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Why this course?. We know not everyone can, or indeed wants to study full-time or by evening classes. That's why our flexible learning route allows you to vary the pace and order of study to suit your personal circumstances. Read more

Why this course?

We know not everyone can, or indeed wants to study full-time or by evening classes.

That's why our flexible learning route allows you to vary the pace and order of study to suit your personal circumstances. This route combines the best of full-time, part-time and open learning study.

You’ll carry out most of your studies off-campus, with compulsory attendance at only one or two weekend schools per year.

You’ll begin on an open learning basis with the option to supplement your studies through optional face-to-face classes in Glasgow.

This study method is ideal if you value face-to-face contact with tutors, visiting specialists and fellow students, but can’t attend fixed weekly classes.

How does flexible learning work?

On joining the programme, you’ll be given a recommended study timetable which allows you to complete the Strathclyde MBA within 3 years. It aims to provide you with an ideal balance of home study, attendance at weekend schools and intensive seminars in Glasgow.

Along with the timetable, we send you your first year of core learning materials and key text books, and provide full details of our on-line and tutor support programme.

If you wanted to fast-track and complete the Strathclyde MBA in less than 3 years, our support team can suggest an alternative study schedule. Alternatively, if you'd like to take a bit longer to complete your MBA, we can accommodate your studies up to a maximum of 6 years.

Compulsory weekend schools

There are certain subjects, such as “the Learning Manager” which we feel can’t be taught at a distance. This is why we’ve incorporated two compulsory weekend schools over the duration of the entire programme. These weekend schools are included in the standard tuition fee.

You can obtain great value through working with other ambitious managers, often from a wide cross-section of industry and commerce.

Optional intensive seminars

To make the most of your MBA experience we strongly recommend that you take advantage of the optional intensive face-to-face seminars in Glasgow. The cost of these are included in the tuition fees.

These sessions provide a valuable opportunity for in-depth study of a chosen subject area, to meet fellow students and benefit from shared experiences. In addition, intensive seminars are key to accelerating your progress through the programme.

Our suggested timetable will give you a firm idea of commitments well in advance. This allows you to plan your year ahead at work and home.

When can I join the programme?

In theory, you can start flexible learning study whenever you like. However, we do have an annual schedule of induction classes, weekend schools and intensive seminars. We recommend that you start close to an induction period. These normally take place around April and October each year.

We do our best to schedule induction classes, weekend schools and intensive seminars together throughout the year. This ensures that you have every opportunity to maximise your stay in Glasgow.

Weekend schools run for all study routes of the Strathclyde MBA. If you can’t make a specified date, then you have the opportunity to attend the next weekend school at a later date.

Intensive seminars are only scheduled for our flexible learning course members. If you’re unable to attend, we recommend that you complete the subject area using core learning materials rather than delay your progress.

How much time do I need to commit to studying?

If you attend all possible weekend schools and intensive seminars on offer in any one year, you should expect to be away from the office for a total of around 15 days.

You can also expect to spend around a minimum of 15 hours a week in addition to weekend school and optional seminar attendance.

Accreditation

Less than 1% of business schools in the world hold "triple accreditation", and Strathclyde is one of them. The 3 international accrediting bodies are:

  • The Association to Advance Collegiate Schools of Business
  • The European Quality Improvement System
  • The Association of MBAs

To gain accreditation by one of these bodies is an achievement in itself. To gain accreditation by all three bodies is a truly outstanding accomplishment and one we're proud of.

Association of Masters of Business Administration (AMBA)

You’re eligible to join AMBA after enrolment on an MBA course.

Assessment

Flexible learning has the same assessment criteria as our other study methods. Assessment throughout the programme involves a combination of:

  • course work
  • workshops
  • examinations
  • group work
  • presentations

Examinations

There are three examination schedules each year:

  • December
  • March
  • August

It’s also possible for our flexible learning course members to take examinations out of Glasgow.

You may be able to take exams at one of our international centres or a local British Council office, British Consulate or a University.

The venue will normally charge a room hire plus invigilation fee (this will vary) and you’ll also be asked to pay £40 per exam payable to the University of Strathclyde.

Careers

We recognise that career development is one of the main reasons why people invest in an MBA. The MBA job market offers plenty of global opportunity but can be complex and challenging.

That's why we offer a dedicated careers service for MBA students. This consists of career planning and skills development as well as unlimited access to personal advice and coaching. Our careers service is delivered in-house and by a team of top consultants.

We work with you to complement your own proactive job search efforts. We'll also help you use your own career background and strengths to help with your next career move.

You’ll gain the understanding and tools to develop your personal, strategic career plan, as well as the self-marketing and communication skills to make effective applications and impress at interview.

You’ll have the knowledge of the global job market and a range of contacts to make it work for you.



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The Flexible Advanced Masters in Energy (FLAME) is a new concept in British postgraduate courses. It is built on the prinicple of maximum flexibility to ensure that you as a student will benefit most from it. Read more
The Flexible Advanced Masters in Energy (FLAME) is a new concept in British postgraduate courses. It is built on the prinicple of maximum flexibility to ensure that you as a student will benefit most from it. The content ranges from the energy resources, through power generation, to energy use in industry and buildings. This can be combined with MBA business modules to provide training for recent graduates as well as for experienced and established engineers working in the industry or other organisations.

We have designed the course so that you can choose
- Full-time or part-time attendance in Edinburgh or by distance-learning
- An MSc, a Postgraduate Diploma, a Postgraduate Certificate, and even individual modules.
- A mix of technical modules and business modules from the Edinburgh School of Business's MBA course
- Modules from a broad range of Energy-related subjects

Only two modules are compulsory. The remaining optional modules cover the thematic areas of
- Energy Resources
- Power generation
- Process Engineering
- Energy in Buildings
- The Environment
- Safety

EPSRC studentships for full-time study for British and EU citizens are available.

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Successful completion of this course will give you access to second-level registration on the NMC register as either a qualified general practice nurse, district nurse, or as a nurse in a home setting. Read more

Successful completion of this course will give you access to second-level registration on the NMC register as either a qualified general practice nurse, district nurse, or as a nurse in a home setting.

The course provides registered nurses with the opportunity to gain both a professional qualification and an academic award at degree level.

On graduation, you will be equipped with the skills and knowledge to become a capable and confident general practice nurse, district nurse, or home nurse.

We are known for our flexible approaches to practice-based learning, with course durations and intensities that can be adapted to your individual needs and outside commitments.

The values of the NHS constitution – respect, dignity, compassion and working together for patients – and the recognition that patients come first in everything the NHS does are embedded in our curriculum.

Our high quality teaching and research are renowned, and have an applied focus. We have established strong links with community specialist practice educators to ensure the provision of support and guidance both within the university and in community practice.

We have a dedicated team of academic staff who are actively engaged in internationalising the nursing and midwifery curriculum.

Course structure

The course is delivered in a variety of ways, and is flexible enough to meet the needs of part-time students. Delivery is typically via e-learning, lectures, seminars, workbooks for work-based learning and simulation in our state-of-the-art Clinical Skills and Simulation Suite and Flexible Learning Environment.

You will be allocated practice placements by your employing trust, and assigned a dedicated tutor to support your learning in practice. You will also undertake a period of alternative practice during which you can spend a week in another practice environment, to diversify your skills and experience base.

A variety of learning and teaching strategies are used including problem-based and work-based learning. You need to be highly motivated and be prepared to actively engage with all aspects of your learning.

Public health roles are diverse, and flexibility in the course gives you the opportunity to gain the knowledge and skills to suit your personal and professional ambitions.

With the guidance of a tutor, you will set out a professional development plan (PDP) from the initial interview, which will be reviewed throughout the course. The PDP helps to integrate your personal areas of advancement with the existing requirements of the knowledge and skills framework. It also serves as evidence of your expanded skill set in order to boost your future employability.

The PDP also ensures that your needs are assessed on an ongoing basis and adjustments made accordingly, particularly useful if an extended part-time route is taken.

You will be supported throughout your course and placements by a practice teacher and mentors. An exciting variety of learning approaches are utilised in the course, which can be tailored to your preferred learning styles.

Syllabus

Research Methods

This module, shared with other students in the graduate programme, facilitates the development of knowledge and skills required to inform evidence-based practice, and prepares students for completion of a dissertation.

Research Evidence in Practice

This is a practice-based module focusing on the evidence underpinning clinical practice and theory – practice relationships.

Transforming Practice: the challenges of change

The aim of this module is to develop practitioners who will take a lead role in the management and development of effective strategies for health and social care interventions. This module is shared across the community nursing programmes with level 6 students.

Nurse Prescribing from the Community Nurse Prescribers Formulary

This module is mandatory for those undertaking the Nursing in the Home / District Nursing pathway.

In addition to the core modules mentioned above, you can choose from a wide choice of optional modules which allow you to study topics of personal and professional interest, including:

  • Leadership and Management 
  • Practising Public Health
  • Assessing Individuals and Families
  • Practice Development through Work-based Learning
  • Investigating Health and Social Care.

Facilities

Flexible Learning Environment 

The Flexible Learning Environment is an adapted home environment in a residential location where you'll be able to practise skills and learn from other students while taking part in a realistic training experience.

Every room is fitted with cameras and microphones, so that students can be directed and monitored from the control room while the observation room provides the opportunity to review, playback and debrief.

Clinical Skills and Simulation Suite

Our Clinical Skills and Simulation Suite is among the best equipped in the country, and is an invaluable tool for assessment and monitoring students' progress throughout the course.

You will benefit from practising nursing skills in an environment that simulates real-life professional experiences. Provided by the NHS’ South East Coast Ambulance Service, you may have access to our Simbulance, enabling you to work alongside paramedic students in an interprofessional learning environment. On board is a high fidelity mannikin with multiple uses, and a child-size mannikin for paediatric scenarios. 

Learning by simulation means you will be confident in your ability to apply your knowledge and skills in your professional life.

Careers and employability

Most graduates go on to work, or continue working, within the NHS in a variety of community nursing and primary care settings.

The skills and knowledge that you will have achieved by graduation can also be applied to a wide range of community nursing or public health roles in various settings.

The context of public health practice both within and outside of the NHS is constantly changing and the opportunities for career development and innovative approaches to service provision exist.



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Renewable Energy Flexible Training Programme (REFLEX) is a multi-disciplinary cross-Faculty course for engineers interested in renewable energy and its contribution to sustainability. Read more
Renewable Energy Flexible Training Programme (REFLEX) is a multi-disciplinary cross-Faculty course for engineers interested in renewable energy and its contribution to sustainability. The unique flexible learning approach blends distance learning with intensive face-to-face weeks on campus.

This is a challenging course, covering the full range of renewable energy technologies as well as essential contextual studies, including an introduction to the impact of governmental policies and politics.

Newcastle University has sustainability as one of our three key societal themes. Modules and projects are led by staff from across our Faculty of Science Agriculture and Engineering and build on our many strong research teams, including our leading Institute for Sustainability.

Delivery

MSc degree students study 120 credits of compulsory taught modules plus a 60 credit renewable energy project.

PG Diploma (PGDip) students study either 120 credits of taught modules or select 90 credits of taught modules plus a 30 credit renewable energy project.

PG Certificate (PGCert) students select 60 credits of taught modules.

You can choose to study one module at a time, which is called continuous professional development (CPD). One module typically takes 9 weeks to complete and includes one week on campus.

Within the flexible learning framework, assessment for each module is normally based on a combination of:
-A pre-intensive assignment based on the initial distance study (eg a report, presentation or preliminary evaluation)
-An examination at the end of the intensive week (written, oral or submitted)
-A post-intensive assignment (eg report, project plan, etc)

There is a strong emphasis on the development of research and autonomous study skills, to prepare you for a future career in a rapidly evolving environment.

Work experience

This course has an Advisory Steering Group chaired by one of the industrial members to provide external input on the relevance of the course and support many work-based projects for students.

The flexible learning structure of this course makes it easy for students to incorporate industry experience with their studies.

Accreditation

This course has been accredited by the Institute of Mechanical Engineers (IMechE), Institute of Marine Engineering, Science and Technology (IMarEST), Energy Institute (EI) and Institution of Engineering and Technology (IET) under licence from the UK regulator, the Engineering Council.

Accreditation is a mark of assurance that the degree meets the standards set by the Engineering Council in the UK Standard for Professional Engineering Competence (UK-SPEC).

An accredited degree will provide you with some or all of the underpinning knowledge, understanding and skills for eventual registration as a Chartered Engineer (CEng). Some employers recruit preferentially from accredited degrees, and an accredited degree is likely to be recognised by other countries that are signatories to international accords.

Facilities

Our renewable energy courses draw on staff and facilities from across the whole Faculty including:
-A demonstrator digester plant at our Cockle Park Farm
-A wind-wave-current testing tunnel
-A number of specialist research centres
-Well-equipped teaching laboratories

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Why this course?. Throughout the globe, the issues of water scarcity, water security, water economics and health and sanitation all rely on high-quality hydrogeology knowledge. Read more

Why this course?

Throughout the globe, the issues of water scarcity, water security, water economics and health and sanitation all rely on high-quality hydrogeology knowledge. This MSc will prepare you as a functional hydrogeologist to meet the needs of:

  • industry
  • regulators
  • non-governmental organisations
  • government
  • consultants

The course provides you with the theoretical and practical skills to succeed in a career as a hydrogeologist. You’ll develop sound fieldwork skills which are sought-after by employers.

You’ll study

The MSc involves a curriculum of eight core classes and a range of optional classes. Each module is taught two to three hours per week over eight to 11 weeks.

Alternatively, the Open Access programme allows professionals to take single modules for Continuous Professional Development (CPD) purposes, or build up towards six modules to gain a Postgraduate Certificate.

MSc research project

Following successful completion of the taught component, you’ll undertake a dissertation project. We encourage you to complete this overseas. Our MSc course leader has extensive contacts in arid countries such as Malawi, Mozambique, Tanzania, Zambia, the Middle East and Asia, giving you valuable, varied learning opportunities and practical experience around the world.

Field camp

In the spring semester you go on a week-long field camp in Scotland. You’ll get the opportunity to put much of the learned theory into practice.

Site visits introduce you to the geology and hydrogeology of the study area. You’ll gain practical experience in conducting pump tests, recovery tests and chemical sampling.

Work placement

As part of the class Independent Study in Collaboration with Industry you undertake a work placement where you report to the offices of a hydrogeological organisation and actively contribute to one of their ongoing projects.

This is a very valuable experience for you as it allows you to work as hydrogeologists for a number of weeks exposing yourself to a working environment as well as allowing you to build up contacts within industry.

Attendance

One year full-time study involves attendance at classes over two terms, plus a dissertation during the third term. 

Part-time (open to UK/EU students only) involves class attendance in Years 1 & 2 and a dissertation in Years 2 or 3. Depending on timetables, just two days work release per week may be needed for 24 weeks in the year. 

You can also study this course part-time through online distance learning, over 36 months, offering a flexible learning mode of study.

Facilities

Our £6 million state-of-the-art laboratory facilities are well-equipped with high-technological instrumentation and available space to investigate:

  • environmental & molecular microbiology
  • environmental chemistry
  • analytical chemistry
  • geomechanics & soil quality
  • structural design & material science

Accreditation

This degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired a partial CEng accredited undergraduate first degree.

For further information, visit the Joint Board of Moderators website.

Industrial placement

You've the opportunity to undertake a work placement class where you’ll work with a hydrogeological organisation and actively contribute to one of their ongoing projects.

Flexible learning

If you can't attend this course full-time on campus, there are various Flexible Learning options available to you.

Professional Development Courses

This is initially a non-graduating route. You'll register for one 10 credit class at a time, and have the option to build up credits. This will eventually lead to a Postgraduate Certificate, Postgraduate Diploma or MSc. You can take up to five years to achieve the qualification.

This option is popular with students in employment, who might want to take classes for Continuing Professional Development purposes.

A range of qualifications will be considered for entry.

Distance learning

You can also study this course by Distance Learning, which is based on three years part-time study of 60 credits per year.

This allows you to complete the course by studying online at home at a time that suits you, without attending at our Glasgow campus. This means you can study while balancing your existing work and family commitments. This option is suitable for students located anywhere in the world.

Careers

Graduates with an MSc in Hydrogeology are in very high demand as there is an expected shortage of hydrogeologists that will continue for the next decade.

Additionally, throughout the world, the issue of water scarcity, water security, water economics and health and sanitation all rely on high quality hydrogeology knowledge.



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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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Education for Sustainability (EfS) is a distance learning postgraduate course at Masters level delivered by a team of experts. Read more
Education for Sustainability (EfS) is a distance learning postgraduate course at Masters level delivered by a team of experts. The course provides personal and professional development for those interested, or already engaged, in paving the way for a more sustainable world by way of understanding, educating or promoting sustainability. The unique structure of distance learning enables international students to gain a globally recognised qualification from the UK.

Although many of our students are educators or NGO educational, training or campaigning staff, we also draw students from many other backgrounds, including health, media, business, government, botanical and zoological work.

6 reasons to study here

1. Comprehensive resources: our online resources and library will ensure you have the most up to date research.
2. Great staff: a number of experienced and research active academics to support your learning.
3. Track record: a unique and dynamic course established for over two deades in respionse to our changing world.
4. Career transforming: alumni of this course have used it to gain promotion or change careers.
5. Distance learning: the flexibility to study this course anywhere in the world.
6. Growing popularity: sustainability is a growing focus for countries globally, so this will equip you with vital skills.

Our passion for a sustainable future

Developed in partnership with the World Wide Fund for Nature (WWF), Oxfam and the EU, the course draws on the expertise of environmental and development NGOs as well as the educational community. It deals with the theory and practice of sustainability and enables you to explore and expand the role that EfS can play in educational, social, political and economic change.

Internationally recognised

Since its launch in 1994 this internationally recognised and innovative award has embraced and promoted diversity and inclusion. Our roots lie in the 1992 UN Earth Summit in Rio, Brazil, and EfS, the first ever masters programme of this kind, provides a dynamic interface between theory and practice in EfS and promotes the integration of environmental and development concerns in the emerging concept of sustainability while emphasising the importance of education's role in building a sustainable world.

The EfS course at LSBU has been instrumental in the development of LSBU as a United Nations Regional Centre of Expertise in Education for Sustainable Development. It offers many unique qualities that will enhance your international experience and introduce you to like-minded professionals making a difference around the world.

Modules

All modules make use of case studies and readings from a range of global regions and are designed to be applicable to any type of educational or country context.

• An Introduction to education for sustainability
• Values and participation in EFS; from local to global
• Leadership, learning and climate change: the sustainability revolution
• Theory and perspectives on environment and development
• Science and culture in education for sustainability
• Researching education for Sustainability
• Dissertation (MSc only)

Teaching and learning

We aim to help you become an effective agent for positive change in learning and education relevant for sustainability. We do so by enquiring into the kind of learning for change in personal, social and ecological spheres that is needed to help understand, develop and promote sustainability. When you complete our programme, you will have achieved the personal and professional development required to be an effective agent for change.

Flexible study options

The course may be studied either full-time at LSBU, or part-time by distance/flexible learning. The part-time distance learning mode is particularly suitable if you are living overseas or working or who find it difficult to attend a traditional course. Students studying part-time by distance/flexible learning based in their home country are not required to apply for a visa. It is also possible to start by signing on for a short course (two modules). Many students start with the short course and then decide to continue for a further award.

Course structure

Sessions are delivered through distance learning and web activities with optional - Monthly Saturday day schools Fast Track - Monthly Saturday day schools.

Learning resources

In an emerging field like EfS the interface between theory and practice is even more important. Theory informs practice and practice in turn nourishes theory. That's why our course materials undergo continuous review and updating. Networking is an essential element for us to consolidate our premier position as a theory-practice interface in EfS. The Blackboard e-learning system used by our programme's provides a platform for students and tutors to learn, discuss and debate various aspects related to EfS, regardless of their location.

You'll receive all the materials they need for independent study within a set timescale, which includes:

• A Study Guide to introduce the key themes, debates and theories
• A Course Reader with specialist key texts
• Supplementary material (e.g. additional written material or DVD)
• Access to the EFS blackboard website for online learning opportunities

Assessments

All assessment is through written coursework. For example, essay writing, report writing, programme design or research studies.

Professional links

The London Regional Centre of Expertise EFS (RCE) is hosted by London South Bank University and closely linked with the EFS programme. Partners are drawn from a wide range of organisations including conservation groups, development education centres, universities and colleges, ethical business organisations, community groups. This provides opportunities for placements and projects as well as the chance to be part of a global learning space with over 130 RCEs. The centre is accredited by the UN University Institute for Advanced Study of Sustainability and also hosts seminars and conferences. The programme is enriched by EFS expert tutors who are practitioners in the field.

The programme runs an annual conference with recognised key note speakers in the field of EFS.

Employability

Employers have found that the programme has enabled students to develop and enhance work practices in the light of current theories and debates. This has led to a number of organisations sponsoring their staff to do the programme as a means of capacity building and staff development. Many EFS graduates have gone onto gain promotion, career advancement or have made use of the course to change their career direction.

Sustainability skills are an important career asset in the 21st century and this qualification has been recognised by employers, such as news media, National Environment Management Agencies, government ministries, schools, environmental and development NGOs. EFS graduates have gone onto gain promotion, career advancement or have made use of the course to change their lives or career direction. Examples of graduate jobs include education adviser UNICEF, Director of Communications, Transition Town volunteer organiser, Environmental News editor, education director botanic gardens, curriculum manager, schools’ inspector.

The quality of the course has been endorsed by the UK Commonwealth Scholarship Commission which has awarded over 100 of scholarships. A number of organisations, such as World Wide Fund for Nature and Oxfam have also sponsored their staff to do the programme as a means of capacity building and staff development.

The course provides the following transferable skills, which are valued by employers:

• Effective communication
• Ability to apply theory to practice
• Understanding and managing change
• Problem solving and strategic planning
• Critical thinking
• Holistic thinking
• Curriculum leadership skills.

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Why this course?. This course offers a cross-disciplinary approach to the study of environmental management, policy, the circular economy, sustainability and sustainable development in both developed and developing countries. Read more

Why this course?

This course offers a cross-disciplinary approach to the study of environmental management, policy, the circular economy, sustainability and sustainable development in both developed and developing countries.

The course began in 1992, hot on the heels of the Rio Earth Summit that brought to light sustainable development, climate change and biodiversity as issues of national and international concern. You’ll learn about major environmental issues and the circular economy. You'll understand the methods in which environmental considerations and climate change are used in development and planning decisions. You'll be expected to probe, for example, strategies and policy options for achieving sustainable development without increasing the ecological footprint of economic activities.

Opportunity to do MSc dissertation linked to Malawi

The Department has strong links with Malawi. Professor Bob Kalin takes students to Malawi every year for their dissertation/project. This is mainly offered to the students in the MSc in Hydrogeology but there is the potential for students from this MSc to also take part.

Our graduates are in demand

There’s a strong demand for graduates with skills in environmental management, circular economy and policy-making. We’ve seen our graduates capitalise on a wide range of employment within the private, public and voluntary sectors.

Applicants from all backgrounds

We're looking for students from all backgrounds, including:

  • arts
  • biology
  • business
  • chemistry
  • computer sciences
  • engineering
  • geology
  • law
  • maths
  • physics
  • social sciences

You'll be able to select class options from a wide range of subjects to suit your background.

New class

This course has the circular economy at its heart. Starting in session 2017-18, a new class on the circular economy will be compulsory for students who register for this MSc.

Work placement

As part of the class Independent Study in Collaboration with Industry, you can apply to work with industry projects. One of the projects is the Carbon Clinic. This is an innovative collaborative project between the Carbon Trust and the University. It aims to provide support to small and medium-sized enterprises (SMEs) to reduce their carbon footprint and give you practical experience on environmental responsibilities within a business.

Facilities

Our £6 million state-of-the-art laboratory facilities are well-equipped with high-technological instrumentation and available space to investigate:

  • environmental & molecular microbiology
  • environmental chemistry
  • analytical chemistry
  • geomechanics & soil quality
  • structural design & material science

Discover more about our laboratory facilities.

Living Laboratory for Sustainability

You'll benefit from this innovative initiative which encourages students and researchers to carry out projects that aim to work towards the enhancement of the university’s sustainability. Check out some of our students’ projects and dissertations.

Accreditation

This degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired a partial CEng accredited undergraduate first degree.

For further information, visit the Joint Board of Moderators website.

Flexible learning

Home students can also choose to study through Flexible Learning. This is initially a non-graduating route. You register for one module at a time and have the option to build up credits eventually leading to a Postgraduate Certificate, Postgraduate Diploma or MSc. You can take up to five years to achieve the qualification.

This option is popular with students in employment, who may wish to undertake modules for Continuing Professional Development purposes.

Home students who do not meet the normal MSc entry requirements for this programme are welcome to apply through the Flexible Learning route.

Learning & teaching

The MSc involves a curriculum of three core classes and a very wide range of optional classes. Each module is taught two to three hours per week over eight to 11 weeks.

In addition, you'll also undertake a dissertation between June and August. Progress to the dissertation is dependent on performance in the instructional modules.

Careers

After graduation, many of our graduates get an Associate membership of IEMA (Institute of Environmental Management & Assessment) by doing the online exam. Becoming an Associate member of IEMA allows you to use the AIEMA suffix after your name — a way to prove to employers, clients and colleagues that you’re on the great career path that the MSc has given you.

Most of our students also become members of the IAIA (International Association for Impact Assessment) as the University offers a bulk discount membership for students. The IAIA launched IAIA Work Experience Program in 2017, which is only available to IAIA members (including student members). This innovative programme allows members who complete specific projects of benefit to the IAIA to be recognised through:

  • a Certificate acknowledging the work
  • the ability to include that project as professional work on their CV

This programme enhances the professional capacity of our students who take on a project; gaining skills that are complementary to the MSc programme.

There’s a strong demand for graduates with environmental management and policy making skills. As a graduate, you may find yourself in a range of positions in:

  • Private consultancies
  • Government agencies
  • Local authorities
  • Environmental regulators, businesses and agencies

Job titles include:

  • Community Renewal Energy Manager
  • Energy & Environmental Manager
  • Environmental Officer
  • Estates Manager
  • Graduate Planner
  • Principal Senior Ecologist

Employers include:

  • Atkins
  • Bell Group
  • East Dunbartonshire Council
  • Epsco

Post Study Work

The University of Strathclyde can endorse graduates on a visa that allows them to engage in business. The is for international students who have an innovative business idea and want to work in the UK (initial permission to stay of 12 months, with a possible extension of 12 months if suitable progress is made). The Strathclyde Entrepreneurial Network (SEN) can give support and guidance to help you develop your business idea.



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This course provides you with the opportunity to develop the research skills you need to undertake clinical research within the field of health. Read more

This course provides you with the opportunity to develop the research skills you need to undertake clinical research within the field of health. The course focuses on preparing you to undertake clinically relevant research and develop your knowledge, understanding and practical skills within a range of primary and secondary research methodologies. You also have the opportunity to develop skills in project management, research governance and writing for publication and to gain an in-depth understanding of the context of health-related research and policy.

Course details

The course enables you to:

  • develop the skills and expertise necessary to undertake clinically relevant research
  • develop an in-depth knowledge and understanding of a wide range of research methodologies and data analysis techniques relevant to clinical practice
  • foster a commitment to life-long learning and the independent learning ability necessary for a clinical research career.

A flexible approach to course delivery has been taken. You can choose to study either by attending taught sessions, through distance learning or through flexible learning (a combination of both attendance and distance).

  • UK students to apply using the online application process
  • international students who want to come to the UK to study full-time apply thorough the international office
  • international students who want to study in their home county as a distance learner (full or part-time) apply using the online application process.

What you study

You study a number of modules throughout the course which aim to develop your knowledge, understanding and practical skills in quantitative, qualitative and systematic review methodologies and data analysis techniques. You also gain an in-depth understanding of the context of health-related research, managing a research project, research governance, applying for ethics and writing for publication. Towards the end of the course you have the opportunity to plan, manage and undertake a research study in an area of interest to you and to write this up for publication.

Course structure

Core modules

  • Clinical Research in Context
  • Clinical Research Trials
  • Dissertation
  • Qualitative Research Methods and Analysis
  • Quantitative Research Methods and Analysis
  • Research Evidence Synthesis
  • Research Project Management

Modules offered may vary.

Teaching

How you learn

A range of teaching and learning methods is used throughout the course. You can choose to study either by attending taught classes or through distance learning or through flexible learning (a combination of attendance and distance). Learning and teaching methods for taught classes include key lectures, seminars, group discussions, computer lab work to develop skills in searching for literature and analysing data, and a range of practical activities to develop your practical research skills. Teaching and learning methods for distance learning are supported through the use of a virtual learning environment, where learning materials are available in a range of formats such as written materials, narrated power points, and practical activities to develop your searching, data analysis and practical research skills. Electronic discussion forums also support your learning. Personal development planning is also a key aspect of the course to support your learning. 

Supervision and support are provided throughout the course by the personal tutor, course leader, module leaders and dissertation supervisor.

How you are assessed

A range of assessment methods are used throughout the course. These include formative assessment, written essay, written report, proposal, oral and poster presentation, written project and an article for publication.

Employability

The course enhances your career progression by developing your ability to undertake clinically relevant research and will prepare you for either a clinical research career or a PhD.



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Why this course?. This unique course, running since 2008 – the first of its kind in Europe – meets the needs of graduate students who want to contribute to environmental improvement and the circular economy, and learn how to identify and evaluate business opportunities. Read more

Why this course?

This unique course, running since 2008 – the first of its kind in Europe – meets the needs of graduate students who want to contribute to environmental improvement and the circular economy, and learn how to identify and evaluate business opportunities. It’s a collaboration between:

  • Department of Civil & Environmental Engineering
  • Hunter Centre for Entrepreneurship

The course has contributions from six other departments: 

  • Law School 
  • Design, Manufacture & Engineering Management 
  • Mechanical & Aerospace Engineering 
  • Economics 
  • Naval Architecture, Ocean & Marine Engineering 
  • Management Science 

Throughout the course, you’ll develop skills that'll allow you to launch new ventures, strategies, products, and technologies that address society's environmental and natural resource problems.

Although this course is offered by an engineering department, it is unique as it accepts students from all backgrounds (social sciences, arts, engineering, law, chemistry, maths, physics, geology, biology and business). Students are able to select class options from a wide range of subjects to suit their background.

The course is suitable for anyone who'd like to refocus their career on environmental or sustainable entrepreneurship.

Opportunity to do MSc dissertation linked to Malawi

The Department has strong links with Malawi. Professor Bob Kalin takes students to Malawi every year for their dissertation/project. This is mainly offered to the students in the MSc in Hydrogeology but there is the potential for students from this MSc to also take part.

You’ll study

You'll follow a curriculum of four core modules and a wide range of optional modules. Each module is taught for two to three hours per week over eight to 11 weeks. Following successful completion of the taught component, you’ll undertake a MSc dissertation from June to August.

Work placement

The Client-Based Environmental Entrepreneurship in Practice class has been developed for this MSc. This class has no formal teaching and instead sees you carry out a four month project of interest to a client, while at the same contributing to ecopreneurship in practice. 

In addition, as part of the class “Independent Study in Collaboration with Industry” you can apply to work with industry projects (such as the Carbon Clinic in collaboration with Carbon Trust).

Strathclyde Enterprise Pathway

You'll benefit from our innovative enterprise related initiative, Enterprise Pathway, which provides you with the opportunity to develop and enhance your transferable skills and learn business basics from real life entrepreneurs.

Facilities

Our £6 million state-of-the-art laboratory facilities are well-equipped with high-technological instrumentation and available space to investigate:

  • environmental & molecular microbiology
  • environmental chemistry
  • analytical chemistry
  • geomechanics & soil quality
  • structural design & material science

Discover more about our facilities.

Living Laboratory for Sustainability

You'll benefit from this innovative initiative which encourages students and researchers to carry out projects that aim to work towards the enhancement of the university’s sustainability. Check out some of our students’ projects and dissertations.

Flexible learning

Home students can also choose to study through Flexible Learning. This is initially a non-graduating route. You register for one module at a time and have the option to build up credits eventually leading to a Postgraduate Certificate, Postgraduate Diploma or MSc. You can take up to five years to achieve the qualification.

This option is popular with students in employment, who may wish to undertake modules for Continuing Professional Development purposes.

Home students who do not meet the normal MSc entry requirements for this programme are welcome to apply through the Flexible Learning route.

Strathclyde Entrepreneurial Network

The University is home to the Strathclyde Entrepreneurial Network, a global support network for current students and graduates. The network has supported many internationally successful student and graduate businesses and yours could be next! Via the , international students, who have an innovative business idea and want to work in the UK, can apply for 12-24 months stay in the UK thanks to the University of Strathclyde endorsement.

Learning & teaching

The Client-Based Environmental Entrepreneurship in Practice class has been developed for this MSc. The class has no formal teaching and instead sees you, working in small groups to carry out a project of interest to a client while at the same contributing to ecopreneurship in practice. The project has a four-month duration, carried out between January and April.

Careers

This MSc course in Environmental Entrepreneurship is not only for those graduates who see their future in small and medium sized enterprises. It can also lead to traditional graduate employment in large companies who need employees who can think entrepreneurially and make a positive contribution to environmental issues.

As a graduate you may follow a broad range of careers including:

  • manufacturing
  • food industry
  • tourism
  • engineering
  • retailing
  • business
  • energy & technology sectors
  • local or central government

You may follow a consultancy path or choose to start your own business. If you want to start your own business, the Strathclyde Entrepreneurial Network (SEN) group gives practical help to graduates from this MSc in relation to innovative ideas in the area of environmental entrepreneurship. SEN is designed to support Strathclyde alumni with new business creation and business growth.



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Renewable Energy Enterprise and Management (REEM) is a unique multi-disciplinary course blending appropriate project evaluation techniques and business enterprise with awareness of the potential of renewable energy technologies. Read more
Renewable Energy Enterprise and Management (REEM) is a unique multi-disciplinary course blending appropriate project evaluation techniques and business enterprise with awareness of the potential of renewable energy technologies. The distinctive flexible learning approach blends distance learning with intensive face-to-face weeks on campus.

The course supports those without prior technical education in energy who want to apply management, planning or business skills in expanding renewable energy developments. The main focus is developing your enterprise culture and capability.

Newcastle University has sustainability as one of our three key societal themes. Modules and projects are led by staff from across our Faculty of Science Agriculture and Engineering and build on our many strong research teams, including our leading Institute for Sustainability.

Delivery

Each module typically takes nine weeks to complete, including one week on campus at a scheduled time between September and June. Within our flexible learning framework, assessment for each module is normally based on a combination of:
-A pre-intensive assignment based on the initial distance study (eg a report, presentation or preliminary evaluation)
-An examination at the end of the intensive week (written, oral or submitted)
-A post-intensive assignment (eg report, project plan, etc)

There is a strong emphasis on the development of research and autonomous study skills, preparing you for a future career in a rapidly evolving environment.

Work experience

This course has an Advisory Steering Group chaired by one of the industrial members to provide external input on the relevance of the course and support many work-based projects for students.

The flexible learning structure of this course makes it easy for you to incorporate industry experience with your studies.

Accreditation

Renewable Energy, Enterprise and Management (REEM) MSc, PGDip, PGCert is recognised by the Energy Institute as an appropriate educational qualification for Membership.

Facilities

Our renewable energy courses draw on staff and facilities from across the whole Faculty including:
-The Institute for Sustainability
-The Sir Joseph Swan Centre for Energy Research

As a leading Russell Group research university we offer some of the UK's leading research facilities, including:
-A demonstrator digester plant at our Cockle Park Farm
-A wind-wave-current testing tunnel
-A number of specialist research centres
-Well-equipped teaching laboratories

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

Overview

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

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

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

Awards available:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Who is it for?

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

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

Progression opportunities for current Newman University postgraduate students:

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

PG Cert in Higher Education Practice

PG Cert in Heritage and Public History

PG Cert in Chaplaincy with Young People

PG Cert in Safeguarding

Attendance

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

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

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

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

Assessment

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



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The PgDip and MSc Evidence-based Medicine (Anaesthesia, Perioperative Medicine and Pain) programmes provide a modular postgraduate education to meet your needs. Read more

The PgDip and MSc Evidence-based Medicine (Anaesthesia, Perioperative Medicine and Pain) programmes provide a modular postgraduate education to meet your needs. The programmes offer specialty training within this area and will enhance your career progression towards a consultant post.

Course details

The programmes are flexible and modular, covering a range of subject matters relevant to anaesthesia, perioperative medicine and pain. Credits from the component modules can be combined to provide a postgraduate certificate, diploma or master’s-level qualification. You study the central aspects of evidence-based medicine and research, and how to apply these to your anaesthesia, perioperative medicine and pain practice to enhance the quality of your individual clinical practice and broader service delivery. You share a number of modules with other master’s-level programmes giving you many opportunities to mix with other students and share academic and professional experiences. The emphasis is on integrating theory and clinical practice in a multi-professional working and learning environment.

You develop an ability to understand how evidence is generated, retrieved, evaluated and importantly, employed in practice. The programmes enhance inter-professional learning and direct the focus of learning toward evidence based clinical decision making and quality improvement to enhance service delivery. This is in line with the Government’s policy visions to develop evidence based, quality improvement driven professional practice.The programmes offer a structured and logical progression to learning, with a firm link to your anaesthesia, perioperative medicine and pain practice. As the majority of students are employed in specialty training posts we use a flexible approach to programme delivery.

What you study

Course structure

Core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics
  • Quality Improvement in Evidence-based Anaesthesia, Perioperative Medicine and Pain
  • Research Project Management

MSc only

  • Dissertation

Modules offered may vary.

Teaching

Where you study

Main campus for attending students, at home for distance learners.

How you learn

The learning and teaching strategy is as flexible as possible. You can choose to study by attending classes, by distance learning or flexible learning (a combination of attendance and distance learning). 

For attending students, learning and teaching methods include key lectures, seminars involving group discussions and structured learning activities, practical computer lab classes and tutorial support.

For distance learners our virtual learning environment provides you with interactive structured learning materials such as written learning materials, narrated PowerPoint presentations, and structured learning materials and activities. Alongside this you can access a range of forums – discussion boards, wikis and blogs to support your discussion with module tutors and other students. Tutorial support is provided by email, phone or Skype. 

If you are a flexible learner you can use these two approaches flexibly throughout each module depending on your personal needs and work commitments. Our learning and teaching strategy, and opportunities for feedback for flexible learners includes aspects of the attendance and distance learning strategies.

How you are assessed

We use a variety of assessment strategies. Formative assessment supports your learning in some modules. Each module is summatively assessed through a written report, seen exam, data analysis project, research proposal, quality improvement proposal, critical commentary and – for the MSc only – a dissertation.

Employability

These programmes offer a structured and logical progression to learning with a firm link to your specialist area of practice. Most graduates are employed in specialty training posts and these programmes can support your career progression to consultant level.



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In both programmes you study the central aspects of evidence based medicine and research and to apply these to your specific area of practice or clinical speciality with the aim of enhancing the quality of your individual clinical practice and broader service delivery. Read more

In both programmes you study the central aspects of evidence based medicine and research and to apply these to your specific area of practice or clinical speciality with the aim of enhancing the quality of your individual clinical practice and broader service delivery. You study three core modules. A number of modules are shared with other master’s level programmes giving you many opportunities for you to mix with students on other programmes and share experiences (both academic and professional). The emphasis is on the integration of theory and clinical practice within a multi-professional working and learning environment.

Course details

The programmes offer a structured and logical progression to learning, with a firm link to your specialist area of practice. You may be employed in speciality training posts, so a flexible approach to the programme delivery has been used. You develop an ability to understand how evidence is generated, retrieved, evaluated and importantly, employed within practice.

The programme enhances inter-professional learning and directs the focus of learning toward evidence-based clinical decision making. This is in line with the Government’s policy visions to develop evidence based driven professional practice. Following the completion of your PgDip you can apply for entry to the third year of the MSc Evidence-based Medicine within five years of completing your PgDip.

What you study

You study three modules, one focusing on evidence based medicine, one on statistics and one on research design.

Course structure

Core modules

  • Designing Research Projects
  • Evidence-based Practice
  • Practical Statistics
  • Quality Improvement in Evidence-based Healthcare
  • Research Project Management

MSc only

  • Dissertation

Modules offered may vary.

Teaching

Where you study

Main campus for attending students, at home for distance learners.

How you learn

The learning and teaching strategy is as flexible as possible. You can choose to study by attending classes by distance learning or flexible learning (a combination of attendance and distance learning). 

For attending students, learning and teaching methods include key lectures, seminars involving group discussions and structured learning activities, practical computer lab classes and tutorial support. For distance learners the virtual learning environment provides you with interactive structured learning materials such as written learning materials, narrated PowerPoint presentations, and structured learning materials and activities. Alongside this you can access a range of forums – discussion boards, wikis and blogs to support your discussion with module tutors and other students. Tutorial support is provided by email, phone or Skype if you are undertaking distance-learning options. If you are a flexible learner you can use these two approaches flexibly throughout each module depending on your personal needs and work commitments. Our learning and teaching strategy, and opportunities for feedback for flexible learners include aspects of the attendance and distance learning strategies.

How you are assessed

We use a variety of assessment strategies throughout. Formative assessment supports your learning in some modules. Each module is summatively assessed through a written report, seen exam, data analysis project, research proposal, quality improvement proposal, critical commentary and dissertation (dissertation is for MSc only).

Employability

These programmes offer a structured and logical progression to learning, with a firm link to your specialist area of practice. Most graduates are employed in specialty training posts. These programmes can support your career progression to consultant level.



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Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

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

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

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

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