This course provides both fundamental and applied knowledge to understand airflows, vehicle dynamics and control and methods for computational modelling. It will provide you with practical experience in the measurement, analysis, modelling and simulation of airflows and aerial vehicles.
You have the choice of two specialist options which you chose once you commence your studies: Flight Dynamics or Aerodynamics.
Suitable if you have an interest in aerodynamic design, flow control, flow measurement, flight dynamics and flight control. Choose your specialist option once you commence your studies.
The aerospace industry in the UK is the largest in the world, outside of the USA. Aerodynamics and flight dynamics will remain a key element in the development of future aircraft and in reducing civil transport environmental issues, making significant contributions to the next generation of aircraft configurations.
In the military arena, aerodynamic modelling and flight dynamics play an important role in the design and development of combat aircraft and unmanned air vehicles (UAVs). The continuing search for aerodynamic refinement and performance optimisation for the next generation of aircraft and surface vehicles creates the need for specialist knowledge of fluid flow behaviour.
Cranfield University has been at the forefront of postgraduate education in aerospace engineering since 1946. The MSc in Aerospace Dynamics stems from the programme in Aerodynamics which was one of the first masters' courses offered by Cranfield and is an important part of our heritage. The integration of aerodynamics with flight dynamics reflects the long-term link with the aircraft flight test activity established by Cranfield.
Graduates of this course are eligible to join the Cranfield College of Aeronautics Alumni Association (CCAAA), an active community which holds a number of networking and social events throughout the year.
The Industrial Advisory Panel, comprising senior industry professionals, provides input into the curriculum in order to improve the employment prospects of our graduates. Panel members include:
The MSc in Aerospace Dynamics is accredited by the Royal Aeronautical Society (RAeS) on behalf of the Engineering Council as meeting the requirements for Further Learning for registration as a Chartered Engineer. Candidates must hold a CEng accredited BEng/BSc (Hons) undergraduate first degree to comply with full CEng registration requirements.
This course consists of optional taught modules, an individual research project and a group flight test project.
The group flight test project consists of two compulsory modules that offer an initial introduction to aerospace dynamics and provide grounding for the group flight test. Choice is a key feature of this course, with specialist options in either aerodynamics or flight dynamics. Choose your option once you have commenced your studies.
Group project
All students undertake the Group Flight Test Report during October to December. This involves a series of flight tests in the The National Flying Laboratory Centre (NFLC) Jetstream which are undertaken, reported and presented as a group exercise. This is an important part of the course as it enables candidates to experience the application of specialist skills within a real plane to a collaborative report/presentation.
Individual project
The individual research project allows you to delve deeper into an area of specific interest. It is very common for industrial partners to put forward real world problems or areas of development as potential research project topics. The project is carried out under the guidance of an academic staff member who acts as your supervisor. The individual research project component takes place between April and August.
If agreed with the course director, part-time students have the opportunity to undertake projects in collaboration with their place of work, which would be supported by academic supervision.
Previous Individual Research Projects covered:
Aerodynamics option
Flight Dynamics option
Taught modules 40%, Group project 20% (dissertation for part-time students), Individual project 40%
Industry driven research makes our graduates some of the most desirable in the world for recruitment in a wide range of career paths within the aerospace and military sector. A successful graduate should be able to integrate immediately into an industrial or research environment and make an immediate contribution to the group without further training. Increasingly, these skills are in demand in other areas including automotive, environmental, energy and medicine. Recent graduates have found positions in the aerospace, automotive and related sectors.
Employers include:
A significant number of graduates go on to do research and higher degrees.
Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Environmental Dynamics and Climate Change at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
The MSc in Environmental Dynamics and Climate Change course places particular emphasis on recent global and regional environmental and climatic change, the scientific basis and limitations of models and data collection techniques. It combines the international research strengths of staff within the Departments of Geography and Biosciences around environmental and climate dynamics (processes and mechanisms involved in stability and change), marine and ecosystem biology, and environmental management and sustainable development.
Graduates from the Environmental Dynamics and Climate Change course will have extensive knowledge of the current scientific issues underpinning climate change and environmental and ecosystem dynamics, and the practical problem solving, ICT and communication skills required for a successful career in the environmental service industry, regulating bodies or academia.
Students of the MSc Environmental Dynamics and Climate Change at Swansea will benefit from exceptional computing facilities that include fifteen dual-processor workstations for Earth Observation, a 20-node multiprocessor Beowulf cluster, and the Department’s IBM ‘Blue Ice’ supercomputer, used mainly for climate and glaciological modelling.
The aims of the Environmental Dynamics and Climate Change programme are:
To provide advanced training in understanding the scientific issues associated with environmental dynamics and climatic change,
To provide graduates entering the environmental service industry or a regulating body with the required practical problem solving, ICT and communication skills; as well as a basic knowledge of current climate policy and environmental management,
To provide graduates continuing their academic career with the required subject specific and transferable skills.
Modules of the MSc Environmental Dynamics and Climate Change programme include:
Climate Change
Core Science Skills
Satellite Remote Sensing
Principles of Environmental Dynamics and Climatic Change
Please visit our website for a full description of modules for the Environmental Dynamics and Climate Change MSc.
The Stackpole residential field course introduces Environmental Dynamics and Climatic Change programme students taking the “Principles of Environmental Dynamics” to some of the major themes of the module: environmental systems, sea-level change and human impact on the environment, in a congenial setting in Pembrokeshire. The environmental issues facing the Stackpole Estate are discussed and placed into a historical perspective through lectures and the analysis of long term environmental records.
The Department of Geography aima to be one of the foremost international centres for research in human and physical geography, and to provide our students with excellent teaching and superb facilities in a friendly atmosphere.
The results of the Research Excellence Framework (REF) 2014 show that Geography at Swansea University is ranked joint 9th in the UK for research impact and 11th in the UK for research environment.
Research groups include:
Environmental Dynamics
Glaciology
Global Environmental Modelling and Earth Observation
Migration, Boundaries and Identity
Social Theory and Urban Space
We host a large community of postgraduate researchers studying for PhD degrees, and run one-year MRes, MSc and MA courses.
The Department of Geography is well-resourced to support research: there are two dedicated computer laboratories: One of 24 computers in conjunction with Library and Information Services (LIS) providing general IT software and programmes dedicated to Geographic Information Systems (GIS) and Remote Sensing; One of 10 high-performance Linux workstations delivering software tools for advanced GIS and remote sensing applications.
We have specialist laboratory suites for: stable-isotope ratio analysis; tree ring analysis; extraction and identification of organic compounds; pollen extraction and analysis; rainfall simulation; tephra analysis; soil and sediment characterisation.
In addition, we have recently spent £1.8million on state-of-the-art teaching spaces, including IT facilities, laboratories and flexible teaching spaces.
I originally came to Swansea University to study for a BSc in Geography. Although this course covered a wide range of both human and physical topics that were all very interesting and provided a broad spectrum of skills from GIS and remote sensing to environmental modelling, my main interest was in the physical aspects. I graduated in 2007 with a 1st Class BSc (Hons) in Geography and wanted to continue my studies into the field of climate change. I decided that the MSc in Environmental Dynamics and Climate Change would be an appropriate route to take in order to pursue this field. The MSc in Environmental Dynamics and Climate Change focused on many characteristics of the global environment, like impacts on ecosystems, and how the varying processes associated with climate change can be monitored, measured and modelled. This choice of topics was complimented by the fact that the modules were run by lecturers working at the cutting-edge of global environmental change. The culmination of what I learned over the course of the year was put into practice with the dissertation, which allowed me to focus on an area of particular interest. The group of friends that I had on the course were brilliant and I will take away a lot of fond memories of our time together at Swansea. Now, after finishing the MSc in Environmental Dynamics and Climate Change I have a job working for the National Oceanography Centre in Southampton".
David Hamersley, MSc Environmental Dynamics and Climate Change
This programme is group-based so will give you a thorough understanding of group dynamics, and the way in which they affect change in organisations. Staff and students work together as a learning community, participating together in their research enquiries, in a way which reflects an understanding of organisational life as fundamentally conversational in nature. You will be encouraged to link your experience in the research community directly to your research question, so your work on the programme will be of immediate benefit, both to you and your organisation.
This programme is designed for leaders, managers, internal and external consultants in organisations who want to articulate what is being ignored in the dominant theoretical approaches to organisational life. Orthodox management literature stresses the predictable and rational aspects of managing, while on the programme you will be encouraged to pay attention to the ways in which leaders and managers are required continuously to act into the unknown.
During your time on the programme you will work with your own experience of change in your organisation, or in your consultancy practice. You will develop insights into your practice following an iterative cycle of reading, writing, thinking, rewriting and rethinking, all brought together through your active participation in the programme. You will develop a series of projects that relate to your work in your organisation and you will be encouraged to pay attention to how your practice is changing in your role as leader, manager or consultant and as a direct result of your research. Over a minimum of three years, your projects will develop into a thesis in which you will also be required to identify and evaluate your contribution to knowledge and to your area of practice.
If you are interested in applying for the Doctorate in Management (DMan) please contact the programme’s director, Prof. Chris Mowles [email protected].
Please also include an outline of your research proposal with your application. Members of academic staff will advise on the length and scope of the proposal.
Download an application form - http://www.herts.ac.uk/__data/assets/pdf_file/0010/31105/uh-application-form.pdf
Applications should be returned to the Doctoral College: [email protected].
As a participant on the programme, you will be expected to:
- Reflect upon and make sense of personal experience of change and continuity in organisations in the interests of many persons acting simultaneously into unfolding organisational life
- Develop your understanding of group dynamics, power relations and their underpinning ideologies and role formation in organisations
- Explore the consequences of uncertainty and not knowing in organisations
- Develop insight into the nature and cause of anxiety in organisations and the nature of relationships that might help people to live with it
This programme encourages you to explore alternative ways of thinking about organisations and how stability and change arise in complex, predictably unpredictable ways. The aim is to make you more skilful in your practice and therefore more useful to your organisations and clients.
Within the larger research community you will be a member of a smaller learning set convened by your primary supervisor. You will also be assigned a second supervisor. We have an expectation that from the beginning you will read and critique the work of your colleagues in the learning set as they develop their portfolio of projects, just as they will be reading and responding to yours. Members of faculty and students both give theoretical inputs and/or discuss their work in the broader research community. We also provide sessions by visiting staff, practitioners and consultants to give a varied perspective of the topics covered.
The global market for aerial, ground, and marine Autonomous Vehicles has grown rapidly due to the advent of drones and driverless cars. Defence, Aerospace, Automotive, and Marine Industries seek graduates conversant in key aspects of Autonomy including: dynamics & control, guidance & navigation, decision making, sensor fusion, data & information fusion, communication & and networking. These durable and transferrable skills are the bedrock of this unique MSc course whose content has been based on advice from the Industrial Advisory Board, comprising the relevant Industrial representatives from Big Primes to Small and Medium-sized Enterprises.
The Autonomous Vehicle Dynamics and Control MSc is a unique course for graduates in engineering, physics, or mathematics wishing to acquire durable and transferrable skills in Autonomous Vehicles to pursue career opportunities in Defence, Aerospace, Automotive, and Marine Industries.
We are unique in that we offer a combination of subjects much sought after in the Autonomous Vehicle Industry and not covered in a single MSc course anywhere else. Successful graduates of our MSc course become conversant in key aspects of Autonomy which advantageously differentiates them in today's competitive employment market
The Autonomous Vehicle Dynamics and Control MSc course begins with the fundamentals of autonomous vehicle dynamics and control, and progresses to the core subjects of guidance & navigation, decision making, sensor fusion, data & information fusion, communication & and networking. A choice of optional modules allows individual tailoring of these subjects to specialise in appropriate subject areas.
The taught part of the course is followed by Individual Research Projects (IRPs) and the topic of each of the IRPs is provided by one of the member of the Industrial Advisory Board. The real-world relevance of the IRP topics is another unique feature of our MSc course and can be another effective differentiator in the job market.
This course is also available on a part-time basis enabling you to combine studying with full-time employment. This is enhanced by a three-stage programme from a Postgraduate Certificate, to a Postgraduate Diploma through to an MSc.
The relevant, competent and pro-active Industrial Advisory Board includes:
who not only continuously advise on updating the course content but also provide topics for Individual Research Projects (IRPs). After the final oral exams in early September, all students present posters summarising their IRPs to the whole Industrial Advisory Board thus exposing their work to seasoned professionals and potential employers. The IRPs benefit from our own lab where real autonomous vehicles can be designed and tested.
Accreditation is being sought for the MSc in Autonomous Vehicle Dynamics and Control from the Royal Aeronautical Society, the Institution of Mechanical Engineers (IMechE) and the Institution of Engineering & Technology (IET) on behalf of the Engineering Council as meeting the requirements for Further Learning for registration as a Chartered Engineer. Candidates must hold a CEng accredited BEng/BSc (Hons) undergraduate first degree to comply with full CEng registration requirements.
The taught course element consists of lectures in three areas: dynamics, control systems, and autonomous systems and technology. The MSc consists of two equally weighted components, taught modules and an individual research project.
Individual project
Our industry partners sponsor individual research projects allowing you to choose a topic that is commercially relevant and current. Topics are chosen during the first teaching period in October and you begin work during the second half of the MSc course (May - August). The project allows you to delve deeper into an area of specific interest, taking the theory from the taught modules and joining it with practical experience.
Projects encompass various aspects of operations, not only concerned with design but including payloads, civil applications, system, sensors and other feasibility studies industry wishes to explore.
For the duration of the project, each student is assigned both a university and industry supervisor. In recent years, students have been based at sponsor companies for sections of their research and have been given access to company software/facilities.
During the thesis project all students give regular presentations to the course team and class, which provides an opportunity to improve your presentation skills and learn more about the broad range of industry sponsored projects.
Previous projects have included:
Assessment
Taught modules 50%, Individual research project 50%. Please note: Modules for this course are under review, to incorporate the latest advice from the Industrial Advisory Board.
The industry-led education makes Cranfield graduates some of the most desirable all over the world for recruitment by companies competing in the autonomous vehicle market including:
Graduates from this course will be equipped with the advanced skills which could be applied to the security, defence, marine, environmental and aerospace industries. This approach offers you a wide range of career choices as an autonomous systems engineer, design engineer or in an operations role, at graduation and in the future. Others decide to continue their education through PhD studies available within Cranfield University or elsewhere.
Our MBA fulfils the University’s vision of developing ‘ideas and influence’. We consulted widely with employers and industry experts in devising this course. We know that employers look beyond qualifications when recruiting and desire employees with real experiences. As well as regular engagement with industry, our courses take a clear and consistent focus on leadership, teams and group dynamics, challenging you to take on different roles in delivering objectives. In a global business environment that is constantly changing, this MBA will develop your ability to apply your knowledge effectively within the workplace and critically within the dynamics of high performing groups and teams. You will study a range of modules and we’ve replaced the traditional dissertation with a student-centred, business focused project that allows you to investigate, design and engage with an external business. You can study for the general MBA or tailor your studies with our routes in Family and Smaller Enterprise, Hospitality or Tourism (as follows).
You will attend lectures and seminars, work in groups and carry out independent learning. You will be expected to participate in discussions, develop ideas and engage with experiential learning. Assessment methods will include management reports, essays, web-based discussions, reflections on practice and group work with presentations. A central part of the course experience is the regular involvement with industry, through specific visits, guest speakers and events all of which provide valuable insights into practice, contemporary trends and thinking. Class sizes are normally 10-30.
Modules studied on-campus require you to attend classes and carry out independent work. Attendance requirements at QMU will depend on which module you are studying and whether you are full or part-time. In most instances the taught elements of the full-time course occur on Tuesday, Wednesday (AM) and Thursday.
Part-time students have the option to select different routes each year.
We work continually with a wide range of business organisations and public services, as well as the third sector, individual business leaders and industry experts to develop our courses. This ensures that along with in-depth theoretical underpinnings, the courses are rooted in relevance and industry practice. As your course progresses you will hear from guest lecturers, participate in visits to a wide range of industries and organisations, and engage in a range of other networking opportunities with staff and industry experts. In recent years we have engaged with: Diageo; New Lanark Heritage Centre and Hotel; Nairns; AG Barr (Irn-Bru); Waldorff Astoria, Edinburgh; Glenkinchie Distillery; Henderson’s Restaurants; Isle of Eriska Hotel; Scottish Ambulance Service; Turcan Connell; and Dakota hotels, to name but a few.
All MBA students, will study the following core modules: International Marketing/ Human Resource Management/ Directing Strategy for Value Creation/ Financial Management/ Business Economics. All MBA students will then take three further modules in their specific area, for example: Family Business Insight (FASE)/ International Tourism Management (Tourism)/ Operations and Supply Chain Management (General MBA)/ Global Issues and Challenges for Hospitality Managers (Hospitality). You will also complete a 60 credit project (Business Impact and Practice) focused towards your specialism in partnership with an external organisation. This is your opportunity to discover, propose, plan, lead and deliver an externally driven project, whilst developing your skills of reflective practice and personal development planning.
Our postgraduate courses are designed to enhance your career prospects by opening up a wide range of global opportunities. Our graduates take with them enhanced employability and confidence whether they obtain a position with a multinational organisation, work within the public sector, create their own business, gain employment in the third sector or go on to further studies.
There is a practical project instead of a dissertation. Students are challenged to research, plan, manage and evaluate a project in conjunction with an external business or organisation, allowing them to develop career-enhancing skills, confidence and opportunities.
Reflecting contemporary working practice, our teaching and assessment takes a strong group and team focus.
Class sizes are beneficially small: this enables students to work closely with fellow students from diverse backgrounds and allows lecturers to develop strong relationships with the students. The smaller cohort of students also allows for participatation in regular visits and events.
Become a qualified music therapist to facilitate people’s move towards well-being through specific therapeutic aims using a primarily non-verbal relationship in music. Music Therapy as practised in Great Britain is largely based on improvisation, the music being the shared, and the spontaneous creation of client and therapist.
The Music Therapy programme offers training for competent, practising musicians to become therapists, bringing together their skills, education and other life experiences. On completion of the training, graduates are eligible to apply to the HCPC for registration, with the ability and flexibility to practice within the NHS, Social Services, education or private sector.
Essential to music therapy is the relationship between client and therapist. At Roehampton we have chosen to base our Music Therapy training programme on the use of psychoanalytic ideas to inform our understanding of the therapy process and the ways the client works with the environment, the therapist and the music. Broader theories and ways of working are also studied in order to equip students to meet a range of clinical need. Other styles of music, including song writing, the use of technology and pre-composed music are also used as appropriate to the need of the individual.
The course emphasises your emotional development as a practitioner, together with clinical exploration through critical enquiry. In addition to this, students must be prepared to enter mandatory individual personal therapy for one year of the training.
Music Therapists work within a wide range of clinical settings, individual and group work. They work with people of all ages; from infants and young children through to elderly adults. Music therapy can benefit people with a wide range of difficulties or challenges, including mental health problems, learning disabilities and autism, dementia and neurology, as well as people experiencing serious illness such as cancer or those who have experienced trauma.
The programme aims to encourage a critical and evaluative approach to both theory and practice in music therapy. It is designed to prepare students for work with children and adults with a range of disabilities and illnesses, and placements usually include work with children and adults with learning disabilities, autism and Asperger’s syndrome and mental health problems.
After visits to a variety of workplaces which offer music therapy, you will undertake individual and group work in two contrasting settings over six months, January to June (first placement) and September to February/March (second placement).These clinical placements will provide you with music therapy work experience alongside qualified Music Therapists. You will also participate in an experiential group, which gives you an opportunity to develop your own self-awareness and examine personal and group dynamics through verbal and musical processes. In addition, it is a requirement for you to find and fund personal individual therapy outside the course.
Key areas of study include human development and growth and the clinical context for music therapy, clinical improvisation, observational studies, music therapy theory, clinical case work and supervision, introduction to research and your dissertation. Personal development and reflection on this is central throughout the programme.
Modules
Here are examples of the modules:
Music Therapists work within a wide range of clinical settings. They work with people of all ages; from infants and young children through to elderly adults. Music Therapists work within statutory services (such as the NHS, education or social services), within charities and private organisations, and in private practice. To find out more, you can join the British Association for Music Therapy.
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.
This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.
This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.
There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.
The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.
Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.
The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.
A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:
The course allows for a variety of assessments, depending on the module you will undertake, and include:
Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.
This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.
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