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Face recognition impairments (prosopagnosia) can present throughout life as a result of acquired or developmental influences. Yet, very little is known about early influences on the developmental trajectory of face recognition skills. Read more
Face recognition impairments (prosopagnosia) can present throughout life as a result of acquired or developmental influences. Yet, very little is known about early influences on the developmental trajectory of face recognition skills. While existing evidence indicates that face recognition difficulties appear to be influenced by genetics and early periods of atypical visual experience, other early influences may also impact the development and specialization of the face recognition system. Very recent evidence raises the possibility that premature birth and low birth rate influences face recognition skills in later childhood (Perez-Roche et al., 2017), although the trajectory of these impairments is unclear and it is unknown if they persist through to adulthood or are merely delayed. Further, it is possible that atypicalities in face-processing may be detectable from birth, or instead may manifest at a particular stage in development. Understanding this trajectory and the plasticity of the face-processing system during childhood is of fundamental importance in order for intervention to be appropriately conducted.

The current project will investigate the development trajectory of face recognition impairments that result from premature birth or low gestational weight. A large study will use age-appropriate dominant tests of face and object recognition ability to assess relevant perceptual and mnemonic skills in adults and children at various stages of development. Participants will be recruited who were born prematurely and/or experienced a low gestational weight and compared to appropriate age-matched control groups. Eye-movement data will also be collected in order to detect any abnormalities in face-processing strategy itself.

How to apply: Applications are made via our website using the Apply Online button below. If you have an enquiry about this project please contact us via the Email NOW button below, however your application will only be processed once you have submitted an application form as opposed to emailing your CV to us. Application Deadline: 24 July 2017.

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This clinical masters (MSc) programme in Advanced Pharmacy Practice, informed by the latest NHS developments in primary and secondary care, aims to equip you with the relevant skills to meet the challenges of current and emerging practice roles across all healthcare sectors. Read more
This clinical masters (MSc) programme in Advanced Pharmacy Practice, informed by the latest NHS developments in primary and secondary care, aims to equip you with the relevant skills to meet the challenges of current and emerging practice roles across all healthcare sectors.

The first year of the course provides up to date information on clinical pharmacy, evidence-based medicine and public health roles. In year two the course provides a large degree of flexibility with options to suit your interests, including modules on Integrated Care, Acute and Emergency Care, Mental Health, Leadership and Management as well as qualification as an Independent Prescriber.

The course delivery is through a blend of different learning styles including face-to-face instructional delivery practice-based activities and a large element of distance learning. Our face-to-face tuition is delivered by practitioners who are experts in their field as well as academic staff who will deliver specialist training.

PROFESSIONAL ACCREDITATION

The Independent prescribing element of the Msc programme is subject to accreditation by the General Pharmaceutical Council. On successful completion of the module, students will be awarded a ‘Practice certificate in Independent Prescribing for Pharmacists’.

Successful students will then be eligible to annotation on the General Pharmaceutical Council’s (GPhC) register to act as independent prescribers.

LEARNING ENVIRONMENT AND ASSESSMENT

The course will be delivered through blended learning using a variety of methods and platforms supplemented with face-to-face delivery on campus. Where face-to-face sessions are scheduled, active learning strategies will be used wherever possible. Generally, each module will be supported by a minimum of one day face-to-face master class, with the exception of the research project module and the independent prescribing module.

Face-to-face sessions will provide opportunity to discuss with experts in each field on how patient care is maximised through real life examples seen within practice utilising a case-based approach. As preparation for the face-to-face contact students will prepare for the study day through a study pack; this will be made available on Blackboard, the University’s Virtual Learning Environment. The study pack will contain various activities aligned to the assessment.

Assessment methods are predominantly linked to working practice and how learning has been applied into everyday practice. A range of assessment methods will be used, including, case studies, portfolio and Observed Structured Clinical Examinations.

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Bournemouth University has one of the largest face-processing laboratories in the UK, and our academic staff have expertise in neuropsychological disorders of face-processing and forensic applications of face-processing research. Read more
Bournemouth University has one of the largest face-processing laboratories in the UK, and our academic staff have expertise in neuropsychological disorders of face-processing and forensic applications of face-processing research. This expertise is central to the delivery of the course, where you will learn about the detection, management and potential remediation of face-processing disorders, including those with acquired, progressive, developmental or neuropsychiatric origins.

Through the study of contemporary issues in face-processing research, the fascinating programme of study is especially relevant if you hope to become a researcher in this area and/or are seeking further professional development by gaining a unique and relevant qualification in an increasingly difficult job market.

You will also gain key technological skills that are required for face-processing research. There will be training in the manipulation of facial stimuli, instruction in programming, and consideration of methodological issues and experimental design. Using our state-of-the-art research equipment, including eye-tracking, tDCS, EEG and when possible MRI, you will get plenty of practical, hands-on experience. These skills will be fundamental for the research project, in which you will carry out an experimental investigation addressing a novel research question in the field.

The course was reveiwed in February 2016.

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This course offers clinical photographers the opportunity to extend their knowledge and understanding of the profession and the context in which it is practised. Read more
This course offers clinical photographers the opportunity to extend their knowledge and understanding of the profession and the context in which it is practised.

The Postgraduate Certificate in Clinical Photography is a 14-month, part-time distance learning course. It is one of only two part-time distance learning courses in the UK on offer to photographers employed in healthcare and it is the only course that supplements distance learning with face-to-face teaching.

Through a combination of theory and practice-based assignments, delivered through e-learning and face-to-face teaching methods, you will have the opportunity to advance your photographic skills and critical thinking through evidence-based, reflective practice.

Distinctive features:

• The opportunity to learn in a Russell Group University.

• Learning in an organisation with over 40 years of established history of clinical photography/medical illustration education.

• The opportunity to learn from experienced staff working at the forefront of medical illustration.

• A supportive, yet independent learning environment.

• A course of study accredited by the Institute of Medical Illustrators.

• Graduates are eligible to apply for full membership to the Institute of Medical Illustrators and professional registration.

Structure

The course commences every September and is delivered via e-learning through Cardiff University’s virtual learning environment. Although the programme is distance learning, it is supplemented by face-to-face teaching methods. Students are expected to attend three study periods in Cardiff, totalling eight days. Four days at the start of the course in September, two days in November and a further two days in June. During the study days, you will be taught through face-to-face teaching sessions, group discussions, student presentations and workshops. Students are required to have regular one-to-one tutorials with their tutor to discuss their work in progress.

The course consists of two compulsory 30 credit modules.

Core modules:

Critical Inquiry: Examination of Photography in Healthcare
Clinical Photography Theory and Practice

Teaching

Through a mixture of three face-to-face study day periods totalling 8 days (4, 2 and 2 days respectively) in Cardiff and self-directed distance learning supported with on-line learning materials.

Assessment

Assessment methods for the two modules include a work-based project, essays, a poster and a clinical photography portfolio.

Career Prospects

Students enrolled on the programme are employed as photographers within the healthcare profession. Successful completion of the course will support your career progression and professional development. This course is recognised nationally, with previous clinical photography students regularly achieving success in the Institute of Medical Illustrator’s Annual Awards and presenting at the Institute’s annual conference. On graduating from the course you are eligible to apply for full membership to the Institute of Medical Illustrators and entry onto the Committee for the Accreditation of Medical Illustration Practitioners (CAMIP) Voluntary Register.

Placements

Students should already be employed in a healthcare setting and require the support of their employer and need to have access to the resources to undertake the assignments.

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The MSc in Advanced Practice is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Read more
The MSc in Advanced Practice is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Over the past decade, the emergence of competencies, conceptual frameworks and operational tools, together with government and educational drivers, has firmly placed the notion of advanced practice and advanced level nursing as a core development area in the practice workplace.

This Master's course is likely to appeal to a wide range of professionals, for example, senior or consultant nurses (or those hoping to move into that role), community matrons/ caseload managers, social work team leaders, managers from prison and probation service, team leaders working in sexual health and substance abuse, midwives, and independent practitioners.

Course detail

The flexible nature of the course means that you can complete the modules in any order (with the only pre- requisite that a research methods module is completed prior to the dissertation). We will accept credits at Level 7 from other universities providing they can be mapped to our course learning outcomes. Once accepted on to the course, you will meet with the programme leader to plot your route to award and who will support you during your programme of study at the University of West London.

Generally, students will study 60 credits worth of modules each year. We recommend that students start the course with two modules: Role Development (20 credits) and Becoming an Advanced Practitioner (40 credits), unless the student has prior learning which can be credited against the course learning outcomes at this level. Role Development has three face to face days and three electronic study learning days and runs between October and December, whilst Becoming and Advanced Practitioner has six face to face days, and six electronic study days and runs from January to July.

Attendance

The face to face days - which you must attend - will be held at the Berkshire Institute for Health (Reading) for both Year One modules.

For Role Development, these will be held on:
• 27th September
• 11th October
• 15th November
Three electronic study days will need to be completed at a time to suit you. The assignment will be due on:
13th December

The face to face days for becoming an Advanced Practitioner will be held on:
• 10th January
• 24th January
• 7th Feb
• 14th March
• 9th May
• 30th May
The six electronic study days can be completed at a time to suit you. The assignment will be due on 27th June 2018.

All face to face study days are from 9am to 4pm.

Career and study progression

Completing the Masters programme will give you the skills and confidence to stand out in the graduate market. Since the introduction of the Graduate Curriculum in Nursing in 2010, a Masters degree will be the next stepping stone for career development for current cohorts of student nurses, so will be an advantage to those nurses currently looking to get ahead and establish their career pathways.

Opportunities for further study include progression to our MPhil programme, and onwards to a Professional Doctorate or PhD.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Read more
This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Your role should encompass the provision of care and appropriate intervention within the perioperative environment, on wards and/or in clinics (usually within a specified surgical specialty).

The programme will provide you with a systematic and critical understanding of the breadth and depth of knowledge within specific areas of practice. You will develop core and specialist surgical skills and extend your knowledge and practice within the surgical care environment. This will include some operative procedures that will enable specialist practitioners to provide continuity of service and standards of care to patients in areas which do not necessarily need to be provided by medically qualified staff.

Eleven specialist pathways are available:

- MSc Surgical Care Practice (Cardiothoracic Surgery)
- MSc Surgical Care Practice (General Surgery)
- MSc Surgical Care Practice (Gynaecology)
- MSc Surgical Care Practice (Maxillofacial Surgery)
- MSc Surgical Care Practice (Neurosurgery)
- MSc Surgical Care Practice (Otorhinolaryngology)
- MSc Surgical Care Practice (Paediatric Surgery)
- MSc Surgical Care Practice (Plastic and Reconstructive Surgery)
- MSc Surgical Care Practice (Trauma and Orthopaedics)
- MSc Surgical Care Practice (Urology)
- MSc Surgical Care Practice (Vascular Surgery)

What will I study?

Initially, you will be given a broad overview of surgical practice, covering areas such as clinical examination and diagnostic tests. You will also study and practice first assistant skills, basic surgical skills, and generic surgical care practice skills (including all of the pre, intra and post-operative patient phases). Research and leadership skills in relation to the role of a surgical care practitioner are also introduced and discussed.

In the second half of the programme, you will undertake a specialist negotiated module which will be tailored to your specific specialist practice requirements. For instance, if you work for an orthopaedic team then the module will be tailored to the specific requirements of that team, potentially considering themes such as understanding the pathophysiology of joint disease and strategies for their treatment, the use of implants in elective orthopaedic surgery and in relation to specific orthopaedic procedures, and knowledge of available options and surgical techniques.

A dissertation module focuses on a clinical project that will demonstrate leadership and innovation in a specific clinical issue.

How will I study?

The programme incorporates a blend of face-to-face study, independent learning and time spent working in practice. Delivery is at St James' in Manchester, although some face-to-face sessions and/or examinations may be undertaken at Edge Hill University.

For the time spent in university, the first half of the course will be delivered through block-weeks of face-to-face sessions. Eight block-weeks of face-to-face sessions will take place in the first year. Some reading time will be incorporated into these eight weeks to help you plan for the assessment and submission of work.

In the second half of the programme, there is a greater focus on independent learning. However, some face-to-face sessions will be planned and there will also be an attendance requirement for assessments.

Throughout the programme, you will undertake training in your place of employment, working alongside the multidisciplinary team to deliver safe and effective care to patients in the perioperative environment, on the wards and in the clinics both pre and post-operatively.

A minimum of 33.5 hours per week, for approximately 37 weeks, will be spent working in practice.The national curriculum requires a minimum of 2,200 hours over the two years in combined clinical activities in and out of the theatre environment. A minimum of 1,100 hours has to be spent in the operating theatre environment.

In addition to the above, a half-day per week will be built into your annual timetable to facilitate self-directed learning and engagement with Edge Hill University’s virtual learning environment.

How will I be assessed?

In university, assessments will take the form of essays, written case studies, viva voce (oral) examinations, written examinations and observed structured clinical examinations (OSCEs).

In practice, you will be assessed using a variety of techniques, including:

- The Direct Observation of Procedural Skills (DOPS), where you will perform a specific practical procedure that is directly observed;

- Case-based Discussion (CbD), requiring the evaluation of your performance in the management of a patient. This will provide an indication of your competence in areas such as clinical reasoning, decision-making and the application of medical knowledge in relation to patient care;

- Clinical Evaluation Exercise (CEX), where a clinical encounter with a patient is evaluated to provide an indication of your competence in skills essential for outstanding clinical care.

Who will be teaching me?

You will be taught by tutors from the Faculty of Health and Social Care who have the experience and expertise to deliver the applied elements of this MSc via lessons, seminars and discussions. In addition, teaching will be provided by associate lecturers who are either medically qualified, or employed as qualified surgical care practitioners.

You will require a mentor who must be a consultant surgeon for the practice elements of the programme, although it is expected that you will work with a variety of staff within the surgical team. This may include, for example, other consultant surgeons, registrars and junior medical staff, in addition to other surgical care practitioners (subject to availability). The mentor(s) must be willing and available to work alongside you in the clinical arena, with real patients, supervising and assessing your clinical activities.

What are my career prospects?

On completion of this programme, you will gain a nationally recognised qualification that enables you to undertake the role of a surgical care practitioner.

You will also be able to demonstrate a number of core and specialist skills that will enable you to work effectively as part of the surgical team, work competently to practice within your field of speciality (e.g. cardiothoracic, colorectal, or trauma and orthopaedics) and to be able to function confidently, competently and autonomously.

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The MSc in Advanced Practice (Mental Health) is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Read more
The MSc in Advanced Practice (Mental Health) is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Over the past decade, the emergence of competencies, conceptual frameworks and operational tools, together with government and educational drivers, has firmly placed the notion of advanced practice and advanced level nursing as a core development area in the practice workplace.

This Master's course is likely to appeal to a wide range of professionals, for example, senior or consultant nurses (or those hoping to move into that role), community matrons/ caseload managers, social work team leaders, managers from prison and probation service, team leaders working in sexual health and substance abuse, midwives, and independent practitioners.

Course detail

The flexible nature of the course means that you can complete the modules in any order (with the only pre-requisite that a research methods module is completed prior to the dissertation). We will accept credits at Level 7 from other universities providing they can be mapped to our course learning outcomes. Once accepted on to the course, you will meet with the programme leader to plot your route to award and who will support you during your programme of study at the University of West London.

Generally, students will study 60 credits worth of modules each year. We recommend that students start the course with two modules: Role Development (20 credits) and Becoming an Advanced Practitioner (40 credits), unless the student has prior learning which can be credited against the course learning outcomes at this level. Role Development has 3 face to face days and 3 electronic study learning days and runs between October and December, whilst Becoming and Advanced Practitioner has 6 face to face days, and 6 electronic study days and runs from January to July.

Attendance

The face to face days - which you must attend - will be held at the Berkshire Institute for Health (Reading) for both Year One modules.
For Role Development, these will be held on:
• 27th September
• 11th October
• 15th November
Three electronic study days will need to be completed at a time to suit you. The assignment will be due on:
13th December

The face to face days for becoming an Advanced Practitioner will be held on:
• 10th January
• 24th January
• 7th Feb
• 14th March
• 9th May
• 30th May
The six electronic study days can be completed at a time to suit you. The assignment will be due on 27th June 2018.

All face to face study days are from 9am to 4pm.

Career and study progression

Completing the Masters programme will give you the skills and confidence to stand out in the graduate market. Since the introduction of the Graduate Curriculum in Nursing in 2010, a Masters degree will be the next stepping stone for career development for current cohorts of student nurses, so will be an advantage to those nurses currently looking to get ahead and establish their career pathways.

Opportunities for further study include progression to our MPhil programme, and onwards to a Professional Doctorate or PhD.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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The MSc in Advanced Practice (Substance Misuse) is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Read more
The MSc in Advanced Practice (Substance Misuse) is aimed at all health and social care staff who are looking to develop their knowledge and skills as advanced practitioners. Over the past decade, the emergence of competencies, conceptual frameworks and operational tools, together with government and educational drivers, has firmly placed the notion of advanced practice and advanced level nursing as a core development area in the practice workplace.

This Master's course is likely to appeal to a wide range of professionals, for example, senior or consultant nurses (or those hoping to move into that role), community matrons/ caseload managers, social work team leaders, managers from prison and probation service, team leaders working in sexual health and substance abuse, midwives, and independent practitioners.

Course detail

The flexible nature of the course means that you can complete the modules in any order (with the only pre- requisite that a research methods module is completed prior to the dissertation). We will accept credits at Level 7 from other universities providing they can be mapped to our course learning outcomes. Once accepted on to the course, you will meet with the programme leader to plot your route to award and who will support you during your programme of study at the University of West London.

Generally, students will study 60 credits worth of modules each year. We recommend that students start the course with two modules: Role Development (20 credits) and Becoming an Advanced Practitioner (40 credits), unless the student has prior learning which can be credited against the course learning outcomes at this level. Role Development has 3 face to face days and 3 electronic study learning days and runs between October and December, whilst Becoming and Advanced Practitioner has 6 face to face days, and 6 electronic study days and runs from January to July.

Attendance

The face to face days - which you must attend - will be held at the Berkshire Institute for Health (Reading) for both Year One modules.
For Role Development, these will be held on:
• 27th September
• 11th October
• 15th November
Three electronic study days will need to be completed at a time to suit you. The assignment will be due on:
13th December

The face to face days for becoming an Advanced Practitioner will be held on:
• 10th January
• 24th January
• 7th Feb
• 14th March
• 9th May
• 30th May
The six electronic study days can be completed at a time to suit you. The assignment will be due on 27th June 2018.

All face to face study days are from 9am to 4pm.

Career and study progression

Completing the Masters programme will give you the skills and confidence to stand out in the graduate market. Since the introduction of the Graduate Curriculum in Nursing in 2010, a Masters degree will be the next stepping stone for career development for current cohorts of student nurses, so will be an advantage to those nurses currently looking to get ahead and establish their career pathways.

Opportunities for further study include progression to our MPhil programme, and onwards to a Professional Doctorate or PhD.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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The programme of courses is designed to allow a progression from an introduction to medical education, through the award of a Certificate and Diploma to the award of a Master's Degree. Read more
The programme of courses is designed to allow a progression from an introduction to medical education, through the award of a Certificate and Diploma to the award of a Master's Degree. You can exit at any of these four points with a valuable award or qualification. Visit the Centre for Medical Education website for details of specific qualifications for Anaesthetists, General Practioners and Surgeons.

Aims of the Programme

To enable the individual participant to achieve the educational outcomes required for effective teaching and support of learning. Participants on the MMEd programe will also develop skills within a chosen area of Medical Education.

Programme Content

The course is modular, with core and specialist module options. Modules are on-line and provide content, help students to manage the learning experience and provide activities that integrate theory and practice. The following themes are covered:

There are six main themes within the medical education programme of courses:
Teaching and learning
Assessment
Curriculum development
Leadership
Clinical teaching
Research

Students are enrolled on to the Masters programme on successful completion of the Diploma in Medical Education, and if/when a proposal for a Masters project has been agreed by the Board of Studies.

Online Distance Learning

Student- learning across the programme will include working with online materials, interaction with peer learners, reflection on practice, tutor contact and personal study.

Blended Learning

This is a wonderful opportunity for our distance learners to attend one or more of the modules here in Dundee, joining with our face-to-face study fellows on the one week teaching of modules. It will provide a way of fast tracking through the course and also allow for learning in a truly international context. Students will be fully supported by on-line learning following the face-to-face element.

Face to Face

Each module will be taught in a one week block with an additional two weeks for face-to-face students given over to peer-led sessions and the completion of assignments.

Methods of Assessment

Each module is assessed via written assignments, which vary in number, length and task. Students self-review their work in line with good pedagogical principles of assessment before submitting their work. Tutors feed back formatively on this self-review and summatively on the assignment, thus entering a feedback dialogue.

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The own-group biases are indicated by superior recognition for faces of one’s own group relative to another group. These groups include ethnicity (Meissner & Brigham, 2001), gender (Wright & Sladden, 2001), age (Anastasi & Rhodes, 2007), and even university (Hugenberg, Millar, & Claypool, 2008). Read more
The own-group biases are indicated by superior recognition for faces of one’s own group relative to another group. These groups include ethnicity (Meissner & Brigham, 2001), gender (Wright & Sladden, 2001), age (Anastasi & Rhodes, 2007), and even university (Hugenberg, Millar, & Claypool, 2008). There are two broad theories explaining these biases: socio-cognitive motivational theories (Sporer, 2001) and perceptual theories (Valentine & Endo, 2002). Eye-tracking has been used to find evidence for both theories but using different groups thereby making any general conclusions about the own-group biases impossible. Evidence suggests that ethnicity determines how faces are viewed (Caldara et al., 2010; Hills, Cooper, & Pake, 2013). However, Hills & Willis (2016) and Man & Hills (in press) have found that people view own- and other-age and gender faces differently. This, therefore, suggests that these biases may be based on different mechanisms.

The proposed study will employ eye-tracking to explore four own-group biases described above using within-participant designs in order to rule out confounding variables and participant effects. Participants view 40 faces (half inverted to measure the face-inversion effect, Yin, 1969) and after a delay view 80 faces (half new) in a standard old/new recognition paradigm, repeated for each type of face.

How to apply: Applications are made via our website using the Apply Online button below. If you have an enquiry about this project please contact us via the Email NOW button below, however your application will only be processed once you have submitted an application form as opposed to emailing your CV to us. Application deadline: 24 July 2017.

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Ranked 7th globally in the QS Distance Online MBA Rankings 2015. The Oxford Brookes Global MBA is the most flexible MBA programme available. Read more
Ranked 7th globally in the QS Distance Online MBA Rankings 2015

The Oxford Brookes Global MBA is the most flexible MBA programme available. Designed for the experienced professional, you can develop your management and leadership skills whilst working wherever you are in the world.

The combination of online and on-campus study allows you to balance your MBA with your personal and professional life. Studying while working means you can apply the latest management thinking directly into your workplace. You can choose to study online with attendance at two face-to-face workshops, or you can choose a more blended programme of on-campus and online learning. You can decide how much face-to-face teaching works best for you.

The Oxford Brookes Global MBA’s principles of connections, collaboration and creativity shape modern leadership. With our global community of participants, you’ll work with people from different countries, cultures and industries. You’ll develop the skills to adapt to the challenges of your managerial future.

Accredited by the Association of MBAs (AMBA)

See the website http://www.brookes.ac.uk/courses/postgraduate/oxford-brookes-mba/

Why choose this course?

- We are accredited by the Association of MBAs (AMBA) and are ranked 7th globally in the QS Distance Online MBA Rankings 2015.

- Unrivalled flexibility makes the Oxford Brookes Global MBA more achievable. Whatever the demands of your current career we help you to balance your workload and study at times to suit you.

- Our diverse and experienced international MBA community provides impressive global networking opportunities. The diverse age range, different industries, varied professions and contrasting cultures means you access a wealth of experience during your MBA.

- The balanced ratio of male and female students offers a more even cohort than many other MBAs, creating an inclusive and realistic view of the modern working environment.

- You will learn and interact with our MBA community by engaging both face-to-face and online, giving you invaluable experience of today's global business environment by working in virtual teams.

- With a focus on personal and professional development, the Oxford Brookes Global MBA is a life changing experience. Oxford Brookes Global MBA students and alumni go on to influence decisions at the highest levels of their organisations.

Teaching and learning

This MBA programme provides a distinctive, collaborative learning experience. At the core, it emphasises working effectively in diverse teams, from different countries with different technical and organisational backgrounds, and develops your personal and professional competencies. You'll build a network of worldwide contacts and engage with live business projects, enabling you to apply your newly acquired expertise and knowledge directly to your workplace.

Our leading academics on the Oxford Brookes Global MBA programme provide up-to-the-moment, cutting-edge thinking, as well as experience of contemporary business problems. They employ a supportive, collaborative approach to your learning to help you maximise your potential.

Your study experience is highly personal, whether online or face-to-face. Wherever you are living or working during your studies, you are part of an integrated, international cohort of MBA students who network, share experiences and support each other in a collaborative environment.

We are more interested in you and your personal and intellectual development than where you are ranked amongst your peers in terms of ability and achievement. This approach is embedded in our teaching, learning and assessment on the MBA programmes.

Lectures and discussions, role-play exercises, learning packages and seminars are linked with selected case studies and assignments to strengthen your practical analysis and decision-making skills. Your learning experience will be greatly enhanced through the knowledge of life and work that you and your fellow students bring to discussion and debate.

You are put in groups for assessed work where you are presented with a series of leadership challenges. These are designed to stretch you intellectually, as well as providing opportunities for each student to take on a leadership role and receive feedback on their performance from their fellow students. The Developing Leadership Capability module provides a framework for further development of leadership capabilities within a safe and supported environment.

How this course helps you develop

We focus on your career and professional development, with an emphasis on management in practice, will enable you to take the next steps in your career, confident in your own knowledge and abilities.

We educate our students in 'the art and craft of management', equipping you to manage organisations, not simply learn management theory. Our focus is on individual development through collaboration and sharing of best practice.

We offer individual personal and career development guidance alongside a variety of activities which help you acquire the knowledge and skills required to lead and manage.

The Personal and Professional Development module focuses on your career and professional development and is embedded throughout the programme. This important module starts at your induction and culminates with an assessment of your Summative Reflective Action Plan at the end of your programme, which gives you a personal plan to guide you through your future career.

How you use your MBA, your progress and your future career are important elements within the Action Plan. It also helps you to make the most of your learning and development so you benefit from the MBA while studying as well as once you graduate.

Reflective assignments and coaching and leadership challenges provide you with the practical experience to develop your critical thinking skills and leadership capability. At MBA Community events, industry visits and the MBA Summer School you have opportunities to soak up knowledge from industry experts and network with executives.

Careers

We make sure you are well supported for your future career during your MBA programme. As well as the Personal and Professional Development Module, which helps you develop and action plan to guide you through your career, you’ll benefit from our links with industry and working with companies on live commercial projects.

The Business School Alumni Association offers careers advice, events and networking appointments for personal development. As a programme we also benefit from the strong links between alumni and faculty.

Research highlights

Oxford Brookes' Business School has a strengthening research culture and support an expanding research community of research active staff and research students with wide-ranging interests in many specialist areas within the general field of business and management.

Our Business School comprises three distinct departments, each with their own research areas:
- Accounting, Finance and Economics
- Business and Management
- Marketing

Our researchers have been extremely active in disseminating their findings with numerous publications in refereed journals and papers have been presented at conferences in the UK and overseas. Best-selling textbooks have been written in subjects such as marketing, e-marketing, research methods, accounting, financial management and corporate governance.

We have also secured many research grants, often in partnership with other organisations. Researchers have been able to attract funds from such diverse organisations as:
- British Academy
- Chartered Institute of Personnel and Development
- Department for Business, Innovation and Skills
- Economic and Social Research Council
- Learning Skills Councils
- The Leverhulme Trust
- The EU
- The Wellcome Trust.

We have also successfully bid for significant Higher Education Funding Council for England (HEFCE) grants, often for research programmes dealing with the processes of learning and teaching, and dissemination of good practice throughout the higher education sector. In addition, we have undertaken consultancy and research to produce reports designed to provide information and competitive advantage to commercial clients.

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An innovative programme offering dental practitioners with the necessary skills and knowledge to provide high quality functional dental restorations with optimal aesthetic value. Read more
An innovative programme offering dental practitioners with the necessary skills and knowledge to provide high quality functional dental restorations with optimal aesthetic value. Focused on providing dental care where there is a clinical need to restore oral health and function, the course also covers cosmetic and facial techniques.

The face-to-face training takes place in London.

Key benefits:
• Renowned centre of international excellence for teaching and research, part of the Russell Group
• Pioneers of teaching dentistry through a blended learning approach, with over 20 years’ experience
• 19 days of intensive, Face to face tuition in Years One and Two where students will learn and practice contemporary clinical techniques, with an emphasis on hands-on, practical training, delivered using world class training facilities
• Course material, (text and practical) delivered by a team of highly experienced clinical tutors and academics, many of whom are world-leaders in their respective field
• Multi-authored course text material key delivered online in a comprehensive modular format, supported by copious references and access to institutional library facilities
• Online support by the means of regular webinars and tutorials presented by core staff and subject based expert tutors
• Contributes towards continuing professional development (CPD, with over 70 verifiable hours per year), allowing learning with reduced disruption to daily practicing routines
• Opportunity to network with other Distance Learning students and Core Academic Staff.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/aesthetic-dentistry-msc.aspx

Course details

- Description

This course is suited to dentists who have an established dental practice and are seeking to gain knowledge of an evidence-based approach to aesthetic treatment. The programme director, Dr. Subir Banerji, has helped many dental graduates, both nationally and internationally, to achieve their postgraduate goals, broadening their horizons and delivery of dental care.

A team of highly experienced administrative and support staff provide dedicated support to students. Combined with the use of a comprehensive online educational delivery system, this allows students to continually interact with staff and colleagues, to further enhance their learning experience. Partial completion or early exit may result in the award of a Postgraduate Certificate or Postgraduate Diploma.

- Intensive Face-to-Face Course

To supplement your online teaching you will also receive hands-on clinical training at our training centres in the UK. Designated tutors are present to offer expert guidance to students on complex dental procedures.

LonDEC, a King's College London Dental Institute postgraduate teaching centre, provides delegates with some of the finest hands-on dental teaching facilities available in the UK and Europe. The teaching sessions provide the supporting face-to-face tuition in clinical skills. Designated tutors are present to supply expert guidance to students on complex dental procedures.

- Course format and assessment

This master's programme is assessed through a combination of assignments, written examinations, clinical case presentations and a dissertation. In the first two years, most modules within the programme are assessed by a combination of 60 per cent written examination and 40 per cent written assignments.

For each module, you must complete a self-assessment exercise, a formative assignment and a final summative essay/assignment, to be entered into the end of year written examination. Exams can be taken in London or, for overseas students, at centres in the student's country of residence. If you fail an examination at the first sitting, you will be permitted one further attempt.

During years one and two, clinical work is also undertaken which is assessed by submission of clinical case presentations. In the final year, you will be allocated a supervisor and undertake a dissertation or project between January and September. The dissertation provides the mark for Year 3.

Career prospects

It is expected that graduates will continue in general practice offering a higher standard of clinical care with an increased confidence and ability. They might also use the programme to enter independent practice.

How to apply: http://www.kcl.ac.uk/study/postgraduate/fees-and-funding/index.aspx

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A profitable clinical and business approach to tooth preserving caries management in dental practice. The programme is designed for dentists and/or DCPs to develop and enhance Minimum Intervention preventive and tooth-preserving operative, patient and clinical practice management skills. Read more
A profitable clinical and business approach to tooth preserving caries management in dental practice.

The programme is designed for dentists and/or DCPs to develop and enhance Minimum Intervention preventive and tooth-preserving operative, patient and clinical practice management skills. Giving you the tools to maximise the clinical and financial potential of your dental practice

Key benefits

• Dentistry at Kings is a renowned centre of international excellence for teaching and research.
• Pioneers of teaching dentistry through a blended learning approach with over 20 years experience.
• Face-to-face training in years one & two, to learn and master latest techniques.
• Delivered by a team of highly specialised academic and non academic clinicians, many of whom are world-leaders in their field.
• Face to face training in year two to learn and master latest techniques.
• Contributes towards continuing professional development (CPD).
• Opportunity to network with other Distance Learning students in the UK and abroad, who are enrolled in the various specialties offered.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/advanced-minimum-intervention-dentistry-msc.aspx

Course detail

- Description

Offered in response to the dental profession’s push towards a minimum intervention, preventive approach to caring for patients' oral health in both general and private practice, both in the UK and abroad, this unique and comprehensive flexible learning programme is designed for oral health care providers (dentist and/or DCP).

The curriculum includes the scientific basis of Cariology and disease pathology; detection, diagnosis, risk assessment and care planning for patients with complex dental health problems; prevention and control management strategies (including remineralisation) for patient groups and individuals; developing targeted marketing strategies to promote your practice and the MI care philosophy to patients using the latest social media frameworks; practice and business management skills; minimally invasive tooth preserving aesthetic clinical treatment of patients with caries and other restorative or aesthetic problems, and learning research methodology to enable completion of a useful practice-based research project.

- Intensive Face-to-Face Course

The course will feature two intensive face-to-face internships in year one (five days) and year two (seven days) of the programme, in London, when the participants will receive hands-on clinical training under expert supervision. The King's College London Dental Institute facilities at Guy’s Hospital and LonDEC provide delegates with some of the finest state-of-the-art dental teaching facilities available in the UK and Europe.

- Course purpose

The programme provides the latest evidence-based knowledge in Minimum Intervention care and minimally invasive tooth tissue preserving operative dentistry. It enables participants to integrate this patient care and oral health philosophy with suitable marketing and practice management strategies, into their general or private practice. It will develop team-care practice skills using DCPs where appropriate alongside other aspects of restorative dentistry and encourages practice-based research, with a hope to setting up UK or international clinical research networks.

- Course format and assessment

This flexible learning master's programme will be assessed through a combination of assignments, some written examinations, clinical case presentations and a dissertation. In the first two years, some modules are assessed by a combination of 60 per cent written examination and 40 per cent written assignments. For each module, you must complete a self-assessment exercise, a formative assignment and a final summative essay/assignment, to be entered into the end of year written examinations.

During the course, clinical work is also undertaken which is assessed by submission of clinical case presentations, both written or online. In the final year, you will be allocated a supervisor, undertake a research project and write a dissertation. If you fail an assessment element at the first sitting, you will be permitted one further attempt. Exams can be taken in London or, for overseas students, at centres in the student's country of residence.

Overseas examinations incur an additional fee payable to the Examinations Office. Further details of overseas exam arrangements and applicable fees can be viewed here: http://www.kcl.ac.uk/campuslife/services/examinations/exams/pep/pep.aspx

Career prospects

It is expected that graduates from this programme will develop a profitable network of “MI” centred dental clinics offering team expertise and higher skill levels to manage their patients, using the patient-centred, team-care approach. It is hoped this qualification may be used as further specialisation in general dental practice, enhancing profitability and encouraging future practice-based research opportunities.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

Link to student blog http://kclamid.blogspot.co.uk/

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The Educational Assessment MA investigates the purposes and potential uses of formative and summative assessment and the relationship between the two. Read more
The Educational Assessment MA investigates the purposes and potential uses of formative and summative assessment and the relationship between the two. The course provides opportunities to review assessment of learning and assessment for learning, it develops students' understanding of principal concepts in educational testing and encourages critical engagement with policy development in educational assessment.

Degree information

The programme provides students with the opportunity to develop an in-depth understanding of assessment issues, practices and policies both in the UK and internationally. They will join the only MA programme in London affiliated with the Chartered Institute of Educational Assessors (CIEA), benefiting also from fastrack to chartered assessor status, on successful completion of the programme.

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits, and either three optional modules (90 credits) and a dissertation (60 credits), or a 30-credit report plus an additional optional module (credits).

Core module - there is just one core module for the MA Educational Assessment:
-Assessment: Issues and Practice

Optional modules include:
-Educational Testing
-Understanding Research
-Perspectives on International Reform of Curriculum and Assessment
-Investigating Research
-Curriculum Design and Development
-Guiding Effective Learning and Teaching
-Assessment for Learning

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

Teaching and learning
Depending on the modules taken, the programme is delivered through face-to-face evening sessions, intensive five day face-to-face daytime sessions, and or on-line. A typical evening face-to-face session consists of two and a half hours of lectures, dialogue, small group discussions, presentations and/or a range of other activities.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as heads of department, deputy heads and head teachers in UK schools, while others are members of staff at awarding organisations and examination boards. Graduates can also be found working as members of staff of ministries of education, researchers and lecturers in universities and PhD students.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for the study of curriculum, teaching and learning and assessment, as well as geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge MA and CPD courses, variously presented in face-to-face, distance learning or mixed mode formats. In addition we offer a first class PhD programme and staff members are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse, as are the students on the MA: students, practising teachers and lecturers, awarding body staff members, policy makers and a rich and diverse range of international students.

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Open only to PGCE graduates of Cambridge University as the second year of their MEd route. The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Read more
Open only to PGCE graduates of Cambridge University as the second year of their MEd route.

The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Faculty based 'face to face' teaching takes place during Saturday conferences and in one to one tutorials by individual arrangement. We use both synchronous and asynchronous online teaching sessions and have a dedicated CAMtools site which acts as a repository for teaching materials and also use a range of Web 2.0 tools for online teaching sessions.

Our aim is to engage in scholarly activity in the pursuit of high standards in the provision of the service of science teaching through ensuring that our practice is rooted in and continually informed by a scholarly base.

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

Course detail

The objectives of the route are to:

- understand and be able to discuss ,with confidence, the debates surrounding the education of young people and science education in particular;
- become familiar with an appropriate range of intellectual and methodological traditions within educational research;
- become skilled and critical readers of educational research;
- develop in depth knowledge of a substantive area of education and educational research;
- develop the capacity to frame research questions and devise appropriate research designs;
- develop confidence and competence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence;
- develop skills in presenting research-based evidence and argument;
- gain practical experience of educational research through conducting a school based investigation.
- create new knowledge about authentic school based contexts

Learning Outcomes

By the end of the programme, students will have:

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

Format

The Science focussed MEd is a blended learning route consisting of both online and 'face to face' components. Faculty based 'face to face' teaching takes place during Saturday conferences and in one to one tutorials by individual arrangement. We use both synchronous and asynchronous online teaching sessions and have a dedicated CAMtools site which acts as a repository for teaching materials and also use a range of Web 2.0 tools for online teaching sessions.

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

Assessment

Thesis: Up to 20,000 words

Continuing

Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

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

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

Funding Opportunities

There are no specific funding opportunities advertised for this course. For information on more general funding opportunities, please follow the link below.

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

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