This course is one of the first of its kind in the UK and has a graduate employment rate of 97%. It prepares you for careers as software architects, project managers or software developers. You may also operate as a software consultant or do further research.
In collaboration with a number of high profile industrial leaders and computer game innovators, we have created an advanced course producing graduates with the potential to become future leaders in the global computer games industry.
The course is for honours graduates in computing science or a discipline with significant computing and/or mathematical content, such as computing, information systems, mathematics, engineering, systems engineering or physics.
You will benefit from:
-An industrial advisory board made up from high profile UK games companies
-Industrial placements at leading game studios
-Industry-sponsored prizes each year in categories such as Best Team, Best Project and Best Student
-A technical focus on game engineering
Newcastle has a first class record of research related to the development of computer game technologies and 97% of our graduates are in employment following graduation. Our graduates have gone on to work as programmers for a wide range of companies including:
The staff delivering this course have international reputations for their contributions to the fields of online gaming, graphics and simulation, artificial intelligence, programming and human computer interaction.
You will be encouraged to play a full part in the life of the School, participating in seminars delivered by distinguished external speakers. The experienced and helpful staff at Newcastle will be happy to offer support with all aspects of your course from admissions to graduation and developing your career beyond.
The course is available over one year full time, leading to an MSc award. We will equip you with the skills and knowledge required to develop computer game software. We will also provide an international perspective on advancements in computer game development.
There are three phases in the course. Phase one (60 credits) consists of 20 hours per week of lectures. We will introduce core knowledge and skills through modules in:
You will also undertake a substantial amount of supervised and unsupervised practical work.
During phase two (30 credits), we emphasise the practice of computer game development through modules in:
-Research methods for gaming innovations
-Entrepreneurial skills for the game industry
-The development and assessment of an actual computer game (team exercise)
Phase three (90 credits) is the individual system development or research project.
We have a policy of seeking British Computer Society (BCS) accreditation for all of our degrees, so you can be assured that you will graduate with a degree that meets the standards set out by the IT industry. Studying a BCS-accredited degree provides the foundation for professional membership of the BCS on graduation and is the first step to becoming a chartered IT professional.
Our Computer Game Engineering MSc has Creative Skillset Accreditation as well as being officially recognised as a NVidia CUDA Training Center.
The School of Computing Science at Newcastle University is an accredited and a recognised Partner in the Network of Teaching Excellence in Computer Science.
You will have dedicated computing facilities in the School of Computing. You will have access to the latest tools for system analysis and development, as well as an allocated PC and desk space in a project lab. For certain projects, special facilities for networking can be set up.
You will enjoy access to specialist IT facilities to support your studies, including:
We have moved to the new £58m purpose-built Urban Sciences Building. Our new building offers fantastic new facilities for our students and academic community. The building is part of Science Central, a £350 million project bringing together:
Computer game development remains one of the fastest growing industries in the digital technology sector, and as such there is an increasing demand for technical specialists, managers and consultants.
The course is designed to take technical development, management and entrepreneurial skills to a level required to access higher technical and managerial positions within studios, along with the necessary skills to create and maintain viable games/media businesses.
Building on the strong foundation of our successful Game Development programme, this course enjoys the benefits of close industry links with regular visits and guest speakers as part of an integrated programme of presentations, discussion groups and social events.
We have an excellent track record for graduate employment with many of our students going on to work at some of the UKs most recognisable game studios.
A key element of the course is its emphasis on blending advanced technical development with strong management and sustainable business skills. Through our unique Business Accelerator initiative, we deliver industry standard theory and practice allowing students to gain valuable experience of the business planning and finance along with the management of a game studio.
LEVEL 7 (MASTERS)
The programme has a strong technical focus with emphasis on professional quality throughout.
Areas covered include professional 3D modelling & sculpting skills with respect to 3D topology and optimisation of assets to ensure fitness for purpose. The design and development of game applications along with an understanding of modern publication and distribution processes.
Students will learn to analyse and optimise game applications with respect to technical performance and user experience. In addition, modern development and problem solving strategies for artificial intelligence within games will play an important role.
The Games Business & Enterprise module will develop business planning, leadership and strategic skills whilst encouraging and supporting entrepreneurial activity.
Through our Business Accelerator programme, students will have the opportunity to work closely with Business postgraduate students and access our business incubation centre with a view to starting and managing a game development studio.
Finally, the 60 credit dissertation will provide students with the platform to engage and explore a specialist area within the games and creative field whilst being supported by enthusiastic and experienced staff.
The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.
Game Development students are assessed in a variety of ways over the course of their postgraduate studies. The balance between the different forms of assessment is determined by the different aims and learning outcomes of the modules.
Assessment methods include the production of digital (and non-digital) games, writing technical and academic papers, compiling and analysing data, giving presentations, writing strategic business plans, producing 3D professionally optimised 3D models and game assets.
Students will also be required to provide statistical evidence of work hours with supporting evidence as part of key assessment outcomes.
Independent learning is an important aspect of all modules, as it enables students to develop both their subject specific and key skills. Independent learning is promoted through the use of digital management tools such as Jira, and through feedback given to students, which takes several forms such as one-to-one discussions and interviews.
This Research Master's programme in Media, Art and Performance Studies is an interdisciplinary and internationally oriented research-based programme which offers an advanced training in academic research skills appropriate for today's highly dynamic and interdisciplinary field of media, visual arts and performance.
Contemporary media, art and performance increasingly play with and transcend disciplinary boundaries. Intermedial and performative practices both produce and critically investigate cultural transitions in today’s mediatized and performative culture. Such synergies invite to explore how emerging forms of media, art and performance – while historically and culturally embedded - interact with and relate to social and cultural transformations.
As a student of this programme, you will be introduced to and specialise in new research areas and methodologies, necessary for investigating emerging media, performance and contemporary art forms within today's rapidly changing culture. In relation to this you will also reflect on the role of the Humanities in both academic and public debates.
Central concerns in this programme are, amongst others:
We approach this broad field from a range of comparative and intermedial perspectives, focusing primarily on the dynamics of change and exchange between media, contemporary arts and performance within a culture and society in transition.
In this programme you will reflect on questions such as how media have developed from the time of early cinema up to current new media art; how the definition of 'live' has changed alongside these mediatised cultural forms. How has the performative turn changed the ways we think about audiences? How do media technologies facilitate new methods of self-staging and social performance? What is the influence of media and technology on way we curate and educate in museums and archives and other cultural institutions.
In this age of selfies, datafication, (self-) staging and re-staging, and playful learning, you will examine how various media, art forms, and performance have been used for critical analysis, civic engagement, entertainment and educational purposes. You will do this by asking how digital technologies, dramaturgical and artistic strategies alter ways of dealing with knowledge production and distribution, and how these transitions have contributed to and also ask for new methods of research.
This programme will train you as a researcher within the field of Media, Contemporary Art and Performance Studies, to either prepare you for a PhD position, or for research-oriented positions in professional contexts of cultural institutions such as archives, museums, art institutions, theatres, for education, (non-)governmental organisations, or in creative industries.
After completing the programme:
The Research Master’s is aimed at excellent students from both the Netherlands and overseas, who have a background in the history and theory of contemporary art, or media and performance studies with a focus on theatre, dance, film, television, and/or digital media.
Alumni of the Media, Art and Performance Studies Research Master’s have been successful in obtaining PhD positions in various prestigious international programmes. Graduates also find their way to other job markets. For example in the domain of curation, dramaturgy, or media consultancy. Read more about possible career prospects.
Address the image world, find out how images create meaning, and discover what you can do with what you see on this eclectic MA programme
If this degree were a film we’d be watching the beginning and the end. We think, like Walter Benjamin, that it’s in these moments – in their inception and their obsolescence – that you see the utopian possibilities of a form or social movement.
Are we in the midst of a beginning? What can we learn now from visual culture’s past? What’s happening to our bodies when we play a video game? What are the gestures involved in everyday life? How do our bodies relate to technology?
These are the kinds of topics we analyse on this MA. We want to go beyond the borders of a traditional film studies degree so we go back to the beginning of film history to explore what it meant to fashion yourself in an image, or for a society to see itself in an image. Then we explore how images gain meaning now, and where they’re going next.
We’re interested in the evolution of the image, but also image culture. As photographs and films constitute more and more of our communication, we encourage students to try to put their thought into audio-visual form for some modules.
For the MA’s Media Arts Pathway, you can make your own piece of work and submit it as part of the final project, the dissertation. Production values are not the focus for us. We’re interested in what you do with an idea.
We think learning is about trying to get hold of something you don’t know yet; wrestling with ideas you’re unsure of so as to work critically and imaginatively across multiple media forms. While we do look at films, we also investigate such things as contemporary gallery work, the city’s screens, computer and phone interactivity to reconsider our relationship to images.
We study our heritage of image taking and making not just to discover how that relationship has changed over time, but also to find jumping off points for own experimentation and try to create something new.
As part of the University of London you also have the chance to explore one option from the MA Film & Media programmes at other universities. Find out more on the Screen Studies Group website.
The MA offers two pathways:
MA Film and Screen Studies: Moving Image Studies Pathway
The moving image media today are a concentrated form of culture, ideas, socialisation, wealth and power. 21st-century globalisation, ecology, migration and activism fight over and through them. How have the media built on, distorted and abandoned their past? How are they trying to destroy, deny or build the future? This pathway explores new critical approaches that address the currency of moving image media in today's global context – their aesthetics, technology and politics. It seeks to extend the boundaries for studying moving images by considering a wider range of media and introducing students to a wider range of approaches for investigating moving images' past and present.
MA Film and Screen Studies: Media Arts Pathway
The most intense and extreme forms of media, experimental media arts, test to breaking point our established ideas and practices. From wild abstraction and surrealist visions to activist and community arts, they ask the profoundest questions about high art and popular culture, the individual and the social, meaning and beauty. This pathway explores these emerging experimental practices of image making and criticism. Students on this pathway are encouraged not just to study but to curate and critique past, present and future media arts by building exhibitions and visual essays of their own. Short practical workshops will enable students to make the most of the skills you bring into the course.
The MA consists of:
The MA is assessed primarily through coursework essays and written projects. Practical modules may require audiovisual elements to be submitted. It will also include a dissertation of approximately 12,000 words.
Our graduates go on to work in areas such as programming and curating, film and video distribution, and film and television criticism, but many also create their own careers. Twenty per cent of our graduates pursue PhD degrees.
Find out more about employability at Goldsmiths.
Students in our Media Studies and Media Management graduate programs at The New School question traditional practices to pioneer the media cultures of the future.
Gain real-world experience in media making, critical analysis, entrepreneurship and management, learning from a faculty of industry leaders at the school that defined the field of media studies. Benefit from a flexible, interdisciplinary curriculum and gain the skills you need to evaluate and create media in the service of a more just and humane world.
Change begins with a question. What will you ask?
How will new technologies transform the way we interact with the world?
Media Studies graduate students David and Leticia are thinking light-years ahead of the game.
Do you want to affect the future of forests, a key natural resource and the wellspring of biodiversity? Have you ever wondered why forests are called the lungs of the Earth and how climate change relates to forests? Or how trees are grown and processed into products in a sustainable and efficient manner? And how are the economy and forests interrelated?
You can find answers to these questions when you study forest sciences. You will come to view forests not only as a setting for jogging trails or as a source of wood, but rather as a source of versatile renewable resources and as complex ecological systems that are closely connected to their environment. The relationship between humans and nature and between society and natural resources is a strong feature of these studies.
The Master’s Programme in Forest Sciences offers a broad and versatile perspective on forests and their use. The studies focus on and apply knowledge in biology, business economics, environmental sciences, logistics, geoinformatics and information technology. As a graduate in forest sciences you will be a professional in forest ecology, the management and use of forest resources, forest bioeconomy business and policy, with ample career opportunities in Finland and abroad.
Come and study forest sciences at the University of Helsinki, in one of the world’s foremost degree programmes in the field. For more information in Finnish about studies in forest sciences, the field of forestry and its opportunities, see http://www.metsatieteet.fi.
Further information about the studies on the Master's programme website.
General studies in the Master’s programme provide you with skills needed for the academic world and the labour market. In advanced studies, you focus on field-specific issues and develop your professional knowledge when writing your Master’s thesis and completing courses in your field of specialisation. In addition, the studies include elective courses that allow you to diversify and deepen your knowledge.
The Master's Programme in Forest Sciences comprises two study tracks: forest ecology and management and forest bioeconomy business and policy. These study tracks include a total of 10 fields of specialisation.
The specialisations in forest ecology and management focus on various types of forest and peatland ecosystems and their exploitation, examine the planning of forest use and the relevant collection of information, examine forest inventory models, wood harvesting and logistics as well as the processing of wood into bioeconomy products.
Topical issues include
Studies in the forest bioeconomy business and policy are based on the sustainable use of a renewable natural resource and on the development of responsible business activities in a global environment. The focus of studies is on the globalisation of forest-based industry and business and its structural redevelopment into the bioeconomy. You will become familiar with forest-based issues of the bioeconomy in production, marketing and policy as part of the global operating environment.
In our overscheduled society is there still enough time for childrearing? How do families and childrearing change through the use of social media? How can we tackle polarization in multi-ethnic classrooms? What leads to game addiction and inactivity in our society? How do we make our schools inclusive? What do children need to find their own solutions to bullying at school? How do parenting support programs developed in Western countries fit into non-Western communities? How should the new frameworks for youth care in the Netherlands be structured? What can we learn from foreign approaches to education and youth services?
Do you want to make a contribution to these contemporary social challenges involving the relationship between children and youth and their guardians/educators? Do you want to help draft new policies that can improve the position, welfare and development of children, youth and their parents? Are you interested in making international comparisons? Youth, Education and Society (Dutch: Maatschappelijke opvoedingsvraagstukken) is the only Master’s programme in the Netherlands that specifically focuses on innovating pedagogical policy and practice, both nationally and internationally.
This one-year, intensive programme will teach you about:
We will also be looking beyond our borders. After all, global developments (such as globalisation, poverty and migration) have had a major impact on the quality of life for children and youth. And we will also be analysing pedagogical services through an international lens:
This programme also devotes attention to international humanitarian cooperation.
This Master’s programme will be led by the professors of Pedagogy, Dr Mariëtte de Haan, Dr Micha de Winter and Dr Paul Leseman. Together with a team of lecturers representing a variety of expertise in the area of pedagogy, they will teach classes and guide students during their internship and research. Contacts with the field constitute an important seedbed for the programme.
See, for example, a report on the current affairs programme Eenvandaag on Wednesday, 21 January 2015 about young Dutch jihadists in which Micha de Winter (pedagogy professor) is asked why we cannot seem to get a handle on these youth in the Netherlands.
This Master’s programme has similarities with the Youth Studies Master’s programme (Dutch: Jeugstudies), but mainly considers children and youth from a childrearing and educational perspective, for example at home, at school or via the media. This Master’s is also distinguished from the Master’s in Youth Studies by its so-called community approach. Alongside attention to the role of professionals, this programme focuses on the role of civil society. Critical analysis of the societal debate also typifies this Master’s programme. You will graduate as an educationalist, while those completing the Youth Studies programme will graduate within Interdisciplinary Social Sciences.
This programme somewhat overlaps the Master’s programme in Clinical Child, Family and Education Studies (Dutch:Orthopedagogiek) but is distinguished by a broader, more socially-oriented interdisciplinary view on pedagogy. You will graduate as an educationalist and acquire the NVO registration as a general educationalist. Unlike the programme in Clinical Child, Family and Education Studies, you will not focus on clinical issues, diagnostics or deviant behaviour from a need-based perspective but on pedagogy as a broader field oriented to society. This Master’s is also distinguished from the Master’s in Clinical Child, Family and Education Studies due to its so-called community approach. Alongside a focus on the role of professionals and policy, the programme centres on the role of society in childrearing and education. Critical analysis of the societal debate also typifies this Master’s programme.
This Master’s will enable you to develop yourself into an academic professional. You will learn to analyse, evaluate and solve practical problems in a theoretical and empirical way.
The Master's degree in "Verbundwerkstoffe/Composites" is intended for engineers and graduates of mathematics and natural sciences with professional experience, who would like to gain a qualification in the area of composites via the professional development route. The particular focus of the study programme is on both carbon fibre-reinforced plastics (CFRP, colloquially known as "carbon") and glass fibre-reinforced plastics (GFRP).
A Master's qualification will open up the best possible career prospects, with the CFRP branch of the economy alone being forecast to grow by 10 percent a year. The high demand for specialists in composites is therefore bound to continue to increase in future.
The University offers the professional development engineering programme, leading to a Master of Science (M.Sc.), in "Verbundwerkstoffe/Composites" at PFH Hansecampus Stade. It is accredited by the Accreditation Agency ASIIN and state-recognised. The study programme extends over three semesters, is worth a total of 60 ECTS and contains seven modules that have been coordinated in terms of content.
In the first and second semester of the study programme taught in German, you will attend one two-week and one one-week block of courses as well as five weekend courses. In the study variant taught in English, you will complete a total of four block units, each of 17 days' duration, and a weekend course. In addition, blended-learning aspects accompany the study programme. The third semester in both study variants is reserved for the Master's thesis and oral defence . This split ensures that you can coordinate study programme and simultaneous professional activity optimally.
The first two semesters are given over to theoretical consolidation of the engineering science content, focusing particularly on the conceptual and structural design of fibre composites, partially/fully automated manufacturing processes and process optimisation. You will also obtain extensive knowledge about designing multi-functional composites and implementing intelligent fibre composite structures. Business Administration content, such as Internal Accounting & Controlling (in the context of a business simulation game), Innovation and Strategic Management, are also integrated into the first semester. Finally, in the third semester, you will work on your Master's thesis, with the oral defence of which you will complete the study programme leading to a Master of Science.
The Master of Science in Verbundwerkstoffe/Composites will give you a cross-industry qualification enabling you to undertake management tasks in activities related to fibre composites. It will, for example, open up excellent career prospects in aircraft construction, automotive engineering, machine construction, ship und yacht building, railway vehicle and wind turbine construction.
We live in an age where there is an urgent need for cooperative responses to address major global security challenges, as well as to transform intractable inter-state and intrastate conflicts. This programme responds to that need by providing students with an advanced interdisciplinary training in the theory and practice of global cooperation and conflict resolution. We offer research-led teaching at the intersection of International Relations, Political Psychology and Security Studies, combined with a 5-day training programme in 'Trust, Diplomacy and Conflict Transformation'.
Our students can follow a flexible programme with a wide choice of modules (part-time students are also welcome). In addition to our three core modules, we encourage students to take our new optional module in the Political Psychology of Conflict and Cooperation. Overall, our programme offers interdisciplinary training focused on the role of values, emotions, and beliefs in shaping the possibilities of conflict, cooperation and security at the international level.
In the School of Government and Society we offer much more than a degree. As a student here, whether undergraduate or postgraduate, you have the opportunity to take part in a wide range of events, with some or all of the costs paid for by the School.
Our MSc degree explores the theory and practice of how individuals, states, and political institutions manage conflict, and develop cooperation in international relations. The programme considers how political communities with different values, cultures, histories, and security conceptions can build trust in a global system.
You will gain a multidisciplinary understanding of key global security challenges (e.g. climate change, nuclear proliferation, transnational terrorism, and intractable conflicts inside and across state borders) and cover debates in International Relations, Political Psychology and Security Studies.
Topics and issues examined include:
Our students explore cutting edge scholarship through three core modules: Fear, Cooperation and Trust in World Politics, Global Cooperation in Practice, and our exclusive training programme on Trust, Diplomacy and Conflict Transformation. In addition, our Political Psychology of Conflict and Cooperation examines the psychological determinants of political choices and behaviours. Our programme allows for a truly interdisciplinary training in understanding and tackling the challenges of complex international tensions.
Our MSc degree has one more distinctive feature: it is offered by the Institute for Conflict, Cooperation and Security (ICCS), a world-leading interdisciplinary research centre, in partnership with the Department of Political Science and International Studies. The ICCS has strong connections to high level practitioner networks, which offer summer internship opportunities. Our MSc students can also become members of the four ICCS Research Working Groups: Trust; Political Settlements; International Political Psychology; Unmanned and Remote-Piloted Systems.
Who is the programme for?
Our MSc degree is designed for students interested in international relations, political psychology and security studies. Our students share a common goal: to advance their academic training, establish a policy-related career, work in government, international organizations and NGOs, or serve as mediators, negotiators and diplomats to address intractable conflicts at all levels of world politics.
You might also be interested in one of our other MSc programmes: Political Psychology of International Relations
We advocate an enquiry-based approach to learning, which means that we encourage you to become an independent and self-motivated learner. Through the programme of study we offer, we will develop the qualities that employers value in today's university graduates - qualities that will set you apart in your future career.
To help you develop these skills, we adopt a range of teaching methods. They may include:
More about teaching and learning at the University of Birmingham.
Our MSc students can pursue exciting and stimulating career opportunities with a range of organisations including government agencies, international organisations, the armed forces, NGOs, think-tanks, the media, the political world, and multinational corporations. Our excellent academic training is complemented by networking opportunities and voluntary work placements either at the Institute for Conflict, Cooperation and Security (ICCS)itself, or at one of our partner organisations. All our placements are offered on a competitive basis, over the summer term for a maximum of 20 days in order to allow sufficient time for the completion of your dissertation. These include:
Institute for Conflict, Cooperation and Security (ICCS)
Our four research-focused working groups invite applications for summer placements in the following areas:
Digital Learning Games (DLG) is a 2 years international master’s curriculum in the Tallinn University School of Digital Technologies. The main objective is to bring together people with different background, form heterogeneous teams, learn from experts and from each other, and make games.
Since most of the games are created in cooperation, all people with different backgrounds can find a role in the game design and development team. Everybody who is interested in making games and learning game design is welcome to join. It is easier to find a role in the game design team if you have the following background:
This curriculum is unique because of its interdisciplinary nature. It integrates wisdom from the following domains:
In order to cover a wide range of game design aspects this curriculum is provided in cooperation with 4 different TLU institutes:
Most of the learning activities are organized as teamwork. Students form smaller groups, take different roles and design game aspects and games from ideas to working prototypes.