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Masters Degrees (Experiential Learning)

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Our history of excellence in teaching outdoor studies goes back to the 1960s, offering full time courses for teachers and other professionals set in the wonderfully diverse landscape of the Lake District. Read more
Our history of excellence in teaching outdoor studies goes back to the 1960s, offering full time courses for teachers and other professionals set in the wonderfully diverse landscape of the Lake District. This tradition has returned with a new suite of modules and courses to support those involved with the outdoors or experiential learning. We'll help you develop the relevant knowledge and skills to produce effective and inspiring courses in a wide range of settings.

We welcome students from all professional backgrounds, from outdoor instructors and training experts to nurses, teachers, counsellors, therapists and those involved with youth and social work. If you're considering breaking into these fields, then we provide the perfect transitionary course to help you realise your career aspirations. Make sure your skills are of the highest quality - apply for our course and help advance your personal and professional development.

Course outline

You'll learn to apply innovative strategies in outdoor practice and integrate them into other spheres of teaching and learning. Your prior learning and practice will be enhanced towards further creativity, philosophical stances and methodologies. We will approach outdoor learning through experience and as a learning community through the utilisation of outdoor environments and activities as contexts.

Our course is designed to be accessible to all skill levels, whether you have a former qualification in outdoor-related studies or not. We will broaden your practice and understanding of outdoor and experiential learning, so we ask that students be enthusiastic about taking part to get the most out of the course. The programme will be taught by core staff of the Outdoor Studies department through lectures, seminars, practicals and field trips, as well as talks from key visiting lecturers.

Graduate destinations

Candidates can exit after 60 credits with a PGC Outdoor Learning or a PGC Experiential Learning, dependent on the modules chosen. Candidates who satisfactorily complete 120 credits gain a PGD Outdoor and Experiential Learning. There are opportunities for PhD research after achievement of a masters qualification.

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Where better to study the outdoors than in the heart of the Lake District? We have a long history of providing postgraduate outdoor studies, starting in the 1960s and updated with new suites of modules and courses. Read more
Where better to study the outdoors than in the heart of the Lake District? We have a long history of providing postgraduate outdoor studies, starting in the 1960s and updated with new suites of modules and courses. Our programme is designed to support those involved or interested in outdoor studies to develop the knowledge and skills relevant to the development and provision of effective and inspiring courses in a wide range of settings.

We welcome applications from all kinds of professional backgrounds, such as nursing, social work, youth work, counselling and therapy, education, outdoor instruction, training and the services. If you're thinking of changing your career to work outside, then we provide an excellent progression route to help support your aspirations.

Course outline

Whether you're already involved in outdoor activities or new to the field, our course will extend your understanding and knowledge to new heights. You'll learn to apply innovative strategies in outdoor practice and integrate them into other spheres of teaching and learning. We provide a thorough appreciation of how experiential learning can help with personal and social development, using lectures, seminars, practicals and field trips to give you a full-bodied education.

You will approach outdoor learning through utilisation of outdoor environments and activities. Students should be enthusiastic participants; there is no required level of outdoor technical skills, although graduates of outdoor-related degrees will find this course ideal for developing new skills and competences. The programme will be taught by core staff of the Outdoor Studies Department together with key visiting lecturers.

Graduate destinations

Candidates can exit after 60 credits with a PgC Outdoor Learning, and after 120 credits with a PgD Outdoor and Experiential Learning. There are opportunities for PhD research after achievement of a Masters qualification.

Other admission requirements

Applications are welcome from people with a good first degree (normally U.K. 2:2 or above) and/or relevant work experience. It is hoped that the course will attract students from a variety of backgrounds and first degree subject areas from outdoor related areas through to youth work, social work, education and those with more philosophical backgrounds. International students are welcome to apply. The course can be studied full-time or part-time. Modules are taught in one week blocks. You are also welcome to apply to take modules individually.

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

Overview

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

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

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

Awards available:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Who is it for?

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

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

Progression opportunities for current Newman University postgraduate students:

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

PG Cert in Higher Education Practice

PG Cert in Heritage and Public History

PG Cert in Chaplaincy with Young People

PG Cert in Safeguarding

Attendance

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

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

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

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

Assessment

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



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This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist- http://www.gold.ac.uk/pg/ma-dance-movement-psychotherapy/. Read more
This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist- http://www.gold.ac.uk/pg/ma-dance-movement-psychotherapy/

Your learning will be underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings. Study is informed by contemporary dance practice, Laban Movement Analysis (LMA) and somatic bodywork.

Through theoretical studies, movement observation studies, dance practice workshops, clinical work and experiential learning, you integrate cognitive understanding and practical experience with a developing awareness of self and other.

The nature of the therapeutic relationship is explored in depth through movement and dance and you have the opportunity to put your learning into practice through at least 90 days of supervised placements. This gives you the opportunity to relate your practical experience to your theoretical studies.

You'll be encouraged to develop your own dance/movement practice and to situate your work in relation to your development as a therapist, to contemporary dance and movement practice. You're required to be in personal therapy throughout the programme.

On graduation you are eligible to become a registered professional member of the Association for Dance Movement Psychotherapy (ADMP UK).

Follow us on Facebook for more about the MA, including photos of our graduate show.

Dance Movement Psychotherapy Taster Evenings, 6pm–9pm

Come along to one of our taster evenings to find out more about the programme. They are taking place on:

Monday 7 December 2015
Tuesday 16 February 2016
Monday 9 May 2016

Contact the department

If you have specific questions about the degree, contact Caroline Frizell.

Modules & Structure

The MA in Dance Movement Psychotherapy programme is made up of 240 credits and provides you with a broad understanding of the theories and practices of Dance Movement Psychotherapy necessary for safe and effective clinical work as a Dance Movement Psychotherapist.

It aims to enhance your self-knowledge and interpersonal relationships and to promote your psychodynamic understanding of individuals, groups and society; working with questions of difference, equality and diversity.

Your learning is underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings, and informed by contemporary dance practice and Laban Movement Analysis (LMA). On successful completion of the MA you will be able to apply to the Association of Dance Movement Psychotherapists UK for registration.

Theory and Practice of Dance Movement Psychotherapy 1- 45 credits
Experiential Learning 1- 30 credits
Clinical Placement 1- 45 credits
Theory and Practice of Dance Movement Psychotherapy 2- 60 credits
Experiential Learning 2- 15 credits
Clinical Placement 2- 45 credits

Assessment

Coursework; mid-course case study; final clinical report; placement portfolios.

Skills

The programme enables you to develop:

research skills
understanding of research methodologies
critical evaluation skills in visual, oral and written forms

Careers

Our graduates go on to complete post-doctoral studies, take part in funded projects, progress in their careers, and undergo career changes.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice… Read more

Summary

This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice, predominantly with children, as a professional play therapist within the public and private sectors.Based on a humanistic person-centred model of therapy, this course emphasises the use of play within a therapeutic relationship between the therapist and client to facilitate therapeutic change. The course encompasses theoretical, practical and experiential learning. With our holistic approach to teaching, you will be provided with thorough and systematic knowledge, experience, skills and the confidence to work as a professionally qualified play therapist. At the end of the course, you will be able to demonstrate a comprehensive understanding of therapeutic techniques and approaches that are required for professional registration purposes.

This course leads to a qualification that entitles you to registration as a Full Member of the British Association of Play Therapists (BAPT) whose register is accredited by the Professional Standards Authority (PSA). You will be taught by experienced practitioners who are practising play therapists and will bring the teaching on the course to life by drawing upon their own clinical experiences and case materials.

All students are required to be in personal therapy for the duration of the course and will complete two specified periods of supervised clinical placements alongside their studies. Key areas that you will study include human development and growth, play therapy theory and skills and young child observations (attachment theory). Integral to the programme is your own personal development which will be supported by personal therapy and experiential process groups.

Content

This intense, rigorous and comprehensive programme is made up of ten modules that encompass the theoretical, practical and experiential learning experience required to become a professional play therapist. All modules are designed to prepare you for child-centred therapeutic practice that is theoretically sound and emotionally aware, complying with the core competencies of a play therapist as specified by the British Association of Play Therapists.

The clinical placements are a central component to the training in this programme. In your first year, the modules will include experiential learning to prepare you for your first work placement, as theoretical understanding will give you a strong grounding for your clinical practice. Your professional development is inter-related with the development of theoretical knowledge, skills and personal awareness. Within the clinical placements you will synthesise, integrate and apply all aspects of your learning into practise.

In the second year, you will build upon your play therapy skills and knowledge from your first year modules. You will have the opportunity to develop and explore your understanding of the theory and practice of play therapy in relation to working with different client groups and more complex needs. You will also synthesise your theoretical knowledge and clinical experience to pursue your research interest in the Research Portfolio module. A clinical issue, your own clinical work or a professional issue may provide the inspiration for this research project. Recent research areas have included: child-centred play therapy and the use of therapeutic boundaries, play therapy and unresolved bereavement issues, play therapy in schools, and play therapy and different cultural beliefs.

We also offer introductory courses that provide a useful background to those working in related professions or anyone simply wishing to find out more about the work.

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The certificate is designed to allow choice and foster personal development. Plenty of opportunity will be given to students to develop their skills in anatomy and dissections using human cadaveric specimens. Read more

Overview

The certificate is designed to allow choice and foster personal development. Plenty of opportunity will be given to students to develop their skills in anatomy and dissections using human cadaveric specimens.

The Postgraduate Certificate in Applied Clinical Anatomy (60 M Level credits) consists of three modules, the two core modules are compulsory; Applied Clinical Anatomy 1 worth 15 M Level credits, and Applied Clinical Anatomy 2 worth 30 M Level credits. To facilitate ongoing personal development and make up the required 60 Masters Level credits, the student can choose a further optional module related to the aims of the certificate. Students may transfer their credits to an MSc (Health Sciences) or an MSc (Neuromusculoskeletal Healthcare). There are many Masters Level modules available to choose from within the University.

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

Course Aims

To promote the acquisition of applied anatomical knowledge and skills and the application of anatomical science.

Course Content

The certificate consists of three modules (two core compulsory plus one option).

- Applied Clinical Anatomy 1 (core) worth 15 M Level credits. This module will cover histology, embryology, identification of prosections, gross anatomy of various systems, radiology, preserving, and embalming. The gross anatomy will be linked to functional and clinical relevance

- Applied Clinical Anatomy 2 (core) worth 30 M Level credits. Through student-led tutorials, theoretical and practical studies including dissections, the student will cover in-depth, the theoretical and practical aspects of knowledge relating to the student’s chosen anatomical focus

- One option module to the value of 15 credits at Masters Level

There are many Masters Level modules available within the Faculty and the wider University. The Academic Year starts in September, and is divided into two semesters; one core module will be available in each semester. This allows the student the freedom to select an optional module within either semester.

Teaching & Assessment

The programme of study will be delivered through block teaching sessions and self-directed study (See individual modular specification for details of hours etc). Teaching format will be lecturers, seminars, discussions, problem-solving sessions, tutorials, and dissections to address theoretical and practical aspects of applied clinical anatomical knowledge. The student is expected to complete at least double the amount of self directed study.

A variety of modes of assessment are offered. For the Applied Clinical Anatomy 1 module – the student can choose their own mode of assessment from the selection given, for example, assignment, presentation or an interactive practical examination. For the Applied Clinical Anatomy 2, the student will present a portfolio of evidence of their experiential learning during the process of exploring in-depth the theoretical and practical aspects of clinical anatomical knowledge relating to the students chosen field of knowledge. This will include a 4000-word assignment, 4 laboratory reports including such activities as dissections, clinical meetings etc, a 2500 word reflective piece demonstrating experiential learning and finally the evidence of experiential learning.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this post graduate programme.

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

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Want to get started as a leader in sustainability? Then you need a course that offers world-class tutors and outstanding learning facilities to help you get the best start. Read more
Want to get started as a leader in sustainability? Then you need a course that offers world-class tutors and outstanding learning facilities to help you get the best start. Our tradition of experiential learning in and from nature will help you explore and develop your own leadership for sustainability, as well as design and deliver leadership development experiences for others.

We offer a series of week-long visits to our Ambleside campus, located in the heart of the Lake District, providing an outstanding location to enhance your studies further. You'll engage in discussions with peers striving to be better leaders, and benefit from remarkable guest lecturers who will share their expertise with you. Our highly-flexible course will fit around your working life, allowing you to study at your own pace towards becoming a first rate sustainability leader!

Course outline

You'll begin with a six day residential in the Lake District, where you will be challenged and supported in a highly inter-disciplinary exploration of both sustainability and leadership where orthodoxies will be deconstructed so you can more clearly identify a pathway for your future as a leader of social and organisational change. From there you will choose a range of online and residential modules, which include access to fells, lakes and woodlands.

We believe that our use of experiential learning and nature as a venue and inspiration towards sustainable leadership is a world first. This course is the flagship offering of the Institute for Leadership and Sustainability (IFLAS) which is fast growing to be a hub for critical sustainability leadership dialogue, research and education.

Our internationally renowned team of facilitators and guest speakers offer a wealth of knowledge and experience, which will help you focus on personal, organisational and systemic change. Members of our team include:
-Professor Jem Bendell
-Dr David F. Murphy
-Richard Little (from Impact International)
-Dr Kate Rawles (from Impact International)
-Sue Cox
-Leander Bindewald

Award requirements

-Each module will require pre-reading and engagement with course materials. These will be sent to you a month before the residential block delivery week.
-The block programme will engage in peer to peer student interaction as well as lectures, seminars and workshops led by experts in their field.
-Each module will require you to prepare and present materials to a wide audience that includes employers, academics, fellow students and tutors.
-Experiential learning will be encouraged and challenged through engagement with the cultural history and environs of the Lake District.
-Group and team work will be mandatory for some modules in order to ensure the opportunity to practice team and leaderships skills, however this will be limited to contributions on the residential blocks only.
-Post block study will include engagement with blogs and wikis via the university's virtual online learning environment, 'BlackBoard'.

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This programme blends theory and practice allowing you to develop a comprehensive knowledge of contemporary human resource management and human resource development within international contexts. Read more
This programme blends theory and practice allowing you to develop a comprehensive knowledge of contemporary human resource management and human resource development within international contexts.

Why this programme

◾This programme is designed for those who want to develop a career in HRM/HRD and helps you develop a skills portfolio and knowledge necessary to practice within the global workplace.
◾You will develop the ability to analyse, evaluate and manage HRM/HRD issues and problems from all angles and perspectives and to develop workable solutions.
◾You will have the opportunity to develop and practice a wide range of skills and competencies through experiential learning, reflective practice and case study approaches.
◾The programme is underpinned by a wealth of research across the wider areas of international human resource management, and leadership.
◾You will benefit from the first hand expertise of practitioners and academics with practical managerial experience in a wide variety of contexts.

Programme structure

You will take eight core and two optional courses, and complete a dissertation. Teaching methods include lectures, workshops, experiential learning, tutorials, guest speakers, case studies, videos and group work. Your dissertation is an opportunity to research an issue of your choice in depth, develop specific subject knowledge and consolidate research and problem solving skills.

Core courses

◾Developing skills for business leadership
◾Human resource development
◾Human resource management context: Understanding organisations and external environments
◾International perspectives on employment relations
◾Managing and leading people in an international context
◾Managing diversity
◾Operational and strategic HRM
◾Research skills for managers.

Optional courses

◾Career management in the contemporary economy
◾Knowledge management and organisational learning
◾Organisational misbehaviour
◾Understanding global work.

Resources and facilities

Our exclusive computer labs feature specialist financial and statistical software programmes, including Matlab (useful for manipulating large datasets), EViews and OxMetrics Enterprise.

Students also have access to the Adam Smith Library, a dedicated resource designed for students studying Social Sciences disciplines.

Our International Student Learning Officer for the College of Social Sciences runs a series of classes for international students on topics such as academic writing and also provides information for international students online.

Career prospects

By the end of the programme you will have acquired the knowledge and competence for developing career pathways in HRM and HRD and developed skills for leading and managing internationally. The learning approach emphasises experiential learning, reflective practice, and the development of interpretive, evaluative and problem-solving abilities which provide benefits for employers and enhances graduate career prospects. You are encouraged to act on your own initiative, take personal responsibility and adapt to changing circumstances.

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To Windsor Law’s inaugural LLM class - a warm welcome! We are excited to have you here. Our LLM class is made up of students who come from Canada and from all around the world. Read more
To Windsor Law’s inaugural LLM class - a warm welcome! We are excited to have you here. Our LLM class is made up of students who come from Canada and from all around the world. They have great diversity and richness of experience that includes students who have practised law, who have advanced degrees in other disciplines in addition to law, and who all have far-reaching subject matter interests and aspirations for their LLM degrees that show commitment to the ideals of access to justice and/or transnational law.

Dr. Laverne Jacobs, Director of Graduate Studies, Windsor Law

The Windsor Law LLM Program

Our LLM program has two distinctly unique characteristics.
-An emphasis on rigorous scholarship centred on our institutional themes of Access to Justice and Transnational Law.
-An innovative experiential learning component that allows students in the LLM with Certificate in University Teaching and Learning stream to complete a certificate in university teaching, and to engage in law teaching during the course of their study.

Students may choose from two streams: a one-year (12 month) regular LLM or a two-year (24 month) LLM with Certificate in University Teaching and Learning. The central requirement for both streams is the completion of original publishable research. This major written piece of original research, or thesis, may be submitted as one single document or as a set of related publishable papers addressing a single research question and totalling approximately 100-125 pages.

Students enrolled in our innovative LLM with Certificate in University Teaching and Learning program have a unique experiential learning experience. In year 1, students will complete the University of Windsor’s University Teaching Certificate. In year 2, they will be designated as Teaching Fellows and have the opportunity to complete a teaching practicum at the Faculty of Law. Formalized university teacher training and law teaching experiences are unprecedented experiential learning opportunities among Canadian LLM programs. No other Canadian Masters Program in Law offers this.

Windsor Law’s LLM. offers students the opportunity to be integrated into a scholarly community. Given the small size of the program, students will engage closely with faculty members who are leading experts in their fields.

Academics

Windsor Law is a learner-centred community that values intellectual curiosity, interdisciplinary research and global scholarship. Successful LLM applicants will be able to draw on our Faculty’s strengths in its two main themes of Access to Justice and Transnational Law.

The Law Faculty’s two main themes provide large and flexible envelopes within which graduate studies may be undertaken. The admissions committee will make its best efforts to find a supervisor who shares the research interests of every suitable applicant whose proposed research falls largely within these themes. Suitable applicants will not be turned away simply because their research interests do not fit squarely within the confines of either stream. Most importantly, students will only be admitted if they can be assured a supervisor.

We pride ourselves in a small and well-nurtured graduate student community. We currently accept 3-4 students per year. Successful applicants will normally have received high academic standing (B+) in law school studies.

Curriculum

Windsor Law’s LL.M students take courses that help them to develop a strong research foundation and deepen their knowledge in a given legal or socio-legal field. Required courses include research methods, legal theory and the graduate seminar. Students in the LL.M with Certificate in University Teaching and Learning stream also enrol in courses focusing on topics such as law teaching with cultural competence, lecturing, course design and pedagogical assessment.

Our LL.M courses and seminars are designed specifically for graduate students in Law. Exceptionally, students may enrol in up to two additional courses, as either electives or to supplement their research. These courses may be taken from the JD program or from a cognate discipline for students interested in interdisciplinary research. Students will work with their supervisor and the Director of Graduate Studies to ensure an evaluation in non-LL.M courses that is suitable for a student in the LL.M program.

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This course provides you with the opportunity to work within a world class Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, to master the discipline of experimental cancer medicine. Read more
This course provides you with the opportunity to work within a world class Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, to master the discipline of experimental cancer medicine.

You will spend a year as a member of the Experimental Cancer Medicine Team at The Christie. During this year, you will participate in four structured taught modules.

Alongside the taught elements, you will be allocated to one or more clinical trials that are being conducted by The Christie experimental cancer medicine team. You will have a named trainer and be exposed to tasks required in the setup, delivery, interpretation and audit of a clinical study.

As a nursing and physician student enrolled on this course, you will be expected to participate in patient care, with physicians and nursing staff participating in new and follow-on patient clinics, treatment and care giving episodes with patients.

For clinical trials coordinators, no direct patient contact is envisaged and duties will involve clinical trial setup, protocol amendments, database setup, data entry, costing and billing for clinical research.

Aims

The primary purpose of the MRes in Experimental Cancer Medicine is to provide you with the opportunity to work within a premier UK Phase 1 cancer clinical trials unit and, through a mix of taught and experiential learning, master the discipline of Experimental Cancer Medicine.

Teaching and learning

Our course is structured around a 2:1 split between clinical-based research projects and taught elements respectively.

Taught course units will predominantly use lectures and workshops, with e-learning limited to parts of course unit 1.

For the research projects, teaching and learning will take place through one-to-one mentoring from a member of the Experimental Cancer Medicine team.

The clinical and academic experience of contributors to this course will provide you with an exceptional teaching and learning experience.

Coursework and assessment

You will be are assessed through oral presentations, single best answer exams, written reports and dissertation.

Career opportunities

The MRes in Experimental Cancer Medicine is relevant to physician, nursing and clinical research students who are considering a career in Phase 1 clinical studies.

The course provides a theoretical and experiential learning experience and offers a foundation for roles within other experimental cancer medicine centres within the UK and EU, as well as careers in academia, the pharmaceutical industry, clinical trials management and medicine.

The MRes is ideal for high calibre graduates and professionals wishing to undertake directly channelled research training in the clinical and medical oncology field.

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Lead academic 2016. Dr Thomas Jenkins. Read more

About the course

Lead academic 2016: Dr Thomas Jenkins

This course, offering practical clinical exposure, enables you to apply the fundamentals of neuroanatomy and physiology to better understand the clinical features of patients with neurological disease and learn how insights from the laboratory are translated into benefits for patients.

In small group teaching sessions and clinics, you’ll have the opportunity to apply theoretical knowledge to patients with neurological disease. In the final term you may take a research option (Route A) or a Clinical Neurology Experiential Learning Module (Route B).

Students opting for Route A will choose from a range of clinical research projects based at SITraN or within the Royal Hallamshire Hospital. Students opting for Route B will attend additional specialist clinics with patient-centred teaching from experts in the field who will emphasise recent advances in clinical practice.

Our study environment

You’ll be based in teaching hospitals that serve a population of over half a million people and refer a further two million. We also have close links with the University’s other health-related departments.

Our research funding comes from many sources including the NIHR, MRC, BBSRC, EPSRC, the Department of Health, EU, and prominent charities such as the Wellcome Trust, ARC, YCR, Cancer Research UK and BHF. Our partners and sponsors include Novartis, GlaxoSmithKline, Pfizer, Astra Zeneca and Eli Lilly.

You’ll also benefit from our collaboration with the Department of Biomedical Sciences.

How we teach

Classes are kept small (15–20 students) to make sure you get the best possible experience in laboratories and in clinical settings.

Our resources

We have a state-of-the-art biorepository and a £30m stem cell laboratory. The Sheffield Institute of Translational Neuroscience (SITraN) opened in November 2010. We also have microarray, genetics, histology, flow cytometry and high-throughput screening technology, and the latest equipment for bone and oncology research.

At our Clinical Research Facility, you’ll be able to conduct studies with adult patients and volunteers. The Sheffield Children’s Hospital houses a complementary facility for paediatric experimental medical research.

Hepatitis B policy

If your course involves a significant risk of exposure to human blood or other body fluids and tissue, you’ll need to complete a course of Hepatitis B immunisation before starting. We conform to national guidelines that are in place to protect patients, health care workers and students.

Core modules

During the autumn and spring terms, you’ll take four taught modules worth 30 credits each: Applied Neuroanatomy and Clinical Neuroscience; Cerebrovascular Disease and Disorders of Consciousness; Neuroinflammation (CNS) and diseases of the PNS; Neurodegeneration.

Complementing the taught modules is a comprehensive programme of clinical demonstrations, integrated learning activities, themed clinics and neuro-anatomy dissection (autumn term) where students will be able to apply the taught theory and further substantiate their understanding of the topic area being studied.

Examples of optional modules

Either a research project (Route A) or a Clinical Neurology Experiential Learning Module (CNELM) (Route B) worth 60 credits is completed in the summer term.

Teaching and assessment

The taught component of the MSc is delivered through lectures, seminars, tutorials, practical demonstrations and student-led group work. Each of the 30-credit modules is assessed using a formal examination (15 credits) and ongoing assessments during the module (15 credits), including essays and oral presentations.

The research project (Route A) is assessed from the written dissertation and research presentation examination. The CNELM (Route B) is assessed by means of a portfolio (30 credits) and a 6,000-word dissertation (30 credits) on an aspect of the sub-speciality chosen for the module. The portfolio will contain a reflective log, anonymised details of cases seen, and work-based assessments.

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This course is accredited by the General Pharmaceutical Council (GPhC) and has been designed to enhance your practice as a pharmacist and the delivery of care to your patients by enabling you to manage fully patients’ medication as an independent prescriber. Read more
This course is accredited by the General Pharmaceutical Council (GPhC) and has been designed to enhance your practice as a pharmacist and the delivery of care to your patients by enabling you to manage fully patients’ medication as an independent prescriber.

Course Outline

This course comprises of one Level 7, 60-credit module that has been developed in accordance with the General Pharmaceutical Council’s (GPhC) requirements, and is approved by Health Education West Midlands.

This generic course has been designed to expand students’ existing knowledge and develop prescribing skills to support effective clinical care of patients in a patient-facing prescribing role. This course is suitable for all clinical specialties.

The aim of this course is to enable students to:
-Understand the role and responsibilities of an independent prescriber
-Prescribe safely, appropriately and cost effectively
-Use diagnostic aids relevant to the conditions for which the pharmacist intends to prescribe, including monitoring response to therapy
-Develop effective communication skills and relationships with patients, carers, other prescribers and members of the healthcare team
-Describe the pathophysiology of the condition being treated, and recognise the signs and symptoms of illness
-Take an accurate medical history and carry out relevant clinical assessments
-Utilise knowledge and skills in a critical and systematic manner

When achieved, students will be able to:
-Identify and evaluate presenting complaints of patients
-Respond to varied clinical situations, multiple pathologies or complex medical needs, guided by consultation and diagnostic methods designed to establish reliable identification of clinical presentations and therapeutic options

Learning, Teaching & Assesment

The contents of this blended learning course are directed by the GPhC guidance titled: "Pharmacist independent prescribing programme - learning outcomes and indicative content". The course follows the consultation process, leading to appropriate prescribing and related patient monitoring.

Learning and teaching methods include:
-Face-to-face and hands-on learning and teaching
-Directed and student-managed learning
-Experiential learning

The course includes the development of:
-A portfolio of in-practice learning, including reflective evidence of competence for prescribing
-Clinical Management Plans
-Clinical case presentations

Methods of assessment include:
-OSCEs (x5)
-Portfolio of experiential learning, including Clinical Management Plans
-1 oral presentation based on one of two written cases relevant to the student’s area of competency
Written exam (2 hours)

Career Opportunities

Successful candidates will qualify to apply for an annotation on the GPhC register as an Independent Prescriber

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This qualification is for practising health professionals who wish to develop their career in both education, in a practice or academic setting, and in their own services. Read more
This qualification is for practising health professionals who wish to develop their career in both education, in a practice or academic setting, and in their own services. On the course you will become a UK professionally recognised educator whilst gaining the skills, knowledge and behaviours of an effective leader in health education.

This course appeals to nurses, midwives and allied health professionals who have either a educational role in their current practice or are looking to develop into one.

The course is accredited by the Higher Education Academy, and the postgraduate certificate is also the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) as a stage 4 Nurse Teacher.

The skills you will develop, in order to lead both practice and academic focused learning, will be research and evidence based. You will advance your confidence as a skilled educator by engaging with teaching, learning and assessment strategies in different and complex settings. You will design educational initiatives using contemporary resources and reflecting critically on your own experiential knowledge gained throughout the course.

Throughout the course you will be supported by a teaching/learning facilitator who will be appointed at the beginning of the course and an experienced course team of senior health professional academics. As a team we will oversee your progress and provide opportunities to develop your pedagogic practice

Credits from the course can be integral to other masters level study. For international students, the course can be completed alongside other full-time masters-level study.

Course structure

On this part-time course you will achieve 60 level-7 credits over three semesters/one year.

You will attend two induction days.

• Induction to the University of Brighton: School of Health Sciences postgraduate programme.
• Induction day to the Transforming Practice of Health Professionals through Education postgraduate certificate.

You will then complete the following:

• Optimising Learning module – which requires attendance at six taught days.
• Learning Design module – which requires attendance at five taught days and engagement with online resources.
• Leading Learning in Practice and Higher Education module – runs throughout the course, and requires attendance at five taught days and engagement with online blogging and resources.

The course utilises blended learning to achieve the outcomes, so learning within the modules is supported by students engaging with module-specific materials and activities on our VLE (Virtual Learning Environment).

For students seeking a recordable qualification as a teacher, to be entered on the Nursing Midwifery Council register they must have access to a minimum of 12 weeks (or 360 hours) experience as an educator in academic and practice settings.

The teacher student must have this teaching experience with students on an NMC-approved programme (pre or post registration). This may include all aspects of the teachers role such as mentoring, one-to-one support, assessment, course evaluation and curriculum development with 20% of the time supporting student learning in practice. There is the opportunity for these students to extend the portfolio module to allow extra time to gather the evidence to meet this requirement if required.

Modules

You will have opportunities to develop your education practice, leadership skills and confidence for the benefit of students, workforce development, patient services and your own professional and academic development. This will be achieved through the following modules:

• Optimising Learning (HS726, 20 level-7 credits)

This introductory module, delivered in semester one, develops your confidence, skills and knowledge to position yourself as an educator, critique educational theories, facilitate and construct effective learning in both higher education and practice settings through a constructivist collaborative approach. Six taught days.

• Learning Design (HS727, 20 level-7 credits)

This module, delivered in semester two, critically evaluates curriculum design theory, workforce development and strategic educational development through a blended learning approach. You will design and plan a service development educational programme or learning event relevant to your professional background. Five taught days.

• Leading Learning in Practice and Higher education (HS728, 20 level-7 credits)

This extensive module is taught over the whole of the course. The focus of this module is between theory, research and practice learning in the context of transforming educational practice. You will develop your own portfolio of reflective teaching, learning, assessment and leadership practice gathered throughout the course – with the aim of critically applying this to the relevant professional framework. You will also consider educational theories related to leadership, digital learning, resilience and reflective learning. There is a requirement for teaching practice within this module. Five taught days.

Professional accreditation

Throughout the course you will critically apply the relevant professional standards framework to your developing educational practice – enabling you to clearly identify how you meet the following appropriate national frameworks:

• The Higher Education Academy has accredited this course and confirms that it is aligned with the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (UKPSF) and provides participants with the opportunity to be professionally recognised through the HEA Fellowship scheme at D2 – Fellow

• Nursing Midwifery Council (NMC) has accredited this course and confirms that successful participants can be accepted on to the register as a stage 4 Nurse Teacher

The course also adheres to the following professional regulatory bodies:

• Health and Care Professional Council Standards for Education and Training (2009)
• Health and Care Profession Practice Education Guidance (2016)

The course has been mapped to the practice educators’ accreditation schemes of the:

• College of Occupational Therapists (APPLE)
• College of Podiatry (PACE).

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The MSc Midwifery programme adopts a holistic approach to developing experienced registered midwives into skilled leaders of the profession. Read more
The MSc Midwifery programme adopts a holistic approach to developing experienced registered midwives into skilled leaders of the profession.

The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles. The awards offer you the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value.

The MSc in Midwifery and its nested awards are designed to address current and future demands of midwifery practice services, including the recommendations from Midwifery 2020 (DoH 2010). The awards recognise the changing clinical environment and allow you to develop key advanced skills or those associated with service delivery and enhancement within the current social and economic climate.

Your programme of study and the collection of modules you may choose to study will contextualise your learning. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning using face to face and on-line activities/ materials. When devising your study plan with your academic supervisor you will be informed regarding which delivery methods are utilised for which module and in which semester your chosen modules are being delivered.

The programme was written specifically for registered midwives, but shares modules throughout the Faculty of Health Studies and a multi-professional approach is used in teaching and learning.

Why Bradford?

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across, the Yorkshire and Humber Region and wider. The Faculty’s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.

The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

Learning activities and assessment

Whilst following this programme of study you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical and experiential understanding, advance your knowledge and critical thinking with the assistance of research informed teaching, and to develop a range of skills appropriate to your professional field. This may include work based learning with competencies undertaken in your organisation or with an additional clinical area.

The Midwifery modules and awards nested within the framework offer you the capacity to acknowledge and build upon the knowledge and skills you may have acquired through previous learning experiences including those in the work place.

Your Programme of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University core values which are for teaching and learning: to be
-Research informed
-Reflective
-Adaptable
-Inclusive
-Supportive
-Ethical
-Sustainable

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Read less
The postgraduate Midwifery programme adopts a holistic approach to developing experienced registered midwives into skilled leaders of the profession. Read more
The postgraduate Midwifery programme adopts a holistic approach to developing experienced registered midwives into skilled leaders of the profession.

It is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles. The awards offer you the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Learning and teaching is designed to equip you with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value.

The Midwifery programmes are designed to address current and future demands of midwifery practice services, including the recommendations from Midwifery 2020 (DoH 2010). The awards recognise the changing clinical environment and allow you to develop key advanced skills or those associated with service delivery and enhancement within the current social and economic climate.

Your programme of study and the collection of modules you may choose to study will contextualise your learning. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning using face to face and on-line activities/ materials. When devising your study plan with your academic supervisor you will be informed regarding which delivery methods are utilised for which module and in which semester your chosen modules are being delivered.

The programme was written specifically for registered midwives, but shares modules throughout the Faculty of Health Studies and a multi-professional approach is used in teaching and learning.

Why Bradford?

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across, the Yorkshire and Humber Region and wider. The Faculty’s focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.

The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

Learning activities and assessment

Whilst following this programme of study you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical and experiential understanding, advance your knowledge and critical thinking with the assistance of research informed teaching, and to develop a range of skills appropriate to your professional field. This may include work based learning with competencies undertaken in your organisation or with an additional clinical area.

The Midwifery modules and awards nested within the framework offer you the capacity to acknowledge and build upon the knowledge and skills you may have acquired through previous learning experiences including those in the work place.

Your Programme of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University core values which are for teaching and learning to be:
-Research informed
-Reflective
-Adaptable
-Inclusive
-Supportive
-Ethical
-Sustainable

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Read less

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