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Masters Degrees (Facilitation)

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This course aims to provide you with the necessary skills and academic knowledge to assist you in facilitating the work-based learner involved in higher education courses of study. Read more
This course aims to provide you with the necessary skills and academic knowledge to assist you in facilitating the work-based learner involved in higher education courses of study.

Why Study Work Based Learning Facilitation (WBIS) with us?

This study route, as part of the Work Based and Integrative Studies (WBIS) programme, is aimed at Associate Tutors working in codelivery and partnership arrangements in higher education and for academic staff who specialise in work-based learning in higher education. Those staff who already hold the traditional Postgraduate Certificate in Learning and Teaching in Higher Education are welcome to undertake this as staff development, providing they are working with work-based learning students.

What will I learn?

During the course you will develop the skills required to facilitate and assess work-based learners involved in higher education courses of study.

As this Postgraduate Certificate is an approved study route of the Work Based and Integrative Studies (WBIS) programme, you can study this Postgraduate Certificate as an independent study route or as part of a WBIS Postgraduate Diploma or Master’s degree.

How will I be taught?

There are three modules of study that make up this Postgraduate Certificate:
- Theoretical Perspectives on Work Based Learning
- Higher Education Frameworks for Negotiated Work Based Learning, Credit and Accreditation of Prior Learning
- Facilitation and Assessment in Work Based Learning

We use a blended approach to teaching and learning, including face-to-face workshop activity and supplementary online learning materials in the form of a virtual learning environment.

This course is delivered over three full-day workshops complemented by online resources and tutorial support.

How will I be assessed?

You will be assessed via 100% coursework on a portfolio approach covering aspects of the UK Professional Standards Framework (UKPSF), as a holistic assessment method.

You will negotiate aspects of your assessment, but normally it will be through three 20-credit assignments and facilitation and assessment evidence to meet Higher Education Academy requirements for Fellowship status.

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IN BRIEF. Strong clinical focus. Facilitated work-based learning driven by client need and service redesign. Protected learning time and support from practice-based mentors and assessors. Read more

IN BRIEF:

  • Strong clinical focus
  • Facilitated work-based learning driven by client need and service redesign
  • Protected learning time and support from practice-based mentors and assessors
  • A part-time only course

COURSE SUMMARY

This course is aimed at health and social care practitioners who wish to develop the competencies of advanced practice and to facilitate change in patient and service outcomes. It uses a work-based learning approach to develop the higher level skills that will lead to advanced practitioner status and enhance your career prospects.

COURSE DETAILS

This inter-professional course places work at the centre of learning. You'll have access to expertise and skills from a wide range of professionals including nonmedical consultants, advanced practitioners, medical practitioners and guest lecturers at the cutting-edge of health and social care. You can also draw on the expertise of professorial and research staff across the University.

COURSE STRUCTURE

The full course runs part-time over two years giving you the chance to exit with the following awards:

  • Postgraduate Certificate: two modules over one year
  • Postgraduate Diploma: four modules over one year six months
  • Masters: six modules over two years

This course is aligned with:

  • Department of health Position Statement: Advanced Nursing Practice (2010)
  • Royal College of Nursing Competencies for Advanced Nurse Practitioners (2008)
  • NHS North West Concordat for Advanced Practice (2009).

This course comprises a number of core and optional modules depending on which pathway you choose.

TEACHING

The facilitation strategies within the course will prepare you for the development of generic and specific practice at advanced level. In essence this course embraces the concept of learning at work to develop new ways of working and will develop the 'advanced practitioner' as outlined by the NHS North West Concordat for Advanced Practice (2009).

You will engage in critical self-assessment of knowledge and skills against appropriate competency frameworks in order to identify, in negotiation with their employer and academic supervisor, an individual learning pathway within the course.

The facilitation strategies for the course are dependent on sound group dynamics, trust and cohesion. The course will commence with an orientation programme, which will explore your expectations, roles and responsibilities, work based mentors and assessors and learning facilitators, along with confidentiality and other issues.

Facilitation will be complemented by academic and professional supervision.

ASSESSMENT

Assessment strategies have been developed to reflect the ethos and learning aims and objectives of individual modules and may include:

  • Self assessment
  • Peer assessment
  • Practice-based assessments
  • Critical reflective commentaries
  • Portfolio of evidence
  • Viva Voce
  • OSCA
  • Poster presentations
  • Service delivery and organisational assessment and redesign
  • Assessed essays
  • Client management plans
  • Written reports
  • Unseen examinations

CAREER PROSPECTS

This course is normally commissioned by the North West Workforce Modernisation Hub to meet the needs of modernising the NHS and workforce development. On completion, you will be eligible for a non-medical advanced practitioner role in your own specialist field such as midwifery, accident and emergency, radiography, mental health and intensive care outreach.

Graduates of this course have undertaken a wide variety of advanced practice roles within their own field of practice. Many have made a significant contribution to improving services for their patient group and have demonstrated evidence of the impact of their role.

Whilst many advanced practitioners remain in post, some have chosen to become non-medical consultants.

LINKS WITH INDUSTRY

The emphasis on work-based learning rather than classroom teaching distinguishes this course from more traditional taught courses. The collaboration between the workplace and academic facilitators is innovative and embraces the ethos of overall course philosophy and design and is in accordance with the University strategic objective of strengthening partnerships with partner organisations.

A learning facilitator will be employed with a particular remit to work with practice-based assessors and mentors in order to assure the quality of clinical and work based learning/assessments.

FURTHER STUDY

As a graduate of this master's degree, you will be eligible to undertake a PhD or Professional Doctorate.



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The Doctor of Coaching and Mentoring (DCM) fosters excellence in professional practice by developing the capabilities needed to become a leader in the field. Read more

The Doctor of Coaching and Mentoring (DCM) fosters excellence in professional practice by developing the capabilities needed to become a leader in the field. You will be challenged to augment your existing expertise and to push the boundaries of your knowledge, in order to operate at the highest level, be confident in providing facilitation and consultancy, and be competent in researching the field.

This part-time programme is delivered by the International Centre for Coaching and Mentoring Studies and is aimed at experienced professionals seeking to extend their knowledge and understanding of coaching and mentoring. It has been designed to develop skills and confidence in providing facilitation and consultancy, as well as competence in research and evaluation. The programme integrates professional expertise and scholarly inquiry, culminating in doctoral research training and the design of original empirical research leading to completion of a doctoral thesis.

Why choose this course?

The Doctor of Coaching and Mentoring is the only one of its type in the UK. Its key features are:

  • Individual academic support from a team of expert researchers in the field. Staff have specific research interests and expertise in coaching and mentoring or related fields and visiting specialists provide further expert input. Assessment is through coursework assignments and a doctoral thesis, which is examined by traditional viva voce.
  • You will join a small, well-motivated group of like-minded students who will share your research journey. As a professional doctorate the programme is designed for experienced coaches or mentors seeking to deepen their knowledge and demonstrate commitment to the field. 
  • Training is given in both quantitative and qualitative research methodologies and most importantly the programme provides the support and opportunity to become an autonomous, published researcher. In this way you gain deeper, more critical insights into professional practices and concerns
  • Studies are facilitated by monthly workshops in Oxford, which continue throughout the duration of the doctorate. The programme is part-time (five years including study at master's level, or three years if you enter with credit from an existing master's). There are also online workshops and discussions which augment face-to-face workshops
  • Applicants would normally be expected to have a good honours degree, plus at least three years' experience in a related field. There is a 10% discount on the fee for alumni.

Course structure

During the first stage of the programme, which on a part-time basis normally takes three years to complete, you focus on the taught level 7 and level 8 components of the curriculum. Once this is successfully completed, you move to the second stage - the thesis. Normally this takes two years to complete part-time.This course is designed as a five-year, part-time programme (or three years with level 7 exemptions for existing master’s qualifications), and is delivered through monthly study days held in Oxford (approximately eight per year).

In addition there are regular online workshops and discussions to support learning at a distance. There is individual coaching and academic support: face-to-face, telephone and email as appropriate.

Teaching and learning

The DCM is cross-disciplinary in its approach. As well as focusing on your own professional development - through reflective practice and individual, peer and group learning activities - you also consider the pivotal organisational and psychological dimensions of coaching and mentoring in depth.

This programme is delivered through monthly seminars and study days held throughout the programme which candidates are required to attend. Progression will be dependent upon successfully completing assignments based on the methodological training carried out during these study days.

Approach to assessment

Assessment is through a variety of coursework assignments and a thesis, which is examined by traditional viva voce (oral examination).

Specialist facilities

We're investing over £30m to create modern teaching and learning facilities and creating a new home at Headington for the Business School.

Set to be complete in 2017, you'll see:

  • The Business School brought together in a modern, professional environment
  • 30 teaching rooms and a collaborative lecture theatre
  • A new Main Hall with soundproof wall, perfect for teaching and events like graduations
  • Social learning spaces and a cafe
  • A new gateway into the Headington Campus.

Our library provides specialist business resources (both hard copy and via online access) to UK and overseas companies' annual reports, statistics on all aspects of business and management, a wide range of constantly updated key texts, and postgraduate MA, MBA, MSc and PhD theses.

Teaching Location

If you are starting the course in September 2017 you are likely to experience all your teaching at the Headington Campus.

Attendance pattern

This course is designed as a five-year, part-time programme (or three years with level 7 or Masters level exemptions), delivered through monthly study days held in Oxford (approximately eight per year).



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This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice. Read more

This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.

It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.

The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Programme structure

All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.

The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).

Example module listing

This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.

For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).

On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.

Learning and teaching module selection

The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.

It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.

Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.

A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.

This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.

Mentorship module

The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).

A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.

The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).

It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.

Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.

The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.

Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.

Practice Teacher qualification

The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.

Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.

This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.

Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.

Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.

The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.

Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.

On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.

Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.

Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.



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The MA in Theatre for Young Audiences combines writing, puppetry, scenography, adaptation, facilitation and academic study. We’ll equip you with the practical and analytical skills to enter the burgeoning field of Theatre for Young Audiences. Read more
The MA in Theatre for Young Audiences combines writing, puppetry, scenography, adaptation, facilitation and academic study. We’ll equip you with the practical and analytical skills to enter the burgeoning field of Theatre for Young Audiences.

The course was designed for practitioners and researchers including actors, directors, scriptwriters, producers, scenographers, and others with a relevant background in theatre and performance.

We foster collaborative work, immersing you in the operational life of one of the most innovative Theatre for Young Audiences venues in the country. You’ll graduate with invaluable artistic, academic, and professional contacts.

COURSE STRUCTURE

The MA consists of four 30-credit modules and one 60-credit module delivered over three trimesters. This totals 12-months of full-time study or a 24-months of part-time study.

You’ll gain an understanding of:

• Practical methodologies and processes for creating theatre for young audiences, including writing, puppetry, adaptation and scenography.
• The broader context of theatre for young audiences, grounded in an understanding of the creative capacities of children.
• The performance field, through examination of the work of key companies and playwrights.
• Educational pedagogy in the creative arts for young people, including workshop facilitation and experiential learning techniques.
• The arts industry, including producing and funding strategies alongside the infrastructure of the theatre for young audiences field.

MODULES

In the first trimester, you'll take two modules: Research Methods and Context, and Performance Practice 1 (Writing and Dramaturgy, Puppetry).

In the second trimester, you will take two modules again the first being Performance Practice 2 (Devising, Adaptation, and Scenography), and Professional Engagement.

In the final trimester, you'll take the 60 credit module, the Thesis Project, to complete your course.

For more information on course modules, please go to our website: https://www.bathspa.ac.uk/courses/pg-theatre-for-young-audiences/

TEACHING METHODS

We deliver the course through seminars, practical sessions, workshops, lectures and online. In addition to the rich teaching offered through Bath Spa University resources, we incorporate an ongoing programme of activity at the egg.

ASSESSMENT

You’ll be assessed by written and practical work, such as performances, workshops, demonstrations, scripts, reflective essays, research essays and presentations. Your final thesis project can be practical, written, or a combination of the two.

CAREER OPPORTUNITIES

The MATYA will equip you with the performance, applied, academic and entrepreneurial skills to pursue a career in the field of Theatre for Young Audiences. Particularly invaluable are the industry contacts, experience, and professional platform gained through the course’s partnership with the egg.

Graduates of the course move into work within theatre companies and as writers, directors, producers, or academics.

COMPETITIONS

You’ll have the opportunity to pitch your thesis project to the egg for inclusion in their Incubator showcase for an audience of leading industry professionals.

For more information on opportunities and facilities please go to our website: https://www.bathspa.ac.uk/courses/pg-theatre-for-young-audiences/

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Delivered in association with internationally renowned theatre company Frantic Assembly, this MA provides a unique opportunity to develop collaborative theatre making skills as relevant to professional level contemporary theatre across Europe, Australia, North America and Asia. Read more
Delivered in association with internationally renowned theatre company Frantic Assembly, this MA provides a unique opportunity to develop collaborative theatre making skills as relevant to professional level contemporary theatre across Europe, Australia, North America and Asia. Open to students from a range of performance practices including performers, directors, writers, dancers, choreographers, composers, musicians and actors this MA combines intensive practical delivery with research events and online learning. Preparing you for the industry, this course can help you to develop your own skills, practice and profile as an independent practitioner working within contemporary theatre as a performer, maker and/or educator.

WHY CHOOSE THIS COURSE?

In choosing this course you will join an established Performing Arts department known for industry-facing, research-informed and practice-led provision. You will have the opportunity to study with leading professionals and academics in the field, thereby gaining insights, experience and knowledge in order to develop your own collaborative practice, industry skills and networks. You will benefit from intensive practical performance projects with Frantic Assembly and research events and seminars with leading academics and industry professionals involved in production, project management and funding. Embedded digital learning activities will further support your development as a collaborative practitioner and independent artist, helping you to develop additional skills in digital interaction and supporting flexible and innovative approaches to learning.

WHAT WILL I LEARN?

As a student on this course you will follow a suite of mandatory modules central to collaborative theatre making. They have been designed to simultaneously develop your practical, theoretical and professional practice skills while offering you the opportunity to create your own individual pathway of specialism. For example, the MA Final Project modules enable you to design your own exit route from the course and in to the professional world whether it be performing, collaborative making, facilitation and/or scholarly research. Other key areas of study include: skill acquisition in collaborative theatre making, drawing on the working practices of Frantic Assembly; intensive collaborative performance making periods, culminating in public performances at an established performance venue; contemporary theatre theories and concepts; reflective practice strategies; professional level approaches to project management, design and evaluation; and option modules in research methodologies or education and facilitation.

HOW WILL THIS COURSE BE TAUGHT?

Blending intensive practical performance projects led by Frantic Assembly together with supporting seminars, research events, master classes, guest speakers, workshops and online provision, this MA offers you a learning environment located at the heart of the contemporary theatre sector. Learning and assessment activities mirror and parallel professional level working methods and approaches, offering you a range of opportunities to develop your practical performance, written, presentation and digital skills.

The practical aspects of the course will be predominately taught in London with research seminars, symposiums and tutorial support taking place in Coventry and online.

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Students can choose to start in September, May or January. About the course. This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. Read more

Students can choose to start in September, May or January

About the course

This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. The programme provides flexible, accessible, postgraduate level training for people employed in the agri-food sector. Training comprises distance learning modules and work-based research projects. These are accessible as CPD or as credit-bearing units, which can be built towards a range of postgraduate qualifications.

Taught by experts at both Aberystwyth University (AU) and Bangor University (BU), the Sustainable and Efficient Food Production course offers you a highly vocational option. In the most recent joint submission to the Research Excellence Framework assessment (2014), the department was placed in the top 10 universities in the UK for research intensity and 78% of our research was world-leading or internationally excellent.

To achieve an MSc students must complete five optional modules (including up to three from BU) plus Research Methods and a Dissertation.

Course structure and content

Two to five years to complete a full MSc. 14 weeks for one module by distance learning Three intakes per year (January, May, September). Students will be eligible for a UK Student Loan if the course is completed in 3 years.

Core modules:

Dissertation

Research Methods

Optional modules - Choose any 5 from:

Contact Time

We have designed our training to be as accessible as possible, particularly for those in full time employment. Each topic comprises a 12-14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the full five years.

Assessment

There are no exams within this programme. Taught modules are assessed via course work and forum discussion.



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Dundee has an international reputation for diabetes research, education and informatics developments. Read more
Dundee has an international reputation for diabetes research, education and informatics developments. With the global growing prevalence of diabetes there is an increasing need for healthcare professionals to upskill in diabetes care and understand how to organise healthcare for the efficient management of chronic diseases.

The course has been designed to allow students to remain in their jobs while studying and for their studies to be able to have an immediate impact in their work environment.

What is so good about this course?

The programme aims to:

- provide a comprehensive programme of diabetes education for health care professionals
- develop competence in the diagnosis, treatment, and decision-making in the care of persons with diabetes
- establish students with a basic grounding in educational/ behaviour change theory with application to patient and professional education
- develop leadership and evaluation skills in the organisation and delivery of care in both primary care and hospitals to empower service delivery improvement
- establish a stimulating environment for research, teaching and learning about diabetes
- encourage a culture for training of health care professionals by the development of a network of experienced clinical teachers.
- allow health care professionals to enhance their knowledge and skills while remaining in work
- bring immediate benefits into the workplace through the application of their learning in their work-place based projects
- be culturally sensitive
- encourage a culture of multidisciplinary working in the workplace.

The course is aimed at working-professionals who wish to facilitate evidence-based change in clinical care and management within their healthcare system and recognise that this requires not just clinical knowledge but also skills in leadership, inter-professional education, organisational management, reflective professional practice and quality improvement.

Degree Combinations

Diabetes Care, Education & Management PGCert
Diabetes Care, Education & Management PGDip

How you will be taught

The teaching approach is one of blended learning with face to face teaching (lectures, group work, case discussions, workshops, simulation exercises, quizzes) blended with online activities, case based studies and workplace assessment. Much of the later work can be completed flexibly in the student's own free time, and has been designed around the needs of students who are also working full time.

There are 3 semesters per year. In each semester the student completes one module from a choice of 5 or 6 modules that will be offered each semester. In the partnership with the Dasman Diabetes Institute and Ministry of Health in Kuwait the face to face teaching is hosted at the Dasman Diabetes Institute.

How you will be assessed

All 20 credit modules are assessed on Coursework. To complete each module and to progress to the next, students are required to:

- Attend the face-to-face teaching.
- Complete the workplace-based assignment which requires participants to apply educational principles to their own situation and reflect on the result.
- Students are required to base their projects and activities within their own organisations so that they can utilise their new knowledge and build on opportunities created by the programme to shift the balance of care. The project (or an agreed part of the project) undertaken for Assignment 1 must be completed within 6 weeks from the end of the face-to-face teaching days.

Assignment 1: Workplace Project Report (2000 words - excluding reference list and appendices)
A critical examination of the student’s own workplace-based project, which is undertaken in response to the specific module aims and study topics (or a series of activities relating to the module).

Assignment 2: Reflective Essay (1500 words - excluding reference list and appendices)
A reflective analysis of the student’s own learning and development throughout the module, describing the impact that the module study activities and workplace-based project experiences have had upon their own thinking and professional practice.

Marks are awarded equally between Assignment 1: the description of the workplace-based assignment and Assignment 2: the reflective analysis of the project.

The Dissertation Module (60 credits) which must be passed to graduate with the MSc is assessed through a 12,000-15,000 word thesis.

What you will study

Students can choose to exit at Certificate, Diploma or MSc level.


- Postgraduate Certificate (PG Cert) Diabetes Care, Education & Management
The PG Cert requires the achievement of 60 credits through 3 modules: 1 Core module + 1 Educational module + 1 other module

- Postgraduate Diploma (PG Dip) Diabetes Care, Education & Management
The PG Dip requires the achievement of 120 credits through 6 modules: 1 Core module + 1 Educational module + 1 Organisational module + 1 Research module + 2 other modules

- Postgraduate Masters (MSc) Diabetes Care, Education & Management
The MSc requires the achievement of 180 credits. To obtain the MSc students must successfully complete the PG Dip (120 credits) + the Taught MSc Dissertation Module (60 credits).


Modules can be chosen from the following selection. Many modules appear in more than one category to increase the flexibility of students to create a programme specific to their needs.

Core Modules

Modern Diabetes Care
Science of Diabetes
Organisational Approaches to the Delivery of Care
Clinical Modules

Advanced Diabetes Nutrition
Advanced Diabetes Practice
Diabetes in the Young
Management of CV Risk in Diabetes
Safety in Clinical Communication
Self-Management of Diabetes: person centred, enabling approaches to clinical practice
Education Modules

Clinical skills and Simulation for Education and Practice
Developing Safe Team Working Using Simulation
Facilitation
Leadership
Reflective Professional Practice
Self-Management of Diabetes: person centred, enabling approaches to clinical practice
Training the Trainers
Organisational modules

Facilitation
Leadership
Organisational Approaches to the Delivery of Care
Patient Safety & Quality Improvement in Diabetes
Reflective Professional Practice
Strategic Partnering
Research

Research Methods
MSc Dissertation

Employability

We would envisage this course/qualification being interesting to healthcare organisations who wish their healthcare professionals (e.g. doctors, nurses, pharmacists, nurse educators, managers etc) to enhance their skills across a range of disciplines required for the management and care of diabetes and other chronic diseases.

This qualification is NOT equivalent to accreditation onto the diabetes medical specialist register e.g. allowing the individual to operate as a diabetes consultant.

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The MSc Practice Development and Innovation is the first course to offer the opportunity to learn in-depth about innovation through practice development approaches. Read more
The MSc Practice Development and Innovation is the first course to offer the opportunity to learn in-depth about innovation through practice development approaches. The release of the Francis Inquiry Report in February 2013 indicates the important role that universities play in helping to address issues of workplace culture, leadership competence, and patient safety. This requires programmes of learning that are facilitated in the workplace tackling everyday problems and issues, and finding solutions that make use of the best available evidence, resources and creative opportunities for innovation and solution focused thinking.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/practice-development-and-innovation.aspx

Course detail

This part-time postgraduate course requires you to register for the MSc (consisting of 180 credits at level 7), with exit awards at Postgraduate Certificate and Postgraduate Diploma level.

Using creative approaches to active learning, the course aims to develop person-centred leaders and facilitators who can improve and sustain outcomes in person-centredness and effective care in the workplace to grow a critical mass of practitioners with practice development and innovation expertise.

The course will enable you to develop confidence, competence, knowledge and skills to become more effective within your organisation and to evaluate your impact as a practice developer or innovator within the workplace.

Core themes:
• Person-centredness
• Effective care
• Workplace culture
• Facilitation of learning
• Improvement and innovation
• Sustainability
• Work-based and workplace learning
• Growth, thriving and flourishing

Suitability

The MSc in Practice Development and Innovation, via work-based learning, is designed for health professionals with a background in a related field such as nursing, an allied health profession, social work or in management of education roles. You will normally be working in the field of health or social care relevant to your proposed study or have sufficient access to it to support your studies.

Content

Year 1 modules:
• Person-centred Practice: Outcomes and Evaluation
• Negotiated Work-based Learning Module
• Influencing Effective Workplace Culture
(Option to exit with PgCert)

Year 2 modules:
• Facilitation Theory for Practice
• Becoming a Facilitator in Practice
• Participatory Research: Principles and Methods
(Option to exit with PgDip)

Year 3 module:
• Final Practice Development and Innovation Project

Assessment

Your knowledge and skills will be informally assessed on an ongoing basis throughout the course through a range of methods and processes. You'll have opportunities to receive formative feedback on your work at multiple points during the course, through a variety of learning activities. We will also encourage you to make use of recognised outcome and impact frameworks to assess your effectiveness as a Practice Developer within your workplace or organisation.

Formal assessment will take place towards the end of each term. Assessment of knowledge and skills may include written essays/reports, reflective writing, case studies, presentations or reports. All assessments focus on your ability to progress and integrate theory and practice.

What can I do next?

This Masters programme prepares practitioners, managers and leaders, to become a more effective facilitator or leader of service improvements and innovations.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This course is intended to enable members of the Dental team to develop skills in effective facilitation of learning within and outside the workplace, so that they can support the professional development of students and other staff within their profession. Read more
This course is intended to enable members of the Dental team to develop skills in effective facilitation of learning within and outside the workplace, so that they can support the professional development of students and other staff within their profession. The North Western Postgraduate Dental Deanery has been involved in the development of the course so that it offers General Dental Practitioners core training to fulfil the role of Foundation Year Educational Supervisors and acts as verifiable CPD in line with GDC requirements. The course is mapped into COPDEND Standards for Dental Educators (2013). This course is also an opportunity for other members of the Dental team who are able to study at level 7. On successful achievement of this course, students can apply for membership with the Academy of Medical Educators.

LEARNING ENVIRONMENT AND ASSESSMENT

Course is taught in a well-equipped modern classroom.

Assessment is through completion of a work-based learning portfolio including an educational audit and an annotated bibliography.

The aim of the module is to enable health care practitioners to critically analyse the requirements for effective facilitation of learning within and outside the workplace and selectively and appropriately apply principles of best practice to teaching, supporting learning, assessing and giving feedback to others.

OPPORTUNITIES

The course content is relevant for General Dental Practitioners who wish to become Educational Supervisors of Foundation Year Dentists. It is also relevant for General Practitioners in an educational role and other healthcare professionals who have a role, or wish to have a role in supporting the learning of others will find the course of benefit.

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This is a unique, visionary and pioneering programme offering professional training in Dance & Somatic Movement Education. Read more
This is a unique, visionary and pioneering programme offering professional training in Dance & Somatic Movement Education. On the cutting edge of contemporary international practice, exploring the creative skills required to use movement with sensitivity, imagination and individuality, the course focuses on community facilitation. It offers the opportunity to study individual and group improvisation, kinaesthetic awareness and applied somatics philosophy to dance and movement studies. All sessions are taught in the spirit of self-discovery, non-judgement and reflection. The course develops somatic awareness with a focus on spontaneity, intuition and connection to others.

The MA Dance & Somatic Well-being course is taught on campus in Preston and has another section of the course taught in New York City, in the USA. Each section of the MA course covers the same course module content, and each course has unique dates, fee structure, and application process.

DBS CHECKS

This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.

PROFESSIONAL ACCREDITATION

MA Dance & Somatic Well-being is an Approved Somatic Movement Training Programme of the International Somatic Movement Education Therapy Association (ISMETA).

The MA course fulfils all the educational requirements needed to become a professional member of ISMETA. To complete the professional practice requirements students need at least 150 extra hours of practice, post graduation.

LEARNING ENVIRONMENT AND ASSESSMENT

The programme is predominantly delivered through studio work, lectures, seminars, and tutorials. Given this is a body-based vocational course, most classes take place in the studio where creative ideas are explored through movement and other art forms. We provide a lively learning environment and encourage you to participate actively in all aspects of the course delivery.

Methods of assessment include workshop facilitation, essays and other written assignments (Critique of workshops and self-evaluation, Reflective Journal, Chapter review), class presentations and a research project.

FURTHER INFORMATION

Dance & Somatic Wellbeing: Connections to the Living Body centres on the lived-felt-body through explorations in the imaginal, sensuous, emotional, spiritual, and philosophical aspects of the body. This course sees somatic movement as a practical life tool through which to promote wellbeing, develop a more holistic sense of self, and a capacity to be in relationship with others and our environment. Sessions include group, dyadic, and personal explorations. Academically and experientially the course introduces students to the fundamentals of somatic practices and phenomenology.

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This unique course provides a diverse blend of options in communication skills, science and business. To deliver this range of skills two Aberystwyth University departments (IBERS and Aberystwyth Business School) have partnered with . Read more

This unique course provides a diverse blend of options in communication skills, science and business. To deliver this range of skills two Aberystwyth University departments (IBERS and Aberystwyth Business School) have partnered with Menter a Busnes, a Welsh company specialising in agricultural knowledge exchange, who provide practical workshop sessions. 

To gain a PGCert you will need to successfully complete three modules. At least one of these must be chosen from the technical modules and one must be from the KE and Business modules, your third module can come from either group. All of the technical modules and Farm Business Management are entirely on-line. The KE modules provide a mixture of on-line and workshop based learning.

Which modules can I choose and when can I start?

Choose one module from each group and a third from either group.

 Group 1 - KE and Business Modules

Facilitation (Workshop based)

Coaching and Mentoring (Workshop based) subject to approval

Farm Business Management (on-line)

Group 2 - Technical Modules

Ruminant Health & Welfare

Ruminant Nutrition

Grassland Systems

Ruminant Production

Plant Breeding

Silage Science

Home-Grown Feeds

Genetics & Genomics

Organic & Low Input Ruminant Production

The Business School modules comprise workshop-based learning focussed on improving your interactions with farmers and farming groups for effective knowledge exchange. These modules are delivered in association with Menter a Busnes through two, two-day workshops and a final one-day to allow you to develop and practice your KE skills. These are supplemented by on-line assignment work.



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The purpose of this module is to provide you with knowledge and understanding of the core concepts related to Adult Auditory Rehabilitation including principles of health psychology and signal processing as well as technical and psychosocial aspects of the rehabilitation process. Read more

The purpose of this module is to provide you with knowledge and understanding of the core concepts related to Adult Auditory Rehabilitation including principles of health psychology and signal processing as well as technical and psychosocial aspects of the rehabilitation process. As an Audiologist or Hearing Aid Dispenser this will help you to assess the needs of adult patients with hearing loss and provide patients with accurate and up to date information in order that they can make informed decisions about their management and treatment including devices, equipment and features.

Module Aims

  • Equip you with the basic knowledge and understanding required to provide a clinical auditory rehabilitation service for adults with hearing loss and/or tinnitus or to pursue research in a hearing-aid related field.
  • Enable you to apply your practical and theoretical knowledge and comprehension to all aspects of the rehabilitation needs of adult hearing-impaired patients and adult patients with tinnitus.
  • Enable you to develop skills to critically evaluate and analyse information from the relevant scientific literature.

Learning Outcomes

Having successfully completed this module you will be able to:

  • Explain and critically analyse the arguments for, and the current consensus on, patientcentred rehabilitation for adults with hearing loss, including the assessment and analysis of need, effects of psychosocial factors, the provision of accurate and balanced information regarding management options, the facilitation of the patient’s decision making (especially regarding technology) and the role of communication strategies and tactics.
  • Formulate evidence-based recommendations for the rehabilitation of individual patients with common forms of hearing loss and tinnitus based on critical evaluation of a range of sources of information including that shared by the patient and the research literature.
  • Explain the process of individualised hearing-aid fitting on the basis of audiometric and other information, including the selection of an ear-mould/shell with appropriate modifications, the verification of the technical performance and other functional properties of a hearing aid (both in a coupler and the real ear), the validation of the fitting and the provision of relevant instructions and information to the particular user.
  • Identify and describe a wide range of different technologies (e.g. hearing aids, assistive devices, auditory implants), strategies (e.g. communication), skills (e.g. facilitation) and tools. (e.g. counselling and decision making tools) and other resources potentially available to the audiologist and patient to improve the patient’s hearing-related quality of life and explain their main pros and cons for common forms of hearing loss and psychosocial circumstance.
  • Demonstrate mastery of effective self-directed learning, scientific and patient-centred communication.

Syllabus

  • Overview of adult auditory rehabilitation and hearing aid fitting.
  • Understanding the impact of hearing loss in the context of the World Health Organisation.
  • International Classification of Functioning and the biopsychosocial models of disability.
  • Psychosocial impact of acquired hearing loss.
  • Introduction to hearing aids and components.
  • Specification and measurement of electroacoustic characteristics.
  • Range of devices and features, advantages and limitations of different options, consideration of the evidence base where appropriate.
  • Impressions, ear moulds, earshells and modifications.
  • Hearing aid selection and fitting: candidacy, ergonomic considerations, selection of electroacoustic characteristics by prescription methods.
  • Verification of hearing aid performance.
  • Counselling skills in audiology, including enabling adjustment and change.
  • Models of tinnitus distress.
  • Tinnitus management approaches.
  • Evaluation of auditory rehabilitation.
  • Evaluation of tinnitus interventions.


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COURSE OVERVIEW. *Subject to Validation. ● Work in partnership with students from other performing arts disciplines. ● Build your confidence and technical and critical skills. Read more

COURSE OVERVIEW

*Subject to Validation

● Work in partnership with students from other performing arts disciplines

● Build your confidence and technical and critical skills

● Option to complete an internship relevant to your specialism

Dance at Winchester focuses on the academic study of dance, preparing you for a career in teaching, lecturing, research, choreography, dance dramaturgy or dance facilitation. It is also suitable if you are a professional interested in honing your analytical and critical skills, out of a passion for the subject or in order to change career direction. The programme provides you with a firm grounding in the critical theories and dramaturgical structures of musical theatre that are necessary for analysing, critiquing, choreographing or facilitating dance practice. You are encouraged to engage with academic literature, case studies and each other by reflecting on your own experiences.

The suite of Masters programmes in the Department of Performing Arts draws together students on courses in Theatre Studies, Musical Theatre and Dance. You work together on modules in Critical Theories and Dramaturgy (Analysis and Composition) and in the optional intensive practical module, benefiting from interdisciplinary interactions, debates and discussions. Over the duration of the course, you develop skills in independent and critical learning, building your confidence and expertise progressively through independent and collaborative research, problem solving, and analysis, with the support of staff.

You specialise through your choice of optional module and through supervision of Research Preparation and Dissertation modules. Optional modules include Theatre Stories, Cultural Entrepreneurship, Performance Now, and Dance Facilitation. The programme can be taken entirely by distance/blended learning, but Intensive Practice, Extending the Voice, and Physical Skills 3 are only available on campus and may be subject to audition.

Careers

The course prepares you for a range of careers, including research, teaching in schools or at further and higher education levels, the entertainment industry, the performance sector and production-related work, and outreach and facilitatory roles in community and social care settings.

Intended employment route for graduates include:

• Research or archival based careers

• Teaching in schools, and at FE and HE levels

• Entertainment industry – criticism, dance dramaturgy etc.

• Performance sector and production related – dance, production support

• Community and social care settings - outreach and facilitatory roles

*'Validation' is the process by which the University approves a new programme to ensure that it provides a distinct, high-quality academic experience for students, that enables them to acquire the necessary academic knowledge, understanding, general and subject-specific skills required to pursue a graduate level career. In the unlikely event that a programme is not validated then we will do our best to find you an alternative programme within the University.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Learning and teaching

Start Dates: September 

Teaching takes place: Daytime

Distance learning available

The University aims to shape 'confident learners' by enabling students to develop the skills to excel in their studies here and be transferable to further studies or the employment market. Staff and students form a community of learners who, together and independently, seek to generate and exchange knowledge. Over the duration of the course, students develop independent and critical learning, building confidence and expertise progressively through independent and collaborative research, problem solving, and analysis with the support of staff. Students take responsibility for their own learning and are encouraged to make use of the wide range of available learning resources available.

In addition to the formally scheduled contact time (i.e. lectures, seminars etc), students are encouraged to access academic support from staff within the course team, personal tutors and the wide range of services to students within the University.

Location

Taught elements of the course take place on our King Alfred Campus or at West Downs, Winchester.

Assessment

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes.

Further details on assessment types can be found by attending an open evening or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures section.



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With an MS in Human and Social Services from Walden, you develop the professional skills and global perspective to make a positive difference in the lives of your clients. Read more

With an MS in Human and Social Services from Walden, you develop the professional skills and global perspective to make a positive difference in the lives of your clients.

You are committed to improving the quality of life for others, and we are committed to helping you reach your goals. Whether your work focuses on conflict management, mental health, crisis intervention, or other community needs, you can prepare to make an even greater impact by earning your MS in Human and Social Services with Walden.

This online master’s in human and social services program focuses on building your effectiveness and professional skills in your chosen area of practice within a global context. As a student of the program, you will develop a holistic, interprofessional perspective that better equips you to help individuals, families, and organizations navigate social services in your community.

This online master’s in human and social services features:

  • 12 career-aligned specializations that allow you to focus your learning on your own career path and goals.
  • Scholar-practitioner faculty members who are active experts in the field of human and social services. The curriculum includes a custom eBook of case studies compiled by Walden faculty and alumni, giving you relevant examples that directly apply to your coursework.
  • An international perspective that broadens your understanding of the field across the world. The program includes core courses that incorporate global content and case studies and an optional Global Social Services specialization.
  • An Interactive Learning Community, a unique learning experience that brings concepts to life through simulations and animated case studies.
  • A professionally-focused curriculum that improves your effectiveness on the job, including a grant-writing course, interprofessional practice, and the development of an e-portfolio to showcase your skills and help you plan your career path.

Learning Outcomes

Graduates of the MS in Human and Social Services program will be prepared to:

  1. Articulate the role that human services leaders play in promoting social change and advocacy for individuals, families, and communities in need.
  2. Interpret and apply human services research to inform the practice of human services delivery systems.
  3. Synthesize findings from research to develop culturally and contextually relevant interventions and direct services.
  4. Use knowledge of formal and informal networks in the development and evaluation of human services delivery systems.
  5. Apply legal and ethical standards in the administration and delivery of human services systems.
  6. Discuss how personal values and attitudes affect leadership, planning, and advocacy activities.

Find detailed information for the general specialization of this program, or all other specializations of this program, including possible occupations, completion rate, program costs, and median student loan debt.

MS in Human and Social Services Degree Specializations

Walden’s MS in Human and Social Services program offers a General Program as well as a variety of specializations to help you meet your personal and professional goals.

Career options

With our MS in Human and Social Services, you can prepare to help clients navigate social services in various settings around the world, including government agencies, nongovernmental organizations (NGOs), foundations, and religious organizations.

In addition, U.S.-based and international charities are key employers of MS in Human and Social Services graduates. Since they tend to focus on vulnerable populations, charities need professionals with specialized administrative and case-management expertise.

The MS in Human and Social Services can help prepare you for a variety of positions, including:†

  • Human services professional
  • Human services administrator (coordinator, director, program lead)
  • Agency coordinator
  • Foster care counselor
  • Family services specialist
  • Program director
  • Development director
  • Medical and health services manager
  • Social and community service manager
  • Emergency management manager
  • Community and social service specialist


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