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Training the next generation of archaeological pioneers. Read more
Training the next generation of archaeological pioneers

Why choose this course?

The MA in Field Archaeology offers a perfect blend of theory and practice, equipping you with wide-ranging, advanced practical skills, while giving you a deep theoretical knowledge and understanding of the logistical challenges, legal requirements and ethics involved in archaeological fieldwork. It is both challenging and rewarding.

York has been called the ‘heritage capital of the UK’. Here, we have routine contact with local, national and international leaders in archaeology and heritage management. We work closely with our neighbours at the Council for British Archaeology, English Heritage and Natural England, as well as local commercial units including York Archaeological Trust. You will also meet visiting lecturers of national standing, including John Oxley, the most experienced Local Authority Archaeologist in the UK, and Patrick Ottaway, formerly Fieldwork Director of York Archaeological Trust and now a respected archaeological consultant. You will also:
-Develop wide-ranging advanced field skills
-Build a deeper understanding of the theoretical, legislative and ethical context of archaeological fieldwork
-Study among a community of practitioners that is unrivalled in the UK
-Gain work experience with nationally significant public and private organisations
-Develop skills and knowledge essential for varied archaeological careers and research
-Learn from leading figures in archaeological research and fieldwork
-Receive close personal mentoring from experienced, well-connected staff

The MA in Field Archaeology is a flexible course, devised to meet demand for professional training in the UK and worldwide. It will give you a thorough knowledge of how, and why, archaeological fieldwork has arrived at its current state and acquaint you with the key methods employed in modern fieldwork, analysis and dissemination. It will enable you to think strategically about project design and tactically about project implementation.

Who is it for?
The course aims to ground you in European, and particularly UK, archaeology, so it is well suited to graduates of Archaeology. However, graduates in History, Geography and related disciplines often bring complementary perspectives that are greatly valued by both teachers and students. Also lessons and perspectives from Europe are relevant to archaeological fieldwork contexts worldwide. Individuals with some practical experience who wish to develop their careers by advancing their appreciation of the wider context of archaeology will also benefit from this course.

What can it lead to?
The MA in Field Archaeology aims to turn out not just archaeological practitioners, but leaders and creative thinkers with the imagination to advance the discipline, as well as their own careers. Some of our graduates go on to become project officers, curators and managers in the heritage industry. Others progress to further study, including doctoral research.

Placement

MA Field Archaeology students have a unique opportunity to gain practical work experience in a professional field environment with one of the many leading archaeological organisations based in and around York. You will work alongside experienced professionals on projects that enable you to gain new skills, as well as put into use those skills gained during your taught courses.

Aims
-To provide experience of organising archaeological fieldwork and interpreting results within a professional environment.
-To consolidate knowledge and understanding of data gathering or analysis as developed in one or more of the taught modules.

Learning outcomes
During your placements you will get involved with one or more of the following:
-Develop a practical understanding of how archaeological fieldwork is planned and carried out in an integrated way.
-Gain detailed knowledge of how ecofactual or artefactual assemblages might be identified, quantified, analysed and interpreted.
-Become familiar with the ways in which field archaeology is organised and administered, and of the pressures it is subject to, working with a local government organisation or national organisation with offices in York.

Placement opportunities
Although the organisations providing placements vary from year to year, according to availability, those regularly offering such opportunities include City of York Council, the Portable Antiquities Scheme, the York Archaeological Trust, AOC Archaeology and various other commercial archaeology units.

Careers

By the end of your MA in Field Archaeology you will have:
-Developed an awareness of the organisational and legislative context within which fieldwork operates in the UK
gained a detailed knowledge of the varied techniques of site evaluation used today
-Become aware of the practicalities, and problems, of implementing archaeological projects and understood the implications of this for strategy and project design
-Grasped the processes of analysing stratigraphic, spatial, artefactual and palaeoecological material, the objectives of this work, and how it is managed
-Surveyed the range of mechanisms for synthesising, archiving and disseminating the evidence generated by fieldwork
-Developed your understanding of how the profession operates in “the real world”, through work placements and field visits
-Developed your ability to gather and organise information and arguments in a critical and independent manner, through writing essays and producing projects
-Undertaken a piece of independent research on a topic within field archaeology
-Developed your presentational skills through the delivery of seminar papers on a range of diverse topics

The practical skills and theoretical knowledge gained on the course are applicable to a wide range of archaeological careers, as well as further study and research.

Course postgraduates have gone on to pursue research degrees or take up managerial positions working for museum, conservation and archaeological services and for local councils, national authorities, field units and heritage bodies. Others have set up their own archaeological businesses, both within the UK and in other countries. Some of the organisations now employing our students include:
-Historic England
-English Heritage
-The National Trust
-Natural England
-Commercial archaeological units
-York Archaeological Trust
-The Council for British Archaeology
-National Park services
-UK and overseas museum services
-Local Authorities
-Yorkshire Museums Trust
-Portable Antiquities Scheme
-Churches Conservation Trust

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With the increasing impact of globalisation and advancing technologies, the food, agrienergy and agricultural industries are in a state of expansion and evolution. Read more

About the course

With the increasing impact of globalisation and advancing technologies, the food, agrienergy and agricultural industries are in a state of expansion and evolution. As two of the world’s leading countries in agribusiness, France and Brazil are poised to play a fundamental role in the future of the food industry.

In the Master of Science and MBA in Food and Agribusiness Management (FAM) programme, you’ll learn how to excel in all aspects of food and agribusiness management – and earn degrees from two of the top business schools in France and Brazil:

- Master of Science degree from Audencia Business School in France
- MBA degree from Escola Superior de Propaganda e Marketing in Brazil

Course content

Prepare to help the global food and agribusiness sectors reinvent themselves! You’ll gain the tools to develop innovative solutions to challenges faced by food and agricultural enterprises, to manage all aspects of agribusiness operation and to market food products effectively. Programme includes:

- Internationalised study in both France and Brazil
- Courses taught by top Audencia faculty and ESPM faculty
- Guest lectures and workshops led by industry experts
- Field trips to a variety of SME, SMI and multinational agribusiness companies
- Practical master’s project
- Worldwide, hands-on internship

Core courses (France)

Period 1 (September to mid-November)

You’ll gain a solid understanding of the foundational principles of food and agribusiness management, taking 20 ECTS at Audencia in Nantes, France, and participating in field trips across France. Courses include:

Analytical Tools
Strategy for Agribusiness
Financial Management
Human Resources Management
Marketing and Food Business
Operations Management
Corporate Social Responsibility

Advanced courses I (France)

Period 2 (December to February)

Now it’s time to dig deeper into the field, taking another 20 ECTS and continuing to participate in field trips. You’ll also undertake a field project in France, working in a team on an industry-related case. Courses will be taught primarily by Audencia, with one course taught by ESPM. Courses include:

- Value Chain and Performance
- Design and Innovation

B2C
- Packaging Management
- Brand Management
- International Marketing

B2B
- Category Management
- Trade Marketing
- Supply Chain Management
- The Retail World

Advanced courses II (Brazil)

Period 3 (mid-March to mid-May)

At this point, you’ll move your studies to São Paulo, Brazil, taking a further 20 ECTS to build your expertise. You’ll participate in field trips and a field project in Brazil. Courses will be taught primarily by ESPM, with one course taught by Audencia. Example courses include:

Principles of Animal Genetics
Marketing “Before the Farm”
Marketing Strategies in the Public Sector
Marketing of Agricultural Production
Marketing “After the Farm” – Agro Industry Farms
Reverse Marketing – Retail Industry
Agribusiness Geopolitics
Communication Strategies
Social Media and Internet Governance
Media for Agribusiness
Sales and Distribution Channels Planning
Agribusiness NGO Marketing
International Legislation and Regulation
Tax Management – Governance Models from USA and EEC
Marketing of Cooperatives and Associations

Projects and field trips (France and Brazil)

A wide range of field trips and field projects in both France and Brazil will expand your real-world knowledge in an international context. This equips you to analyse issues facing the sector and apply your skills to solve problems.

Field trips are a component of each period, and field projects are integrated into Periods 2 and 3.

Internship (Worldwide)

Period 4 (June to October or December)

During your four- to six-month mandatory internship, you will gain an inside look into the day-to-day operations and marketing of an enterprise in the food or agricultural sector anywhere in the world. Audencia students complete the internship before graduation for 30 ECTS. Internships in France are paid; this will vary from country to country, depending on local laws.

The internship highlights your ability to apply theoretical knowledge in a real-world setting, helping you build your network and strengthen future career possibilities.

Example positions held by FAM interns:

- Market access specialist
- Assistant project manager
- Marketing assistant
- Junior commercial exporter
- Marketing and international trade assistant

Final report

Period 4 (June to November)

In addition to the internship, you will cap your programme with a final report (30 ECTS) examining an issue in the agribusiness industry – and proposing a solution.

We encourage you to use your internship as the basis for this report, highlighting your real-world experience and demonstrating your value to prospective employers. You’ll submit the written report in mid-October and give an oral presentation in early November (at Audencia or via Skype).

International Partners

Audencia is among the elite 1% of business schools to hold triple accreditation from EQUIS, AACSB and AMBA. Our strong international partnerships serve as the foundation of your FAM programme. You’ll work with faculty members who have extensive industry experience, researchers who specialise in the field, and agribusiness and agrienergy corporate partners.

ESPM
ESPM is the leading university in Brazil for business strategy, marketing and integrated communications programmes – and agribusiness marketing. ESPM’s Centre for Agribusiness works closely with the Brazilian Agribusiness Marketing Association (AMBR&A) and the Brazilian Agribusiness Association (ABAG), the main industry associations for this sector, to develop state-of-the-art research and education.

Crédit Agricole
The FAM is supported by generous funding from Crédit Agricole, the largest bank in France – and the second-largest in Europe. Crédit Agricole has a long history of supporting farmers and agribusiness, and is a top employer of Audencia graduates. Learn from and connect with industry experts from Crédit Agricole and other companies, building a network of industry contacts for your future career.

Corporate partners
The FAM programme also partners with the following influential agribusiness and agrienergy corporate partners:

Terrena
InVivo Group
Olmix
Avril Group
In addition, you’ll benefit from Audencia’s network of corporate partners.

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Disasters are complex events with multifaceted causes and hence disaster management needs comprehensive, multidisciplinary training to deal with both complexity and change. Read more
Disasters are complex events with multifaceted causes and hence disaster management needs comprehensive, multidisciplinary training to deal with both complexity and change. Major shifts have occurred in the way in which disasters are considered, resulting from an increasing awareness of problems internationally along with an identified need for solutions. The importance of disaster risk reduction has continued to grow both within governmental and non-governmental organisations.

This Masters course is a unique programme which will provide a balanced study of environmental hazards and disaster management, pre-event mitigation, disaster risk reduction and disaster relief, along with the development of technical and interpersonal skills. It will enable you to critically assess the effectiveness of the implementation of existing techniques, in order to evaluate good practice and apply it to new situations.

The standard Master’s tuition fees apply. However, additional costs will include the Summer School fees (currently about £1000) and the costs for any optional overseas residential fieldwork. Students may be eligible for bursaries from the University for £1500 or £2000 though conditions apply.

See the website http://courses.southwales.ac.uk/courses/800-msc-disaster-management-for-environmental-hazards

What you will study

The course will develop knowledge, technical skills, interpersonal and management skills, and expertise. You will study a range of hazards using examples from the UK and other countries. This will provide you with the experience to assess risks and vulnerabilities from desk-based research, laboratory and field situations, consider hazard management and disaster risk reduction strategies, and critically review the concept of resilience along with techniques for its development.

You will consider the dynamic and multi-faceted nature of disasters and examine a range of aspects pertinent to the operational, political and socio-cultural issues involved in disaster relief, including aspects of international law. The course will ensure a sound working knowledge and experience with one of the mostly widely used GIS platforms, extensively used by many planning authorities, GOs and NGOs, and you will develop valuable skills in the acquisition and processing of spatial datasets with a wide variety of disaster management applications, along with the ability to visualise and depict spatial information.

You will develop interpersonal skills for effective team-working, group leadership, and organisational management including the assessment of priorities, allocation of resources and co-ordination of activities through simulation experience. This range of interpersonal skills and humanitarian core competencies will enhance your employability after graduation.

Opportunities for study on residential field courses will include the use of field simulations either in Finland or in the UK, and the option to examine environmental hazards and evaluate management strategies on overseas residential field courses. Currently, the field course takes place in southern Italy to examine volcanic, seismic, landslide and tsunami hazards.

You will study the following modules:
- Principles and Concepts in Disasters
- Management of Coastal and Hydrological Hazards
- Management of Geological and Technological Hazards
- Personal Preparedness for Disasters
- Professional Development for Disasters

Plus two of the following optional modules:
- ArcGIS Principles and Practice
- Remote Sensing
- Work Based Learning
- Professional Practice in Disasters

You will also complete a Masters Dissertation Project. The literature review work and project plans will be completed before your work placements. The Master’s dissertation will be undertaken after the placement has been completed. Preparation for the Master’s project or dissertation will commence in the Spring term.

Learning and teaching methods

The course is designed in a modular format and will be offered on a full and part time basis. Delivery will be mixed-mode, with a combination of traditional lectures, practicals and distance learning with supporting tutorials. For full time students, study will take place over 14 months, and for part time students, study may typically take two to three years.

Study will utilise a range of diverse learning approaches and activities to acknowledge the rich and diverse character and content of the body of knowledge that forms this Master’s degree course. It will include:
- Attending the Summer School.
- Lectures
- Seminars and tutorials.
- Completing work packages by distance learning through the Virtual Learning Environment.
- Actively participating in computer workshops and laboratory work.
- Undertaking a range of field based studies and data collection.
- Participating in group based activities and simulations.
- One-to-one interactions with academic staff.
- Fieldwork including community-based learning.
- Self-directed study.
- Optional field or work-placement.

Work Experience and Employment Prospects

A range of study pathways are provided depending on career intentions after graduation. Options involving work, field or disaster placements are desirable for employers and will be the preferred option for students on the course. Placement settings could include:
- NGOs working on disaster risk reduction projects or disaster relief;
- Civil protection or planning authorities
- Specialist environmental consultancies
- UK or overseas research projects.

The initial arrangement of work and field placements will begin early in the course and the work/field placement will normally be expected to begin within the following Summer term. Preparation for the Master’s project or dissertation will commence in the Spring term, with literature review work and project plans to be completed before placements take place. The Master’s dissertation will be undertaken after the placement has been completed.

Assessment methods

Field trips:
Fieldwork provides unforgettable educational and social experiences, bringing to life the theory and concepts of the lecture theatre. South Wales is a fantastic study location on the edge of rural and urban environments.

Cardiff, Wales’ capital city, the Brecon Beacons National Park and the Glamorgan Heritage Coast are all close to the University. They provide exceptional fieldwork locations that can be explored in a day. We make full use of these locations across our earth and environment courses to cover the practical aspects of our modules.

Please note: the exact locations of all overseas field trips may vary each year and is based on the area’s suitability for academic study and the overall cost of the trip.

Important Information

Please be aware of the physical demands of this course which has modules with significant fieldwork elements. If you therefore have a disability which is likely to be affected by these physical demands, please get in touch with the course leader Dr Anthony Harris, as soon as possible. We will then investigate the reasonable adjustments that we can make to ensure your Health and Safety. Please note that if any Health & Safety aspects cannot be overcome, we may not be able to offer you a place on the course of your choice.

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This one-year full-time Masters programme is taught at our Cornwall Campus by the Centre for Ecology and Conservation (http://biosciences.exeter.ac.uk/cec/) ; the fastest growing institute of its kind in the UK. Read more
This one-year full-time Masters programme is taught at our Cornwall Campus by the Centre for Ecology and Conservation (http://biosciences.exeter.ac.uk/cec/) ; the fastest growing institute of its kind in the UK. The course boasts a significant research component, with substantial fieldwork opportunities in the UK as well as a field course in Africa. A distinctive and integral feature of our MSc is the high degree of input from conservationists in collaborating governmental and non-governmental organisations. This participation takes a variety of forms, including guest lectures, field visits and specific training courses, but may also include providing research projects in their organisations. Collaborating organisations include: Cornwall Wildlife Trust, Butterfly Conservation, Marine Conservation Society, Natural England, Royal Botanic Gardens Kew and the Royal Society for the Protection of Birds (links open in new windows).

The course provides excellent employability, with our alumni moving into careers such as: ecological consultancy, government conservation in UK and overseas, NGO conservation in the UK (Bat Conservation Trust, RSPB, Wildlife Trusts) and overseas and fully funded PhD positions in ecology and conservation.

Programme overview

- Designed in consultation with multiple external agencies to ensure relevant training that maximises graduate employability;
- Substantial field work opportunities in the UK and overseas;
- Provides opportunities to connect with external agencies and organisations to further enhance your training;
- Delivered by leading international researchers in the Centre for Ecology and Conservation;
- Offers access to excellent facilities including state-of-the-art research laboratories, greenhouses, aviary and controlled environment rooms;
- Modules target both research and practical conservation skills.

Fieldwork

The census research projects will see you spending a considerable amount of time in the field collecting data at several key research sites in West Cornwall and interacting with local NGOs (Cornwall Wildlife Trust, South West Lakes Trust).

This programme includes a two week field course in Kenya and will include visits to some of Africa’s largest and most important game reserves, as well as an introduction to some of the day-to-day problems faced by conservation biologists in developing nations. You will study the behaviour of animals in a natural ecological setting with a focus on large mammals, birds and insects. Travel and subsistence costs for this part of the programme are included in the programme fee.

Find out more about our field course modules at http://www.exeter.ac.uk/postgraduate/taught/biosciences/fieldwork/.
You can also keep up to date and share the experiences of our students in the field on our Field Course Fortnight website at http://blogs.exeter.ac.uk/fieldcourses/.

Learning and teaching

The taught component of this programme is delivered in the first five months, during which time you will be encouraged to develop your census research projects. The rest of the academic year is dedicated to these projects.

Programme structure

This Programme is modular and consists of three compulsory modules and 2-4 optional modules.

Compulsory modules

The compulsory modules can include; Research Project; Statistical Modelling and Key Skills

Optional modules

Examples of the optional modules can include; Terrestrial Biodiversity and Conservation; ; Marine Biodiversity and Conservation; Preparing for Ecological Consultancy; Approaches in Evolutionary and Behavioural Ecology; Ecological Census; African Biodiversity and Conservation Field Course; African Behavioural Ecology Field Course and African Conservation Science and Policy Field Course

The modules listed here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand.

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The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere. Read more
The MA Bilingualism and Multilingualism is a unique postgraduate qualification offered through distance learning provision, being the first degree of its kind offered in Europe and part of the University’s mission to contribute to the range of initiatives in the field of language planning and bilingual/ multilingual development, both in Wales and elsewhere.

Course Overview

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David's long-established expertise within this field as part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The degree offers modules which encompass a range of aspects on bilingualism and language planning in Wales and internationally. Different pathways are offered to meet the professional demands of a variety of careers in the field of bilingualism. It consists of five modules in Part One and a dissertation of 15,000 words in Part Two.

In Part One students may choose from a range of modules according to their personal professional or vocational needs, including:
-Introduction to Bilingualism
-Societal Bilingualism (political aspects of language vitality)
-Cognitive Aspects of Bilingualism
-Models of Bilingual Teaching
-Language Planning Essentials
-Research Methodology

Students will choose their own research subjects for the dissertation in Part Two based on aspects of the modules studied previously in Part One and agreed in advance with the Programme Director. It is intended that students will be given the opportunity to conduct in-depth research in a field of study which will promote their professional development.

Although the modular structure of the postgraduate degree allows students to study a single module, on the successful completion of three modules students will be eligible to exit the course with a Postgraduate Certificate in Bilingualism and Multilingualism, and a Postgraduate Diploma in Bilingualism and Multilingualism on the completion of five modules. Students wishing to progress to the MA in Bilingualism and Multilingualism would undertake an additional dissertation.

Modules

A summary of the aims of individual modules:
-CYAD-7015: Introduction to Bilingualism
-CYAD-7002: Societal Bilingualism
-CYAD-7007: Research Methodology
-CYAD-7008: Cognitive Aspects of Bilingualism
-CYAD-7009: Development of Bilingual Education in Wales
-CYAD-7010: Models of Bilingual Teaching
-CYAD-7012: Language Planning Essentials

Key Features

The MA Bilingualism and Multilingualism takes full advantage of the rich linguistic experience offered by Wales’ own bilingual context, as well as University of Wales Trinity Saint David’s long-established expertise within this field. The University is part of an extended network of institutions across Europe where bilingualism, multilingualism and language planning is an everyday phenomenon.

The programme aims to:
-Provide students with various aspects of bilingualism and multilingualism, both in Wales and in international contexts
-Develop students’ ability to critically analyse the various factors involved in the study of bilingualism/ multilingualism and to relate those factors to national and international contexts
-Equip students for various vocations involved with bilingualism/ multilingualism and enable them to apply basic principles, together with knowledge, understanding and subject-based skills, to their daily vocational needs
-Introduce students to the most relevant research and thinking in the field which forms the basis for the most recent theories and learning
-Develop students’ transferable skills and enable them to research, interpret and critically evaluate
-Develop students’ cognitive skills including their ability to reason, to critically analyse, as well as to think creatively in appraising any current policies in the field of bilingualism/ multilingualism and to propose improvements

The programme will focus on various aspects of bilingualism and language planning relevant to a range of professional and vocational posts in order to extend and deepen knowledge, understanding and skills in specific fields. The professional / vocational skills related to this programme will enable students to:
-Rise to the challenge which faces individuals in the field of bilingualism / multilingualism and language planning
-Undertake projects concerned with various aspects in the field
-Undertake individual and team research to promote linguistic plans and strategies
-Analyse and interpret data concerned with various developments
-Exhibit proficiency in the use of ICT in presentations and in communication

Students are given an opportunity to undertake field studies occasionally (eg in Scotland and Ireland) in order to study language revitalization projects and, when geographically convenient, to attend national and international conferences on bilingualism and language planning.

The advantage of the MA Bilingualism and Multilingualism to students is the flexibility which allows them to gain the necessary knowledge and skills through distance learning, by studying part-time or full-time and with the assistance of technology and the reading materials provided.

One can study as few as two modules per year and spread the cost over the period of study. By now, the course is studied by students in Wales and in various parts of the world including, for example, Italy, Switzerland, Czechoslovakia, Cyprus, Greece and Mongolia.

Assessment

A range of assessment methods are adopted in order to enable students to illustrate their knowledge and skills in relation to learning outcomes, including:
-Written assignments
-Presentations (adapted for distance learning purposes)
-Extended essays

Assessment methods are adopted on the basis of their appropriateness for ensuring that students can show that they have achieved the learning outcomes which are explicit in every module and on which the assessment criteria are based.

At the start of every module students are provided with:
-The assignment(s) for the assessment of the module and the weighting for each assignment
-A list of the criteria used to mark an assignment or presentation
-Further guidance in relation to the requirements of the set tasks and dates for presentation

Following the completion of an assignment, each student will receive:
-A formal report containing an assessment of the individual criteria on which the final mark was based, and feedback containing comments on how to improve as part of a formative process
-An opportunity to discuss the assignment with a tutor if necessary

Every assignment is assessed internally by a second-marker and by an external examiner.

Career Opportunities

The University has excellent resources, thus enabling us to offer a range of modules available to suit professional developmental needs and personal interests. The degree has a broad focus which is suitable for a range of professional fields and aims to equip students with the information and skills to work confidently in the field of bilingualism / multilingualism and language planning. The course offers a range of experiences and would appeal to anyone involved in the development of the use of language in modern society, including:
-Language Officers
-Policy Makers & Government Officers
-Language Planners
-Teachers & Trainers
-Translators
-Youth/ Community Workers
-Those currently working in adult education in various countries
-Those developing learning opportunities in both youth and adult contexts

The MA degree offers opportunities to progress to undertake subsequent research for a PhD.

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This one-year full-time Masters programme is taught by the Centre for Ecology and Conservation (http://biosciences.exeter.ac.uk/cec/) ; the fastest growing institute of its kind in the UK. Read more
This one-year full-time Masters programme is taught by the Centre for Ecology and Conservation (http://biosciences.exeter.ac.uk/cec/) ; the fastest growing institute of its kind in the UK.

The course boasts a significant research component, with substantial fieldwork opportunities in the UK as well as a fieldcourse in Africa. Through taught modules and practical application, you will develop advanced skills in scientific method, ecological census and quantitative biology.

A distinctive and integral feature of our MSc is the high degree of input from ecologists in collaborating governmental and non-governmental organisations. This participation takes a variety of forms, including guest lectures, field visits and specific training courses, but may also include providing research projects in their organisations. Collaborating organisations include: Cornwall Wildlife Trust, Butterfly Conservation, Marine Conservation Society, Natural England, Royal Botanic Gardens Kew, Food and Environment Research Agency and the Royal Society for the Protection of Birds.

Professional field biology and career development skills are embedded in the programme to enhance your employability. You will learn wildlife photography, geographic information systems, first aid for expeditions and field work, plus how to publish your own website, secure funding and communicate science to the general public.

Programme overview

- Designed in consultation with multiple external agencies to ensure relevant training that maximises graduate employability
- Substantial field work opportunities in the UK and Africa
- Provide opportunities to connect with external agencies and organisations throughout the programme to further enhance your training
- Delivered by leading international researchers in the Centre for Ecology and Conservation, who regularly publish in peer-reviewed journals
- Offers access to excellent facilities including state-of-the-art research laboratories, greenhouses, aviary and controlled environment rooms (http://biosciences.exeter.ac.uk/facilities/cornwall/)
- Ideal for individuals wishing to work in related consultancy and non-governmental organisations
- Includes modules that target both research and practical applied ecology skills

Fieldwork

The census research projects will see you spending a considerable amount of time in the field collecting data at several key research sites in West Cornwall and interacting with local NGOs (Cornwall Wildlife Trust, South West Lakes Trust).

This programme includes a two week field course in Kenya and will include visits to some of Africa’s largest and most important game reserves, as well as an introduction to some of the day-to-day problems faced by conservation biologists in developing nations. You will study the behaviour of animals in a natural ecological setting with a focus on large mammals, birds and insects. Travel and subsistence costs for this part of the programme are included in the programme fee.

Find out more about our field course modules at http://www.exeter.ac.uk/postgraduate/taught/biosciences/fieldwork/. You can also keep up to date and share the experiences of our students in the field on our Field Course Fortnight website at http://blogs.exeter.ac.uk/fieldcourses/.

Learning and teaching

The taught component of this programme is delivered in the first five months, during which time you will be encouraged to develop your census research projects. The rest of the academic year is dedicated to these projects.

Programme structure

This Programme is modular and consists of five compulsory modules and one optional module.

Compulsory modules

The compulsory modules can include; Research Project; African Biodiversity and Conservation Field or African Behavioural Ecology Field Course; Ecological Census; Statistical Modelling and Key Skills

Optional modules

Examples of the optional modules can include; Terrestrial Biodiversity and Conservation and Preparing for Ecological Consultancy.
The modules listed here provide examples of what you can expect to learn on this degree course based on recent academic teaching. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand

Read less
The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the industry who can oversee the entire life cycle of any project, including unique and specialist developments. Read more
The MSc in Project Management in the Built Environment is designed to meet the growing demand for project managers in the industry who can oversee the entire life cycle of any project, including unique and specialist developments. It is ideal for anyone with ambitions to manage projects within this sector.

We consult extensively with people from a wide spectrum of companies and organisations in order to make sure that the course content remains practically relevant. Our Professional Liaison Group (PLG), which is made up of practitioners in the field, exists to provide advice on existing and proposed courses of study, on research activities and consultancy work. In addition, we use our alumni network to benefit from the views of professionals in prominent positions, who were also students at Oxford Brookes University.

The MSc is available as a one-year, full-time (FT) programme or as an distance-learning (DL) programme, which is normally taken over two years (minimum). Both FT and DL study modes include intensive study periods on-campus in Oxford, which are not compulsory. There is a compulsory European Field-trip. There are two entry points: September and January.

Why choose this course?

Strong links with prominent companies in the sector, such as Mace, Willmott Dixon and BAM Construction, and professional institutions (the RICS and the CIOB), who can provide advice on existing and proposed courses of study, on research activities and consultancy work. Our alumni network spans the globe, working in countries including Malaysia, South Africa, Russia, Turkey, Hong Kong, India and USA. Professional Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accreditation.

Problem-based learning (PBL) approach which ensures that the MSc is real-world focused and holistic. Not only is this more effective, it is more fun than the traditional study and examination approach. One intensive study period in each semester where full-time and distance learning students come together on campus to attend lectures, seminars and workshops; and to share experiences. Extensive online learning material provided to all students via the Virtual Learning Environment (VLE) - our own intranet site, 24 hours a day, 7 days a week.

Teaching backed by strong research activity. Many of our academic staff are involved in academic research and/or professional or commercial consultancy work. In the recent Research Excellence Framework (REF 2014) we were 11th in terms of Research Impact and Power Rating (GPA x number of full-time equivalent staff submitted) among the 45 institutions that submitted to our unit of assessment (UoA 16). The School's membership of a select group of RICS accredited universities acting as RICS' ambassadors; and to be among the signatories to the RICS Initiative to Drive the Adoption of Sustainable Development Principles in Built Environment Higher Education in line with the Six Principles under UN PRME (Principles for Responsible Management Education).

Professional accreditation

RICS and/or CIOB members are well-sought after in the job market.

If you have no or very limited relevant experience in the industry, holding this RICS & CIOB accredited MSc reduces the duration of your structured training (or relevant experience post-qualification) to become a member from five years to 24 months.
Many of our open-learning students run their structured training along-side the course. Thus, they become members of these institutions shortly after the completion of the course.

In summary, the programme offers a relatively quick route to RICS & CIOB membership for people who have no or very limited experience in the industry, and hence increases their potential for employment.

This course in detail

There are two modes of delivery for the MSc PMBE: full-time on campus or distance learning, and there are two entry points - September and January. PGCert and PGDip are offered as 'exit' awards. Candidates who are wishing to graduate with one of these awards, should also apply for a MSc place in the first instance.

Extensive on-line learning material is provided to all students via the Virtual Learning Environment (VLE) - our own intranet site. Students have access to this site 24 hours a day, 7 days a week. The course is assessed by 100% coursework submitted via the VLE. Module leaders can be contacted via the VLE, e-mail, telephone and Skype.

Intensive Study Periods - all students can attend four intensive study periods during their programme and these are normally around 3 days long. Students (and staff) enjoy these intensive sessions as they are able to share experiences and knowledge as well as renew friendships and make connections that extend into the industry. The open-learning students get the opportunity to meet face-to-face with staff. The organisation and the collaborative nature of these intensive study periods is always praised by our students who particularly like the site visits, workshops and guest lectures from industry experts that are among the key features.

Distance learners must find their own accommodation and are asked to cover expenses for travel to Oxford, accommodation and food.

Field Trips and Site Visits - there are a number of field trips and site visits which take place mainly during the intensive study periods. There is one European field trip during the MSc programme and this normally takes place at the end of January each year - usually to the Netherlands. As well as bringing together full-time and open-learning students, the aim of this field trip is to integrate knowledge gained in the early part of the programme, to develop team skills and to build relationships. With the European field trip we also expose students to project management practices outside the UK and encourage them to observe and report on the different approaches to managing projects in the UK, their own countries and overseas.

The European Field Trip takes place at the end of January for the duration of five days and four nights. Heavily subsidised by the School, a coach is also provided to transport students and staff from Oxford Brookes to the field trip destination. Please read the details further down the page for information about additional costs for the field trip.

In order to attend site visits as part of the programme of study, we ask that students provide their own Personal Protective Equipment (PPE):
-Safety boots
-Hard hat
-High visibility vest
-Eye protection
-Gloves

Problem Based Learning - the programme will develop knowledge of current practice and issues in the built environment sector as well as building real-life skills including the exploration of interdisciplinary problems. We have responded to requests from industry to make our masters more practical by using an applied approach to learning, sometimes called “Problem Based Learning” or PBL. This approach encourages learning by allowing students to actively puzzle through problems that are adapted from complex real situations. As real problems cross discipline boundaries and require research and collaboration, we use our links with industrial practitioners to help devise the problems we use in class. This leads to a more exciting and relevant student experience.

Teaching and learning

Teaching, learning and assessment methods are to a considerable degree determined by the use of problem-based learning (PBL) which encourages students to learn by applying theoretical principles in appropriate case studies. PBL leads to a more challenging and industrially relevant course than the traditional lecture approach. Learning takes place through groups of students puzzling through problems, often adapted from real situations with much of the complexity and context intact, using published resources, or reference to experts who are available to offer advice.

In full-time mode, the delivery of new material is generally bi-weekly with intermediate tutorial or seminar sessions. The intensive study periods and a European field trip, when students in both modes of study come together, complement this delivery pattern. Outside these periods, online learning is the primary mode of learning for open-learning study. Where necessary, open-learning students are supported by email, Skype, on-line lectures and telephone during the periods off-campus.

Careers and professional development

Graduates of the School of the Built Environment have an outstanding employment record. Usually, 100% of the graduates of MSc PMBE are in employment within six months after graduation.

Local, national and international construction companies, developers, project management consultancies, house builders, surveyors and housing associations regularly recruit our graduates.

Many of these companies visit the department regularly to meet students for graduate positions. Our graduates are recognised as having an excellent level of communication, presentation and problem-solving skills.

All of our open-learning students are employed full-time by prominent companies in the sector.

Full-time students find similar employment shortly after graduation. They typically hold (Assistant) Project Manager positions. However, the breadth of knowledge that our students gain gives them the flexibility to function effectively in a number of different roles.

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