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Masters Degrees (Evaluation And Assessment)

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The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. Read more

About the course

The personal and professional future of every individual is increasingly marked by life-long learning. In such a context, there is a growing need to assess, on a regular basis, the learning potential and the skill and personality profiles of individuals. The programme features key qualifications specific to the field of assessment by focusing on quantitative research methods to assess the learning potential, skills and personality profiles of individuals.

Aims

As a student, you will acquire:

• theoretical and methodological knowledge necessary to devise scholarly assessment studies;
• skills to develop, select and apply assessment tools;
• develop transferable skills (data analysis; report-writing; oral presentation, etc.)
• statistical and methodological knowledge and expertise required to process and interpret data;
• high-level skills in implementing and applying mechanisms, whether in cognitive assessment, academic learning, professional skills or personality evaluation.

Course modules

• Psychological concepts and their relations to evaluation and assessment
• Measurement models
• Measurement tools
• Statistical tools
• Applied testing
• 10-week internship

Career

Students are prepared for a career in human resources departments, assessment centres and initial and continuing training centres.

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The MSc in Educational Assessment is an International Postgraduate Programme that has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. Read more
The MSc in Educational Assessment is an International Postgraduate Programme that has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. The programme combines the expertise of two leading institutions in assessment, the School of Education and CEM (Centre for Evaluation and Monitoring). Students learn to construct and use tests, classroom assessments, interviews, school inspections and more. The programme is 'hands on'; candidates learn about the theory of assessment and the challenges associated with assessment, but there is also a strong focus on providing training into the conducting of assessment. Completion of the programme will enable you to apply for the status of Fellow with the Chartered Institute of Educational Assessors (CIEA).

The programme aims to produce specialists who are well equipped to work in assessment within many areas of education. We want these specialists to have good knowledge and skills and be well prepared for the tasks they undertake. Specifically, the programme aims:

To develop knowledge and awareness of the importance and many roles of assessment in education, and to enable students to engage with debate and to reflect on how to meet the challenges of effective educational assessment;
To equip students with knowledge, understanding and relevant skills that will help them develop, deliver and analyse assessment at all levels of education, and to facilitate further research and scholarship in this important field.
Having effective assessment is a common challenge to any educational system. Looking around the world, we also find that trends in assessment, such as the drive towards assessment for learning and computer-based assessment, are mostly international rather than local phenomena. The techniques and understanding achieved from the MSc in Educational Assessment, for this reason, are relevant to most nations. The intention of the full-time international programme is to bring together students from different nations and educational systems, including the UK system, to demonstrate and explore general issues in a local context. Generic theories and techniques will be taught, but students are encouraged to choose examples from their own educational system when exploring these in assignments and other tasks.

It is, however, realized that studying in a different country includes extra challenges. We therefore run special tutorial groups for international students. This happens every week during term time, and students are taken through a programme designed to enhance and development the academic skills required at a UK university. These tutorials also have a strong social element, providing an opportunity to meet with staff and students on other programmes (the tutorials share many of the sessions with international students from other postgraduate programmes in the School of Education).

Although a minimum requirement is made for language skills before starting, the University also offer further English language training for students wanting this (see the English Language Centre for further details).

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The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues. Read more
The MSc in Economic Evaluation for Health Technology Assessment (HTA) aims to further students' knowledge and understanding of basic and advanced issues in the economic evaluation of health technology assessment through high quality training in relevant theoretical and practical issues.

All applicants to this programme should apply for the Postgraduate Certificate in Health Economics for Health Care Professionals in the first instance. Both the Postgraduate Certificate and the Postgraduate Diploma in Health Economics for Health Care Professionals should be completed before progressing to the MSc in Economic Evaluation for Health Technology Assessment.

What is Covered?

The modules are organised in a similar manner to the Postgraduate Certificate and Diploma programmes in Health Economics for Health Care Professionals. Each module lasts for approximately 12 weeks and comprises six or seven individual study 'units'. Modules are weighted at 20 'credits', where one credit equates to approximately 10 hours of study time.

In addition to the three compulsory modules for the Postgraduate Certificate and the three for the Postgraduate Diploma, students taking the MSc in Economic Evaluation for Health Technology Assessment take three further modules.

Programme Details

Mounting pressure on health care budgets worldwide has focused attention on how best to organise health care systems and the spending within them. The University of York distance learning programmes in health economics allow students to gain an accredited qualification while continuing in their careers, and offer the flexibility to spread study over a period of years to match professional and personal circumstances.

We offer three programmes of study, with the aim of providing students with the skills and confidence to apply the principles of health economics within the workplace. All applicants must complete the Postgraduate Certificate in the first instance, and progression to the Postgraduate Diploma and MSc is dependent on performance.

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The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. Read more
The MSc in Educational Assessment has been developed to meet the need for specialists in educational assessment within schools and more widely within the education system. The programme combines the expertise of two leading institutions in assessment, the School of Education and CEM (Centre for Evaluation and Monitoring). Students learn to construct and use tests, classroom assessments, interviews, school inspections and more. The programme is 'hands on'; candidates learn about the theory of assessment and the challenges associated with assessment, but there is also a strong focus on providing training into the conducting of assessment. Completion of the programme will enable you to apply for the status of Fellow with the Chartered Institute of Educational Assessors (CIEA).

The programme aims to produce specialists who are well equipped to work in assessment within many areas of education. We want these specialists to have good knowledge and skills and be well prepared for the tasks they undertake. Specifically, the programme aims:
-To develop knowledge and awareness of the importance and many roles of assessment in education, and to enable students to engage with debate and to reflect on how to meet the challenges of effective educational assessment;
-To equip students with knowledge, understanding and relevant skills that will help them develop, deliver and analyse assessment at all levels of education, and to facilitate further research and scholarship in this important field.

Lectures take place 5pm-8pm on one evening per week (part-time) and two evenings per week (full-time), making the programme suitable for those who are in full-time employment.

Course structure

The programme comprises four x 30 credit taught modules plus a 60 credit dissertation of up to 15,000 words. On a part time basis, students study two modules per year in both year one and in year two and the dissertation in year three. On a full-time basis, students study all modules and the dissertation within one year.

Core Modules:
-Standardised Tests and Exams
-Classroom Assessment
-Judgement-based Assessment
-Research Methods in Education
-Dissertation

Learning and Teaching

Four 30 UCU taught modules are each designed to take 300 hours of student work, comprising:
-Readings and preparation for teaching
-Teaching time
-Follow-up readings and tasks outside the taught element
-Independent study
-Assignment work

There are 30 hours of contact teaching time per module (3 hours a week for ten weeks) with the remainder distributed through the other elements of the module. In addition the supervised dissertation module offers one to one contact time - students are assigned individual supervisors from within the School of Education/CEM staff who assist with devising a suitable topic for study. The aim of the academic tutorial system is to provide academic advice and support to students during the teaching and assessment of a module.

Academic support for the student is available via all of the following forms of contact:
-Formal tutorials within teaching time
-Email and telephone: Students are encouraged to contact tutors with specific queries
-Group emails: The discussion board on DUO, the virtual learning environment, allows students to keep in touch with peers and staff to raise issues and get generic feedback
-Personal contact: Staff are available for individual consultation during office time

All students are also strongly encouraged to attend research seminars at the School of Education throughout the academic year, when they will meet other students working on research degrees by thesis at Ph.D, Ed.D. or Masters level.

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The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice. Read more
The Assessment in Clinical Education is designed to improve your understanding of the approaches taken to assessment. The module will enable you to understand the theoretical frameworks for assessment and evaluation, and help you relate theory to practice.

Assessment is an essential element of any educational process, especially for those preparing for or undertaking clinical roles. Much work has been done in recent years to improve the effectiveness of assessment

Evaluation is a key driver for curriculum change and development, and is a major component of the quality assurance cycle.

This module allows you to gain a clear understanding of assessment and evaluation, and how you can put theory into practice.

Module content

Building on earlier learning about curriculum theory and design, you will develop your understanding of the testing of learning outcomes and objectives, in order to determine if learners have achieved mastery.

The module will explore current methods and directions in assessment of learning in medicine, both formative and summative. Basic assessment theory will be explored, particularly in relation to concepts of validity, reliability and generalisability with particular emphasis on the application to clinical settings. You will be encouraged to be innovative in applying your knowledge and skills to the review of your current practice and to the solution of novel assessment problems.

As a core module for the Certificate in Medical Education accredited by the Higher Education Academy this module contributes in the following ways to meeting the Requirements of the Higher Education Academy:
-Of the five 'areas of activity' described by the HEA, this module will focus particularly on areas 3 and 5 (assessment, integrating scholarship/research into teaching).
-Of the six aspects of 'core knowledge' described by the HEA, this module will focus particularly on areas 2 and 6 (appropriate methods of assessing in the area and at the level of the academic programme, and the implications of quality assurance and quality enhancement for professional practice).
-Of the four 'professional values' described by the HEA, this module will focus particularly on values 1, 3 and 5 (respecting diverse learning communities, incorporating research/scholarship into teaching with a commitment to continuing professional development, and recognising the implications for professional practice of the wider context in which higher education operates).

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The Evaluation, Inspection and Educational Improvement MA will deepen a student's knowledge and understanding of evaluation, inspection and education improvement models and frameworks. Read more
The Evaluation, Inspection and Educational Improvement MA will deepen a student's knowledge and understanding of evaluation, inspection and education improvement models and frameworks. It will enable them to critically evaluate emerging ideas and help them to consider the importance of values, equality, human rights and international perspectives when furthering their understanding of inspection and evaluation systems and practices.

Degree information

This programme provides students with the opportunity to work collaboratively online with participants from other inspection and evaluation systems across the world, whilst honing practice through sharply focused research. Students will be able to conduct an independent study, developing a case study of their workplace practice.

Students undertake modules to the value of 180 credits.

The programme includes two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits); or five modules (150 credits) and a report (30 credits). A Postgraduate Certificate, two core modules (60 credits) is also offered.

Core modules
-Principles, Frameworks and Context of Educational Evaluation and Inspection
-Evaluation and Inspection for Educational Improvement

Optional modules - optional modules can be chosen from the Master's-level module offering at the UCL Institute of Education.

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

Teaching and learning
Teaching is delivered by distance for which online materials (literature and examples) are provided. Each session includes specific tasks which require students to reflect on the literature and have online discussions with peers. There are also opportunities for Skype (group) discussions/tutorials or Q&A. The assessment of each module includes written and online assignments linked to participants' own inspection practice, and a dissertation or report.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as inspectors, while others have jobs as regulators. Graduates can also be found working as senior staff in inspection services, or working in/with schools on peer review and self-evaluations.

Employability
The programme provides an opportunity to develop critical and analytical skills in relation to: evaluation and judgement; organisational improvement; the use of data and evidence; the use of evaluation, inspection and audit.

Why study this degree at UCL?

The quality, depth and breadth of research and development work carried out at the Department of Learning and Leadership has an outstanding reputation. The department is at the forefront of developing research and new knowledge for and about school inspections, school evaluation and school improvement, in London, nationally and internationally.

The programme enables students to become thought leaders in evaluation, inspection and educational improvement driving careers as effective professionals, in this very competitive field.

The programme offers a number of guest lectures by high-profile professors, as well as practitioners (particularly senior HMIs).

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Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics. Read more
Boost your career prospects and develop your learning, teaching and assessment skills on this accredited course for university academics.

Develop your knowledge of quality enhancement, student support and scholarship in higher education on this accredited course.

As a subject specialist you're already well established in your discipline. But teaching at a university or other institution at higher education level, requires a distinct collection of skills and knowledge and you’ll appreciate that opportunities for personal and professional development are fundamentally important for making the transition into teaching.

If you are already working in a higher education institution, this course offers you the chance to gain an accredited qualification at post graduate level and to be recognized as a Fellow of the Higher Education Academy. You'll need to engage in an entire year of part-time, work-based, collaborative online study.

What you'll learn

This course aims to develop your engagement with the scholarship of learning and teaching and with the principles of student-centred higher education curriculum design, delivery and assessment. You’ll explore how people learn and investigate how assessment and feedback practice shapes learning.

As you read around the module topics, you can expect to become increasingly fascinated by the challenges and complexities that underpin evidence based teaching and learning. You’ll be joining a community of reflective practitioners and together, you will engage in collaborative online learning activities which develop your confidence, skills and experience in teaching.

This course is recognized by Staff and Educational Development Association (SEDA) and accredited by the Higher Education Academy (HEA). Successful completion of the course enables you to be recognized as a Fellow of the Higher Education Academy. If you’re a registered nurse or midwife you’ll may also be eligible to register as a teacher on the NMC register.

Subjects include
• Learning, teaching and evaluation of teaching
• Assessment, feedback and student support
• Research and scholarship and the supervision of students’ research

You'll enhance your learning, teaching, assessment and research skills as well as your capacity for academic and reflective writing.
The PG Cert Learning, Teaching and Assessment Practice qualification is an important part of becoming a fully qualified member of academic staff in the higher education sector.

Course aims

• To introduce students to a scholarly community of reflective pedagogic practitioners
• To embrace an enhancement-led, student-centred, evidence-based approach to learning, teaching and assessment practice
• To inspire career-long continuing professional development in high-quality, student-centred pedagogic practice
• To embed research, knowledge exchange, scholarship and evaluation within the context of academic practice in the digital university
• To facilitate the successful articulation of UKPSF (D2), the values expressed by SEDA and, where applicable, meet the standards set by the Nursing and Midwifery Council (NMC) in respect of the ‘Teacher’ part of the NMC register.

Careers

This qualification will consolidate your status within your own university or teaching institution.
You may undertake the course as part of a probationary programme for a new appointment or use it to increase your opportunities for transfer within the university system, upgrade your current standing, or pursue further educationally-focused studies.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice. Read more
The MSc Advanced Clinical Practice offers registered practitioners a flexible, bespoke and student-centred programme of study that aims to meet their personal and professional development needs as they progress within their role towards advanced expert practice.

The Master of Science Award at the University of Lincoln is underpinned by the four framework pillars of advanced clinical practice as outlined by Health Education East Midlands (HEEM); Clinical Skills, Management and Leadership, Education and Research.

It is fundamental to this programme that each bespoke student pathway will contain a minimum level of each pillar in order to be deemed competent, however the individual route-way the practitioner takes will be determined by their own clinical practice role.

Within the award the ‘Clinical Skills’ pillar will always be the most prominent and each combination of modules aims to continuously promote the core principles of Advanced Clinical Practice as defined by HEEM; Autonomous practice, critical thinking, high levels of decision making and problem solving, values based care and improving practice.

All modules below are available as a stand-alone, credit bearing, short course in order to support flexibility in professional development.

Stage 1 - Core
-Pathophysiology for Healthcare (30 credits)
-Assessment, Diagnosis and Clinical Judgement in Practice (30 credits)

Stage 2 - Optional
-People, Personality and Disorder in Mental Health Care (15 credits)
-Best Interests Assessor (15 credits)
-Professional Development Portfolio (15 credits)
-Therapeutic Interventions for Mental Health Recovery (15 credits)
-Supporting Learning and Assessment in Practice (15 credits)
-Assessment and Management of Minor Illness and Minor Injury (30 credits)
-Advanced Urgent Care (30 credits)
-Enhanced Practice in Acute Mental Health Care (30 credits)
-Older Adult Mental Health (30 credits)
-Proactive Management of Long Term Conditions (30 credits)
-Non-Medical Prescribing (60 credits)

Stage 3
-Service Evaluation for Clinical Practice (15 credits)
-Service Transformation Project (45 credits)
OR
-Non-Medical Prescribing (60 credits)

How You Study

Blended teaching and learning is used wherever possible in recognition that students on this programme are working professionals and students are expected to take responsibility for their own learning.

As a student on the MSc Advanced Clinical Practice you will be allocated a named Personal Tutor who will endeavour to support you throughout the programme.

Students are expected to nominate a named Clinical Supervisor who will act as a critical friend, teacher, mentor and assessor throughout the programme. This is designed to provide you with a framework of stability and support in order to fully contextualise your learning and role within your professional service area.

This individual may, if appropriate, act as the Designated Medical Practitioner should you undertake the Non-Medical Prescribing certificate as part of your overall Award. The University will provide the opportunity for your nominated Clinical Supervisor and/or Designated Medical Practitioner to undertake training, guidance and ongoing support to help fulfil their role.

Due to the nature of this programme weekly contact hours may vary. 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 specific to this course please contact the programme leader.

Taught Days module 1: Pathophysiology for Healthcare (30 credits)

Every Thursday commencing 23/02/17 for 10 weeks

Further module timetables to be confirmed.

How You Are Assessed

In line with the learning and teaching strategy for the MSc Advanced Clinical Practice, the assessment and feedback strategy is also based upon the pedagogical philosophy of Student as Producer. The work assessed throughout this Award will be topical, current and will endeavour to be relevant to the student’s professional working practices. Assessments have been designed to be robust, innovative and fit for purpose; therefore allowing you the opportunity to demonstrate that you are consistently competent and capable of the role, both academically and in real-life, complex and dynamic service environments.

Assessments will be undertaken by a range of appropriately experienced and competent assessors, including academic staff, medical practitioners and experienced healthcare professionals, and it is through this collaborative and inter-professional assessment process that the University seeks to gain full assurance that the student is fit for practice as an Advanced Practitioner in their clinical service area.

Assessment methods are likely to include, but are not limited to, written assignments, exams, presentations and projects to test theoretical knowledge, Objective Structured Clinical Examinations (OSCEs), case based assessments, direct observation of clinical skills and the development of a clinical competence portfolio. Formative assessments will be conducted whenever possible, aiming to prepare you for the assessment process and to provide developmental feedback to support the learning process. Formative assessment activities are integrated into the programme and focus crucially on developing the autonomy and research capacities of students in line with the Student as Producer ethos. The formative assessment process will promote student engagement and collaboration, to enable peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas.

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Interviews & Applicant Days

Applicants will be screened in terms of professional suitability, professional references and eligibility for funding and sponsor approval (if required) prior to being made an offer on the programme.

If an applicant has applied for Non-Medical prescribing as part of the programme they will need to also undergo an interview process and meet the individual entry criteria for that programme.

Modules

-Advanced Urgent Care (Option)
-Assessment and management of minor illness and minor injury (Option)
-Assessment, Diagnosis and Clinical Judgement in Practice
-Best Interests Assessor (Option)
-Enhanced practice in acute mental health care (Option)
-Older Adult Mental Health (Option)
-Pathophysiology for Healthcare
-People, Personality and Disorder in Mental Health Care (M) (Option)
-Prescribing Effectively (Option)
-Prescribing in Context (Option)
-Proactive management of long term conditions (Option)
-Professional development portfolio (Option)
-Service Evaluation for Clinical Practice (Option)
-Service transformation project (Option)
-Supporting Learning and Assessment in Practice (Masters Level) (Option)
-The Consultation (Option)
-Therapeutic Interventions for Mental Health Recovery (Level M) (Option)

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The MERM Program is dedicated to advancing the science and practice of measurement, program evaluation, and research methodology in the social and behavioral sciences (e.g., Psychology, Education, Quality of Life Studies, Health Studies). Read more
The MERM Program is dedicated to advancing the science and practice of measurement, program evaluation, and research methodology in the social and behavioral sciences (e.g., Psychology, Education, Quality of Life Studies, Health Studies). For more than 25 years, the faculty and students of the MERM program have been contributing to its international reputation as a leader in the field. Our students and faculty have done research in human and health services, psychological, educational, community and health settings. The essential difference between the MA and MED in MERM is that the MED is wholly course based whereas the MA requires two fewer courses but the completion of a master's thesis. As such completion of a master's thesis is viewed as a prerequisite for the pursuit of doctoral studies in most institutions.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Measurement, Evaluation and Research Methodology
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

Program Overview

The graduate program in Measurement, Evaluation, and Research Methodology (MERM) offers Ph.D., M.A., and M.Ed. degrees. The MERM area focuses on the preparation of graduate students to be methodological and measurement specialists. We strive to promote in our research, student supervision, and teaching the highest standards of measurement and research methodology in our discipline. Upon degree completion, our master's and Ph.D. students are employed as university faculty, data analysts, research scientists, test developers, directors of research in school districts or government, research consultants, assessment and testing specialists in business, industry, and education, certification and credentialing professionals, and psychometricians at research and testing organizations.

MERM students generally fit into one of three categories:
1. Students who have an applied interest in educational and psychological measurement, program evaluation, or data analysis. Although they may have some preparation in measurement and data analysis in their undergraduate studies, this is not always the case. These students are more oriented toward the use of measurement, program evaluation, or data analysis techniques in fields such as education, psychology, or health.

2. Students who have strong theoretical interests in technical problems related to areas such as test theory, item response theory, assessment, statistics, factor analysis, and multi-level modeling. Although some of these students come to the Program with some statistical and/or mathematical background, often obtained while studying in another social science discipline such as psychology or sociology, other students arrive with degrees in statistics or mathematics as well.
3. Students who find it compatible with their career goals to give equal attention to both applied and theoretical aspects of this program.

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Please note. this programme is only available to home/EU students. Breast cancer care, diagnosis and treatment exist in a changing professional environment that requires practitioners to continually update and review clinical practice. Read more
Please note: this programme is only available to home/EU students.

Choose Kingston's Breast Evaluation PgCert/PgDip/MSc

Breast cancer care, diagnosis and treatment exist in a changing professional environment that requires practitioners to continually update and review clinical practice. If you are a registered healthcare practitioner working in the field of breast evaluation, this course is relevant to you.

This interprofessional programme enables participants to gain competence in the multi-skilled practice of breast evaluation. Shared learning for different healthcare disciplines is facilitated through a range of modules provided by collaborative partners at the Jarvis National Breast Screening Training Centre, Guildford, and at the South West London National Breast Screening Training Centre at St George's. By developing your multidisciplinary approach to the diagnosis, care and management of breast disease, this programme enables the enhancement of service provision to the client requesting or requiring breast evaluation.

You may be granted credits for your previous academic and professional qualification through Accreditation of Prior Experiential Learning (APEL) scheme. An independent work-based learning module enables you to study around your individual CPD and workplace needs.

What will you study?

You will study modules relating to breast cancer diagnosis, treatment and care, research methods and ethics as well as independent work-based learning topics to meet your personal and clinical needs.

Some of the modules are developed in partnership with the Jarvis and St George's Breast Screening Centres.

Assessment

Case studies, research protocols, dissertation, essays, portfolios, practical assessment, OSCE, reflective log book.

Course structure

The postgraduate admissions administrator will help you choose the most suitable combination of modules depending on your needs. Some of the modules are developed in partnership with a range of healthcare providers.

Please note that this is an indicative list of modules and is not intended as a definitive list.

Available modules
-Advanced Principles and Practice of Breast Interventional Techniques
-Clinical Breast Examination and Client Communication
-Contemporary Practice In Breast Cancer Genetics and Diagnosis
-Interpretation and Reporting in Mammography
-Professional Practice in Mammography 1 ^
-Professional Practice in Mammography 2 ^
-Ultrasound of the Breast
-Advanced Practice - Negotiated Independent Work Based Learning
-Management of Resources and Quality within Healthcare
-Practice Education and Mentorship+
-Research and Evidence Based Practice in Healthcare (for PgDip)
-Dissertation (for MSc)

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This course offers a broad-based curriculum studying the relationships between human and natural components of the environment. Read more
This course offers a broad-based curriculum studying the relationships between human and natural components of the environment.

It is designed to produce graduates sufficiently equipped to play a leading role in the formulation, implementation and evaluation of environmental policy initiatives within the environmental industries.

This course enables you to develop essential knowledge and skills to progress to a professional career in environmental management, regulation or consultancy.

Key benefits:

• Recognised by the Institute of Occupational Safety and Health (IOSH) as having cognate degree status
• Opportunities for project work with private, public and third sector organisations
• A residential field course and interactive site visits which offer practical experience

Visit the website: http://www.salford.ac.uk/pgt-courses/environmental-assessment-and-management

Suitable for

Students who wish to enter or are already employed in environmental roles such as advisors, consultants, environmental managers or regulators in local government, and national and multinational businesses.

Programme details

This course involves engagement with a number of ideas drawn from law, economics and the social and physical sciences which are of relevance to the theory and practice of environmental assessment and management.

Modules address the existing and emerging challenges and explore contemporary management, technological and regulatory systems designed to reduce environmental risks.

A feature of this course is applied learning and an emphasis on contextualising study.

This course comprises four taught modules complemented by a research dissertation. Three modules are compulsory with two studied in semester 1 and the remaining one in semester 2. The remaining module is optional and you can choose one module in semester 2 from the available options.

For part-time students, the taught components span two academic years each consisting of two semesters between September and May. Year 1 involves the study of two core modules. Year 2 involves the study of one core and one optional module.

This course has both full-time and part-time routes, which, for the MSc, comprises three 14-week semesters or five 14-week semesters, which you can take within one or three years respectively:

• Semester 1 - September to February
• Semester 2 - February to June
• Semester 3 - June to September

Format

Course material is delivered by:

• lectures
• tutorials
• seminars
• case studies and simulated business projects to develop professional and subject-specific skills
• field work and site visits are used to develop practical, observational and analytical skills
• discussing and exchanging your own professional experiences with the course team and invited specialist speakers

Module titles

• Risk: Perception and Management
• Techniques for Environmental Assessment and Management
• Research and Professional Practice
• Dissertation

Optional modules:

• Environmental Investigation and Remediation
• Energy, Resources and Sustainability

Assessment

• Portfolio
• Literature Review
• Case study
• Coursework
• Poster presentation
• Report
• Dissertation

Career potential

Graduates of the course have found positions as environmental managers in business, environmental regulators and environmental consultants working in fields as diverse as contaminated land, planning and environmental impact assessment, waste management and energy management

Past graduates are working in energy companies at the forefront of environmental innovation (e.g. E.ON and EDF Energy), national and local environmental regulators (e.g. the Environment Agency and local authorities), environmental consultancies with an international dimension (e.g. Royal Haskoning, Scott Wilson, WS Atkins, Mouchel) and utilities companies (e.g. United Utilities, Viridor-Laing).

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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Health Technology Assessment (HTA) is the assessment of relevant evidence and knowledge on the effects and consequences of healthcare technologies. Read more
Health Technology Assessment (HTA) is the assessment of relevant evidence and knowledge on the effects and consequences of healthcare technologies. It contributes to priorities and decisions in relation to prevention, diagnosis, treatment and rehabilitation. This Masters in HTA focuses on the production, critical appraisal and use of scientifically rigorous research evidence, applied to a range of health-related areas.

Why this programme

-Our postgraduate taught courses provide a solid grounding in all the major disciplines within the field of Health Technology Assessment. This is unique within Scotland, and is one of few such programmes worldwide.
-Our faculty are world-class experts in their fields, who are active not only in research and teaching, but also involved in HTA decision-making at a national level (e.g. through NICE, SHTAG).
-Our teaching is research-led. The courses have been developed to reflect the latest academic research and up-to-date challenges in HTA decision-making.
-You will gain a comprehensive understanding and hands-on experience of the interconnected disciplines that are core to Health Technology Assessment. These include health economics, statistics, evidence synthesis, modelling and patient-reported outcome measures.
-During a course, from week to week you will interact with your teachers and fellow students using online discussion boards. Your teachers will direct and observe the discussion, and respond to student questions about the course content.
-You will have the opportunity to collaborate on a research project under the supervision of a member of academic staff or an external supervisor.

Programme structure

Core courses
-HTA: Policy and Principles (20 credits)
-Statistical methods for HTA and evidence based medicine (20)
-Health economics for HTA (20)

Optional courses
-Foundations of decision analytic modelling (10)
-Evidence synthesis (20)
-Outcome measurement and valuation for HTA (10)
-Analysis of linked health data (20)
-HTA in a global context (20)
-Survival analysis for HTA (10)
-Qualitative research methods for HTA (10)

Optional course (delivered as face-to-face in Glasgow)
-Decision analytic modelling methods for economic evaluation (20)

Studying online

Online distance learning at the University of Glasgow allows you to benefit from the outstanding educational experience that we are renowned for -without having to relocate to our campus.

You do not need to have experience of studying online as you will be guided through how to access and use all of our online resources.

Virtual learning
You will connect with your fellow students and tutors through our virtual learning environment where you will have access to a multitude of learning resources including:
-Recorded lectures
-Live seminars
-Videos
-Interactive quizzes
-Journal articles
-Electronic books and other web resources

A global community
As an online student at the University you will become part of a global community of learners. Community building and collaborative learning is a key focus of our online delivery and you will be encouraged and supported to interact with your fellow classmates and tutors in a number of ways. For example, through the discussions areas on our virtual learning environment, by skype, during live seminars and in our virtual campus on Second Life.

Supported
Great emphasis is placed on making sure you feel well supported in your learning and that you have good interactions with everyone on the programme. Support is available in a number of ways and you will find out more about this during orientation. All you need to participate in our online programmes is a computer and internet access.

Career prospects

HTA has growing importance internationally for informing health care decision making and there is increasing demand for employees with HTA relevant skills. Outside of the field of HTA, students would be well equipped with qualitative and quantitative research skills for jobs in academia, the pharmaceutical industry, and Government Information Services/Statistical agencies.

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The Postgraduate Certificate in Research and Evaluation course is a Master’s level course open to pharmacy practitioners who are registered with the General Pharmaceutical Council (GPhC), or equivalent for practitioners working overseas, and who are practising either full-time or part-time. Read more

Overview

The Postgraduate Certificate in Research and Evaluation course is a Master’s level course open to pharmacy practitioners who are registered with the General Pharmaceutical Council (GPhC), or equivalent for practitioners working overseas, and who are practising either full-time or part-time. The course is also open to other appropriately qualified practising health professionals who have studied to at least undergraduate degree level, or who have at least 5 years’ experience of practising in their field, at the discretion of the programme manager. Exceptions will be considered on a case-by-case basis.

See the website https://www.keele.ac.uk/pgtcourses/researchandevaluation/

Course Content

The course is designed around the three compulsory modules. The delivery media used, outline content and activities for each are described below. You will also attend an Induction Session at the beginning of the course. You will normally complete the Certificate in under 12 months, but you have the option of taking longer.

- Induction Session
You will attend an Induction session at Keele led by Medicines Management/School of Pharmacy staff at the start of the course. The date of the induction depends on when you start the course, but will normally be in September or January. This session will give you the opportunity to meet with other practitioners who are doing a pharmacy-related Master’s degree or APD course and with your tutor(s) who will support you on future modules of the certificate course.

The cost of the Induction session is included in the course fee. However, you must meet the full costs of travel and any overnight accommodation required.

- Advanced Practice Development (APD) Module
This module will be directed by you under the supervision of a Keele tutor(s). This module allows you to focus on an area of your professional practice that you have chosen, therefore you will negotiate specific learning outcomes, content, activities and overall format of your portfolio with your tutor.

It is anticipated that you will meet with your tutor following the Induction session, to discuss your initial ideas then finalise the learning outcomes during further meeting(s) - either face to face or virtual – as agreed necessary between you and your tutor.

If you are completing this module to support your accreditation as a Pharmacist with Special Interests (PhwSI), the specific learning outcomes will be based on the published required competencies for PhwSIs.

Given the student-led, flexible nature of this module you will be in control of your input to its achievement but we advise you to arrange any work shadowing or visits early on. You will be required to complete a portfolio ready for review by the due date.

This module is also available for you to complete on a stand-alone basis so that you do not have to commit to doing the whole Certificate course.

- Researching and Evaluating Your Practice Module
This is a distance learning module. The majority of the learning materials will be provided in the Course Reader, so that you can study where and when it is convenient for you. Some sections signpost to resources that are available to download from Keele’s virtual learning environment (KLE). You are also expected to do your own reading as guided by and beyond the reading list that will be provided in the module, particularly in relation to the research methods you plan to use in your Independent Learning Project.

The Course Reader is divided into five sections:
• Section 1 - The principles of research
• Section 2 – Literature review
• Section 3 – Research methods
• Section 4 – Analysing data
• Section 5 - Validity, reliability and allied concepts

You will be required to participate in some on-line activities, to help you to develop the course assessment. These will either be on-line discussions with other students, or e-mail discussions with your tutor depending on the numbers of students on the course. You are required to submit your assessment (project proposal) for this module to Keele by the due date.

This module is also available for you to complete on a stand-alone basis so that you do not have to commit to doing the whole Certificate course.

- Independent Learning Project (ILP) Module
To be able to start this module you must have completed the APD and Researching and Evaluating Your Practice modules first.

For the ILP module you will conduct a project into an aspect of your chosen area of practice. The project will be an evaluation of an existing service, or evaluation of existing professional practice that might benefit from new service development. This will be informed by your learning from the APD module and the Researching and Evaluating Your Practice module and will require rigour, critical thinking and high quality presentation.

You are required to have passed the APD and the Researching and Evaluating Your Practice modules before you can begin the Independent Learning Project. You will be granted 6 months from receiving approval in which to complete the project. The due date for the project report will be agreed at the time approval is granted.

You will be assigned to a tutor (normally the same tutor who supported you for the APD module) for the duration of the module. Further meetings (face-to-face or virtual) will take place as agreed, if necessary, between you and your tutor. You will be provided with more information at the start of the module.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Gain the expertise to determine if buildings are achieving their required energy efficiency targets, and how to go about improving them. Read more
Gain the expertise to determine if buildings are achieving their required energy efficiency targets, and how to go about improving them.

The energy performance of today's new buildings must withstand far more scrutiny than ever before. Those involved or investing in construction projects will need an increasing awareness of these factors to maintain compliance with the law, as tougher EU and UK directives for building performance are drawn up and legislated.

You will use the latest technologies to evaluate building performance, including software to model 2D thermal movement or track moisture. You will also visit real-life testing sites and help set up and carry out some of the procedures yourself, investigating heat loss, heat transfer, moisture development and thermal bridges.

Your course will provide an essential platform if you are wanting to evaluate the energy efficiency of buildings, or if you want to get involved in building forensics or surveying.

Visit the website http://courses.leedsbeckett.ac.uk/buildingperformance_apd

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

New legislation and the need for more energy efficient buildings will ensure the demand for experts in the design and evaluation of high-performing homes and workplaces continues to grow. Specialist knowledge in this field should help if you already work in surveying, building forensics and energy efficient assessment to further your career.

- Sustainable Property Developer
- Energy Efficient Assessor
- Building Forensic Assessor
- Building Surveyor

Careers advice:
The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

You'll be exposed to the latest techniques and technologies to measure heat loss and energy transfer, as well as the latest cutting-edge research from our Sustainability Institute and our School of Built Environment & Engineering.

Our teaching staff are involved in building performance evaluation on national research schemes. Our University is frequently commissioned by Innovate UK, a leading technology advisory body, to analyse the best energy performing buildings in the country, which underlines our expertise in this area. Our academics will feed these findings directly into your learning, giving you access to first-class research and a rich variety of contacts to network with.

You will also have access to our state-of-the-art building performance testing kits to analyse buildings in the field, such as thermal imaging cameras and drone technology, and you will work with the latest 2D and dynamic simulation modelling software to measure standards and sharpen your experience of working with the latest technology.

Core Modules

Building Performance & Evaluation
Develop the knowledge of a range of tools and techniques to analyse the energy performance of a building.

Building Environmental Science & Modelling
Gain an overview of the science that governs how buildings perform in relation to occupant comfort, health, energy use and service life.

Chris Gorse

Senior Lecturer

"You will be exposed to the latest methods of testing and monitoring buildings. We have researchers who have informed building performance evaluation and their knowledge feeds directly into this course."

Chris Gorse is Professor of Construction & Project Management and Director of Leeds Sustainability Institute. He leads projects in the areas of sustainability, low carbon and building performance and has an interest in domestic new builds, commercial buildings and refurbishment. Chris is an established author and has consultancy experience in construction management and law.

Facilities

- Design Studios
Our modern multi-media studios include a dedicated CAD suite and specialist software, such as REVIT, allowing you to develop skills in 3D design and building information modelling.

- Library
Our Library is one of the only university libraries in the UK open 24/7, every day of the year. However you like to work, our Library has you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Leeds Sustainability Institute
We offer the latest drone and thermal imaging technology to provide new ways of measuring and evaluating building sustainability.

- Broadcasting Place
Keeping fit is easy at Leeds Beckett - our fitness suites are easy to get to, kitted out with all the latest technology and available to all sports members.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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The Institute of Health Policy, Management and Evaluation (IHPME) is training Canada's future health leaders and researchers through its outstanding degree programs. Read more
The Institute of Health Policy, Management and Evaluation (IHPME) is training Canada's future health leaders and researchers through its outstanding degree programs:
-Doctor of Philosophy in Health Policy, Management and Evaluation
-Master of Science in Health Policy, Management and Evaluation
-Master of Health Science in Health Administration
-Master of Health Informatics

The Health Policy, Management and Evaluation graduate program offers four concentrations leading to the Master of Science: Clinical Epidemiology and Health Care Research; Health Services Research; Health Technology Assessment and Management; and Quality Improvement and Patient Safety.

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