/apply

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