• Swansea University Featured Masters Courses
  • University of Oxford Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Bristol Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Southampton Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
Nottingham Trent University Featured Masters Courses
Vlerick Business School Featured Masters Courses
Barcelona Technology school Featured Masters Courses
Nottingham Trent University Featured Masters Courses
University of the West of England, Bristol Featured Masters Courses
"heath"×
0 miles

Masters Degrees (Heath)

We have 35 Masters Degrees (Heath)

  • "heath" ×
  • clear all
Showing 1 to 15 of 35
Order by 
The overall aim of the MSc in Public Health and Health Promotion is for students to gain advanced skills, principles and knowledge in public health and health promotion whilst also developing a critical and multidisciplinary approach to the complexities of public health and health promotion challenges and possibilities. Read more

About the course

The overall aim of the MSc in Public Health and Health Promotion is for students to gain advanced skills, principles and knowledge in public health and health promotion whilst also developing a critical and multidisciplinary approach to the complexities of public health and health promotion challenges and possibilities.

The programme reflects the multidisciplinary nature of public health and health promotion and includes:

health promotion
global public health
health policy
politics, sociology
psychology, communication
advanced academic and research skills.

You will develop your knowledge in public health and health promotion as well as build your research skills.The programme has an active learning and research-led approach.

Aims

The MSc programme in Public Health and Health Promotion allows students to:

Investigate the scope and nature of contemporary public health and health promotion at the local, national and global levels, focusing on its development, current priorities and future challenges.

Explore the major determinants of health and explore ways to promote public health and health promotion that address social and economic inequalities, are culturally sensitive, and promote values of social justice.

Build knowledge and skills in reflective practice, research, communication, transferable skills and working in groups.

Develop knowledge and skills in the principles and complexities of using evidence, including researching, analysing and evaluating health information and policy.

Explore a multidisciplinary approach to public health and health promotion.

Examine ethical, political, societal and cultural dilemmas that arise in public health and health promotion.

Provide the opportunity to conduct an empirical research project in a contemporary issue associated with public health and health promotion.

Course Content

The MSc Public Health and Health Promotion has been specially designed to give you up-to-date knowledge and the necessary skills to be able to understand and apply your learning in analysing evidence, assessing need, planning, implementation and the evaluation of public health and health promotion in a range of contexts.

A key focus is the development of a theoretical, conceptual, historical and critical understandings of public health and health promotion.
This understanding will be applied to an analysis of ethical, political and policy debates informing health promotion and public health practice.

You will need to complete eight study blocks that lead to six assessments and a 15,000 - 18,000 word dissertation to achieve the MSc Public Health and Health Promotion.

Compulsory modules:

Global Public Health
Health Promotion
Health and Society
Evidence and Communication
Health Policy, Politics and Social Justice
Implementing Change in Public Health and Health Promotion
Research in Practice
Approaches to Research
Dissertation

Teaching

Experts at the forefront
The programme draws upon lecturers within public health and health promotion, the wider university and external specialist experts. The teaching team are research active and engage in scholarly activity that informs the curriculum. There are interactions between research and teaching and learning throughout the programme.

How you will be taught
Most study and study blocks will be delivered via a combination of lectures, seminars, online resources, peer led learning, group activities and/or practical workshops, with personal study expected throughout. Typically, lecturers set out the key context, which provide underpinning theory, identify issues of debate and point to further evidence, resources and critical debate. Seminars are structured to facilitate discussion, explore further learning and promote critical thinking, including sound, evidence-based reasoning.

Self-study component
You will be expected to increasingly become self-directed in researching topics. This combination ensures that learning requires active engagement from you, in which debates are often illustrated and explored with examples from policy and practice, so that theory is clearly linked in a relevant and meaningful way to learning goals.

Active learning is recognised as essential to the development of understanding, the ability to apply theory to practice, and to the development of reflective skills. The programme incorporates online teaching and learning tools such as Blackboard Learn.

Assessment

A variety of assessment modes are employed, such as case studies, essays, presentations, written examinations and a research dissertation. Assessment techniques match the intended learning outcomes. At the start of the programme students are provided with the assessment schedule including assessment and feedback dates.

Special Features

Links between research and teaching throughout the programme.

The opportunity to undertake an empirical piece of research.

The course is one of the longest established in the UK.

The programme is highly rated for its excellence in teaching and learning.

Read less
This is a CPD programme for registered nurses. Health Visiting consists of developing, leading and managing activities that aim to promote health and social well-being, prevent health breakdown and ameliorate ill health through working with individuals, families, groups and communities. Read more
This is a CPD programme for registered nurses.

Health Visiting consists of developing, leading and managing activities that aim to promote health and social well-being, prevent health breakdown and ameliorate ill health through working with individuals, families, groups and communities. Through partnership working, health visitors seek to enable clients to take control of their lives whilst protecting vulnerable members of society. Public health work that promotes social inclusion and reduces inequalities in health is central to health visiting practice.

The course focuses on promoting the health of children, families and groups in a community setting. It considers the issues involved in safeguarding the health of vulnerable children, families and populations. The overall aim is to develop an effective practitioner who is able to identify actual and potential health needs, stimulate an awareness of health needs, facilitate evidence based health enhancing activities and influence policy at all levels.

Should I take the BSc (Hons) or the PgDip qualification?
Depending on the level of your existing qualifications you will either undertake the BSc (Hons) course, or the PgDip qualification. If you qualified as a nurse with a Bachelors degree you should take this course - the PgDip. If you qualified as a nurse with an undergraduate Diploma you should take the BSc (Hons) Health Visiting (Specialist Community Public Health Nursing) programme.

Modules

Core units:

Research methodology and strategy(subject to validation)
Developing professional practice for health visiting
A public health approach to promoting health and well-being
Protecting vulnerable children
Mental health and well-being of children and families
Developing leadership and management skills for SCPHN

Optional component:

Community practitioner nurse prescribing (V100)

For further details on individual course units, visit the online CPPD prospectus:

https://www.applycpd.com/lsbu

Read less
A specialised distance MSc in Applied Linguistics and TESOL/MFL. Read more

A specialised distance MSc in Applied Linguistics and TESOL/MFL

The MSc ALLT is a degree aimed at professionals of TESOL (Teaching English to Speakers of Other Languages) or modern foreign languages, which is taught primarily via distance/online learning. This innovative two-year part-time course offers a cutting-edge introduction to the linguistic and pedagogic knowledge and skills needed for teaching language in higher education. 

While the concepts covered in the course can be applied to all languages in most contexts, there is a strong opportunity for students to specialize in the teaching of English language in university settings.

A low-residency course, it is characterised by intense online interaction and feedback, using a range of communication media. Its small-group teaching format pursues the Oxford tradition of demanding much of students and giving them much in return. 

Is this course for you?

Are you preparing students for university studies in an English-medium institution? Are you teaching English to students in arts, science or social science subjects who need to access literature in English in their discipline? Are you co-teaching at university level with content lecturers whose first language is not English? Are you aspiring to move on to teaching in one of the many university settings worldwide where English is important? If so, this course offers you a stimulating environment in which you can broaden your knowledge, deepen your understanding and sharpen your skills in contact with current research in applied linguistics.

What prior experience do you need?

Applicants are expected to have English teaching experience (normally at least one year), a willingness to reflect upon their teaching, and a commitment to work very hard undertaking an exciting intellectual endeavour.

How is the course taught?

The course is taught over two academic years, preceded by a week’s residential module in Oxford. Numbers on the course are kept low, to ensure quality of teaching and learning.

There are three distance-taught modules per year, spread over two eight-week terms from October to April. The assessment for each module comprises a take-home examination. In the third term of each year (May to July), students work on a dissertation project.

Students are admitted in the first instance as students on the Postgraduate Diploma (PGDip) in Applied Linguistics for Language Teaching. If you complete all the PGDip modules you may then progress to the MSc, subject to a satisfactory dissertation research proposal. You will then matriculate in absentia in Trinity term of your second year and complete your dissertation during that term, under the supervision of a member of the applied linguistics group.

Who teaches the course?

The tutor for this course is Dr. Heath Rose. Heath is an experienced teacher educator, having coordinated the M.Phil. in English Language Teaching at Trinity College Dublin before coming to Oxford, and previously having worked on The University of Sydney’s M.Ed in TESOL. Heath has been engaged in English Language Teaching since 1997, and has worked with students in university settings since 2003. In delivering the course, he combines this practical experience with his research background in second language teaching and learning. Heath is the co-author of Introducing Global Englishes (Routledge), and the forthcoming books Global Englishes for Language Teaching (Cambridge University Press), and Doing Research in Applied Linguistics (Routledge).

Heath will be supported by other lecturers and tutors in Oxford's applied linguistics research group, as well as a teaching assistant. This means that for each module there will always be two of three academics working with students and helping with learning questions and technical questions.



Read less
This course is for advanced health or social care practitioners with postgraduate qualifications, who want to take an innovative lead in their speciality through original, published research. Read more

Overview

This course is for advanced health or social care practitioners with postgraduate qualifications, who want to take an innovative lead in their speciality through original, published research.

Our team members specialise in health and social care research areas including acute care, allied heath, public health, and family and child health.

We’ll ask you to focus your work on an aspect of policy and practice, with a view to influencing approaches in your organisation or specialty locally, regionally or nationally.

Stage one of the programme features six workshops per year, to support you as you frame your dissertation proposal and build an initial portfolio of three 7,000-word research papers.

An academic supervisor will guide you during this phase and throughout stage two, when you’ll research and draft your dissertation en route to the DProf qualification.

High quality research training and regular academic events, such as research seminars and conferences, are features of the programme.

Supervision and support

We can supervise projects in most areas of acute care, allied heath, public health, and family and child health. The group has particular expertise in the following:

- Carer and service user perspectives
- Research with older people
- Nursing
- Social work practice
- Educational practice
- Workplace stress
- Research with children and young people.

These are just a few examples. Please get in touch if you’d like to discuss your ideas.

Where you'll research

Your faculty -

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly and experienced staff.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

Visit your faculty - http://www.anglia.ac.uk/health-social-care-and-education

Where can I study?

Chelmsford - http://www.anglia.ac.uk/student-life/life-on-campus/chelmsford-campus

Cambridge - http://www.anglia.ac.uk/student-life/life-on-campus/cambridge-campus

ARU research

Anglia Ruskin's academic excellence was recognised in 2014, as part of the Research Excellence Framework (REF), an exercise which assesses the quality of academic research. Twelve areas of our work were classed as generating world-leading research. The results showed that we're making a significant impact on economies, societies, the environment and culture in all corners of the globe.

http://www.anglia.ac.uk/research/ref2014

Careers

You’ll receive comprehensive postgraduate training and develop transferrable skills that will equip you for your research project and wider career.

These skills include research planning, use of research methods and techniques, development of theoretical concepts, research analysis, conference presentation, academic writing and publishing.

We’ll encourage you to publish articles during your research project and present your findings at conferences, including those we hold here at the University.

Many of our research graduates enhance their careers by using their findings to recommend new policies or pilot new practice, locally or nationally.

Contact details

If you're interested in finding out more about research study opportunities, please email our Programme Director, Dr Leslie Gelling () or our Programme Administrator, Vicky Stevenson ().

Read less
What is the course about?. Public health is the science and art of promoting and protecting health and wellbeing, preventing ill-health and prolonging life through the organised efforts of society. Read more

What is the course about?

Public health is the science and art of promoting and protecting health and wellbeing, preventing ill-health and prolonging life through the organised efforts of society.

This is a fully online, distance-learning course using digital learning technology to allow learners to study from anywhere in the world and better fit study around personal and professional commitments. Flexibility in the course start dates (September, January or May) and module choices in Year 2 helps provide students with a more bespoke learning experience designed to match learning needs, interests and aspirations.

Who is it for?

This course is designed for students who want to explore the current and emerging key issues in the field while reflecting on their own practice, experiences and interests. We are keen for students to collaborate with us in better understanding how public health works across research, policy and practice at the local, national and global level.

Public heath practitioner roles differ greatly in the work they focus on and in their specific job titles. Some examples of the types of roles include: Health Policy Advisor; Public Health Advisor; Substance Misuse Worker; Heath Improvement Practitioner; Public Health Nutritionist; Teenage Pregnancy Coordinator; Smoking Cessation Advisor; Advanced Health Improvement Practitioner; Environmental Scientist; Health/Education Advisor; Support Workers and many more.

Distinctive features

You will receive the relevant theoretical and practical skills that are needed for careers as researchers, policymakers and/or practitioners across the public, private and voluntary/community/not-for-profit sectors.

You will be provided with expert knowledge and different perspectives from across research, policy and practice, focusing on contemporary public health issues relevant locally, nationally and internationally. The course will be taught by research-active staff alongside input and additional materials from policy and practice partners. Co-creation of content is also a key feature we explore with the course, allowing us to shape the curriculum with our students to build on their experiences, expertise and interests.

Course design

Through the course, students will be supported to:

• Explore and understand public health theory and techniques appropriate to their own area of practice or interest.

• Gain first-hand insight into approaches used by researchers, practitioners and policy-makers.

• Develop as skilled and knowledgeable multidisciplinary public health practitioners and researchers.

• Develop practical and transferable skills such as report writing, team working, literature searching, research methods and critical appraisal.

• Develop as critical and independent thinkers.

Teaching and assessment

The MPH offers you the opportunity to graduate with a named award recognised globally for public health knowledge and expertise.

The flexibility of this course allows you to manage your studies around your professional and personal life. Further flexibility is provided by the diverse variety of optional modules available throughout the entirety of the course. To ensure that you are equipped with the necessary knowledge and capabilities to conduct a successful research project and complete your Masters, there are taught elements within the research project module designed to develop your understanding and practical abilities.

The MPH Course Director is Dr Tony Robertson. Teaching on the course will be provided by colleagues across the Faculty of Health Sciences and Sport, particularly from the Centre for Population Health and Public Health Research (led by Prof Andrew Watterson and Prof Sally Haw) and the Institute for Social Marketing (led by Prof Linda Bauld). Module Coordinators include Dr Dawn Cameron, Dr Nicola Cunningham, Claire Eades, Dr Josie Evans, Dr Niamh Fitzgerald, Dr Richard Purves, Dr Tony Robertson and Ashleigh Ward.

Quote

You will gain a Masters degree from a multi-award winning faculty, led by a group of world-leading academics.

Module Information

Year 1 core modules

What is Public Health?

Epidemiology & Its Numbers

What is Public Health Research?

Year 2 core module

Policy in the Real World

Year 2 option modules

Society & Health

Health Behaviours & Behaviour Change

Qualitative Research and Analysis

Quantitative Research and Analysis

Research Ethics and Governance

Year 3 module

Research Project

Why Stirling

In the most recent Research Excellence Framework, the Faculty of Health Sciences and Sport was ranked 1st for health research in Scotland and 12th in the UK, showcasing our commitment to produce world-leading research that improves health and reduces health inequalities.

Stirling is one of only two UK universities ranked in the top 50 by the QS World University Rankings, for universities under the age of 50. This recognises universities that have established a strong position in international ranking tables in an impressively short period of time.

The University of Stirling was awarded the Queen’s Anniversary Prize in 2013 for its public health research.

Awards

It is possible to achieve:

·        Postgraduate Certificate in Public Health (60 credits – 3 modules)

·        Postgraduate Diploma in Public Health (120 credits – 6 modules)

·        Master of Public Health (120 credits plus a research project of 60 credits)

What is the credit level?

All modules are at level 11 within the Scottish Credit and Qualifications Framework (SCQF). 180 credits points are awarded for the course of study. All core and optional modules are worth 20 credits, with the research project worth 60 credits.

Entrance requirements

A minimum of a second class Honours degree (2:1 preferred) or equivalent in a relevant subject. Applicants without these formal qualifications but with significant relevant work/life experience, are also encouraged to apply.

Course start date

This course is 100% online and only available part time over three years. There are three possible start dates: September, January or May (although a September start date is recommended).

Get in touch

Tony Robertson, Course Director Telephone: UK +44 (0) 1786 466360

Email:

Website: http://stir.ac.uk/public-health

Join our Twitter community: @StirMPH



Read less
Oxford University's Master of Studies in Creative Writing is a two-year, part-time master's degree course offering a unique combination of high contact hours, genre specialization, and critical and creative breadth. Read more
Oxford University's Master of Studies in Creative Writing is a two-year, part-time master's degree course offering a unique combination of high contact hours, genre specialization, and critical and creative breadth.

The emphasis of this postgraduate creative writing course is cross-cultural and cross-genre, pointing up the needs and challenges of the contemporary writer who produces his or her creative work in the context of a global writerly and critical community. The master's degree in creative writing offers a clustered learning format of five Residences, two Guided Retreats and one Placement over two years. The research Placement, a distinguishing feature of the course, offers between one and two weeks' hands-on experience of writing in the real world. Students may undertake their placement in a literary agency, a publishing house, the offices of a literary periodical, a theatre company, a screen production company, or other relevant organization. Placement organisations have included Macmillan, Initialise Films, Random House, the BBC, the Literary Review, AM Heath, Pegasus Theatre, the Poetry Society, and Carcanet.

The virtual open event for this programme is available to watch at http://www.conted.ox.ac.uk/cwopenday. The open event features acting Course Director Jane Draycott and course administrator Rebecca Rue, who discuss the programme, its requirements and the student experience. Participants' questions were texted in and answered during the event. A FAQ of all the questions and their answers is available at the top of this section.

The MSt has a blog, a resource for Oxford events, calls for submission, competitions, news, interviews and more, which is available at http://blogs.conted.ox.ac.uk/mstcw/.

"The Oxford MSt enables you to fast-track your career in writing."
- Fortuna Burke

"… the freedom to explore and experiment… has been fundamental to my development as a writer."
- Clare Tetley

"The range and variety of the group … offers truly exciting opportunities for the kind of exchanges that really accelerate your development as a writer."
- Michael Schuller

"What does the course offer? Self-discipline, professionalism and confidence."
- Abigail Green-Dove

"My life has been so enriched and expanded. My writing evolves daily through the tools that you gave me. Not to mention the wonderful friendships formed throughout our two years together."
- Lindsay Moore

"The Masters in Oxford, while encouraging creativity, raised the bar on the quality of the finished work and gave me the discipline to be a professional."
- Bette Adriaanse

"I doubt there’s a more suitable MSt in the United Kingdom for work which challenges boundaries and takes risks."
- Jennifer Thorp

Students and alumni have won a wide range of prizes. These successes include winning the Gregory O’Donoghue Prize, the Writers’ Village International Short Fiction Award 2014, the Parallel Universe Poetry Competition, the Martin Starkie Prize, the International Jane Martin Poetry Prize, the Heritage Arts Radio play competition, the Cascade Pictures Writer’s Couch pitching competition, first prize in the Poetry Book Society Student Poetry Competition, the Miracle Poetry Competition, Best Photography Book Award from POYi (Pictures of the Year international), and the Yeovil Literary Prize for Poetry. Two alumni have won the Oxford University’s DL Chapman Memorial Prize, another was a finalist in the 2013 Writers at Work Fellowship Competition, and another won the London Fringe Festival’s Short Fiction Award. Alumni have been awarded a Toshiba Studentship, a Hawthornden Fellowship, and funded residencies at the Banff Centre, Canada, and at the Expansionists Project, Whitstable.

Students and alumni have had their work shortlisted across the genres for, among others, the Asham Award, the Bridport Prize, the Bridport Prize for Flash Fiction, the Fish Flash Fiction prize, the Yeoville Literary Prize, the Oxonian poetry prize, the Fish Short Story Prize 2013, the Big Issue in the North’s New Writing Award, the Oxonian review, and the Aesthetica Creative Writing Competition. A 2010 graduate was short-listed for the Crime Writers’ Association Debut Dagger award 2011. Two alumni were longlisted for the Dylan Thomas Prize, and one was shortlisted. An alumnus’ debut novel also made the longlist for the Not the Booker Prize.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-creative-writing

Destinations

Many of our graduate students have signed with agents, and each year a number go on to undertake doctoral study in creative writing or English Literature. Our graduates have obtained positions in publishing, media and the creative arts industries, as well as teaching positions in tertiary education.

The MSt has enjoyed a very strong application field since its inception, attracting record interest in recent years from a global constituency of writers. The course`s emphasis on critical analysis as well as on writerly and creative excellence attracts students of commensurately strong academic potential as well as of significant creative promise. This combination of academic rigour and creativity is a central distinctive feature of the course. The resulting emphasis on exploration and the development of an individual writerly voice serve to attract particularly talented students from around the world as well as a strongly diverse group of UK students of varied backgrounds and ethnicity.

Continuing education and life-long learning in Oxford have been formally linked to the collegiate system of the University since 1990, when Kellogg College, the University’s 36th college, was established. Please consult http://www.kellogg.ox.ac.uk/.

Who should apply?

We are looking for writers with a proven record of commitment to their craft. You should be a keen reader, and bring an open-minded, questioning approach to both reading and writing. You will not necessarily have yet achieved publication, but you will have written regularly and read widely over a sustained period. You will be keen to dedicate time and energy and staying-power to harnessing your talent, enlarging your skills, and aiming your writerly production at consistently professional standards. It is likely you will have a first degree, or equivalent, although in some cases other evidence of suitability may be acceptable.

For applicants with a degree from the USA, the minimum GPA we normally seek is 3.6 out of 4.0. We do not seek a Graduate Record Examination (GRE) or GMAT score. Although a GRE or GMAT score is not a formal requirement, if one is available it should be supplied.

The high number of contact hours are concentrated into Residences and Retreats. Students should be at a stage in their writing where, with appropriate guidance, they can undertake agreed assignments, projects and essays between meetings. There is a dedicated Course Website for provision of up-to-date information; contact and exchange between students; and contact between students and tutors. The course, however, is not a ‘distance-learning’ course, and tutors, while being happy to help with questions or problems, do not offer regular weekly ‘office hours’.

The M.St is unlikely to be suitable for those who are just starting out on their writerly and critical development.

If you have any doubts about whether the M.St is right for your stage of development, please consult the website for information on our Undergraduate Diploma in Creative Writing https://www.conted.ox.ac.uk/dipcw

What does the course cover?

The first year concentrates equally on prose (fiction and narrative non-fiction), poetry and drama. There is a significant critical reading and analysis component, which is linked to the writerly considerations explored in each of the three genres. Students are expected to engage fully with all three genres, in a spirit of exploration and with the aim of discovering what impact and relevance unaccustomed genres have for the development of their individual writerly voice. This necessarily involves undertaking assignments and exercises in areas that are new to students, and do not relate directly to any work they may have in progress. Students may be able to continue with their own longer term pieces-in-progress but the concentration of year 1 teaching is on producing new work, and the exercises and assignments, which should take priority, reflect this emphasis.

The second year offers specialisation in a single genre, again accompanied by a significant critical element focused around issues of interest to the individual student and related to the genre of choice.

Your specialisation choices are as follows:

- The novel
- Short fiction
- Radio drama
- TV drama
- Screenwriting
- Stage drama
- Poetry
- Narrative non-fiction

In year 2, the specialisation in the genre of students’ choice provides an opportunity for significant concentration on either new work, or, subject to consultation with supervisor, on existing work-in-progress.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

Read less
MSc in Advanced Clinical Practice approved and supported through Health Education England working across the West Midlands and the West Midlands Universities Advanced Practice Group. Read more
MSc in Advanced Clinical Practice approved and supported through Health Education England working across the West Midlands and the West Midlands Universities Advanced Practice Group.

This award enables the development of higher levels of knowledge and skills in Advanced Clinical Practice at the depth and breadth appropriate to Master’s level work. By using a blended learning approach, the award creates a practice-focused, student-centred, flexible programme that develops student capabilities to:
-Challenge Advanced Clinical Practice
-Engage in independent evidence-based decision making
-Determine creative and innovative solutions to practice issues
-Develop analytical and intellectual skills at Masters level

This part time three year programme comprises of both practice and academic based learning. The clinical focus of the award is a direct result of the continuing need to develop the role of Advanced Clinical Practitioner.

The expanding clinical role is assisted by linking the student with a clinical preceptor who is an expert in the student's clinical speciality. The student will also receive support for personal and professional development from a senior clinical lead of the same profession who acts as a mentor for the duration of the award.

Course outline

This award is designed to offer you a flexible programme of learning. The programme includes 150 credits of Award core modules and 30 credits of Award option modules. The option modules provide opportunity for your development in professional studies and/or clinical care in areas that meet the learning outcomes and clinical competencies of the Award, and you will normally study modules in the following sequence when exploring these themes:

The award has three potential exit points: The award is flexible in that it allows you study modules in the PgC and PgD in any order, however you cannot be awarded a PgC or PgD until the modules for each stage have been completed.
-The postgraduate certificate (PgC) in Advanced Health Assessment and Clinical Decision Making can be awarded following successful completion of PgC modules to the value of 60 level 7 credits.
-The postgraduate diploma (PgD) in Advancing Clinical Practice can be awarded following successful completion of PgC and PgD modules to the value of 120 level 7 credits or 30 level 6 credits (Independent Supplementary Prescribing ONLY) and 90 level 7 credits.
-Once you have successfully completed the Postgraduate diploma, you are eligible to register for the Masters project or dissertation. The award of Master of Science (MSc) in Advanced Clinical Practice will be awarded following successful completion of modules to the value of 30 level 6 credits and 150 level 7 credits or 180 level 7 credits.

In order to progress from one stage of an award to another (i.e. PgC to PgD, PgD to Masters), you must complete the proceeding stage although you are free to study modules can be undertaken in any order.

Employment opportunities

This award will equip you with the skills and knowledge to look for a position as an Advanced Clinical Practitioner in NHS or Independent Heath Provision. However the course does not provide automatic qualification for employment in these roles as some practitioner roles may require specialist experience and knowledge outside the remit of the course content. However, it should provide a stepping stone to these positions as they occur.

Other admission requirements

Entry onto the Award must comply with the University requirements for admission to Postgraduate awards. Applicants must meet the following criteria: Applicants should normally hold an honours degree of a UK University, or any other qualification deemed to be equivalent to a UK honours degree.
OR
For those whose first language is not English you need to demonstrate a minimum of:
-A minimum score of 7.0 in IELTS (International English Language Testing System) as administered by the British Council in most countries.
-A minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. [TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English) or Cambridge Proficiency Grade C.

Entry onto the Award Pathway must comply with the University requirements for admission to Postgraduate Awards. Applicants should normally hold an honours degree (minimum 2:2) from a UK University, or any other qualification deemed to be equivalent to a UK honours degree at this level.
OR
If an applicant does not have an honours degree she/he may still be admitted if he/she has significant appropriate experience and can provide evidence of ability to undertake the course successfully and benefit from it. A professional portfolio indicating achievements is an essential tool for this purpose.

Read less
As a cultivated form of invention, design shapes, modifies and alters the world around us for better or worse, and the need for modern design to be more sustainable and ethically responsible has never been more important. Read more
As a cultivated form of invention, design shapes, modifies and alters the world around us for better or worse, and the need for modern design to be more sustainable and ethically responsible has never been more important.

Many multinational companies, research centres, governments and individuals acknowledge that a change in attitude to the way we design products, spaces, communications and communities is a positive step and long overdue. Indeed, over the last 10 years, commercial understanding of sustainable design has transformed, shifting from being about risk and compliance to a dynamic leadership issue.

Our Sustainable Design MA helps you to rethink the parameters of good design in an unsustainable age. Working alongside experts in ecology, psychology, design and business, you will gain the knowledge, skills and confidence to focus your practice and become a more effective agent of change.

Why study with us?

• Interdisciplinary approach to sustainable design that incorporates ideas from ecology, psychology and business with a balance of theory and practice
• Campus in one of Europe's most progressive and creative cities
• World-renowned staff, including sustainable design expert Professor Jonathan Chapman
• Guest lecturers from industry including Louis Joseph (head of global strategy at Puma), Richard Gilbert (director of The Agency for Design) and Oliver Heath (founder of OH Designs)
• Diverse student body with backgrounds in graphic design, illustration, architecture, fashion, education, politics and product design

Areas of study

• Sustainable Design: Present(s)
Semester one, 20 credits

You start with a foundation in sustainable design principles, theories and methodologies. Themes include cradle to cradle, low-carbon building and production, design for recycling, biodegradability, biomimicry, alternative energy, ecological thinking, permaculture, and disassembly.

• Research Methods
Semester one, 20 credits

This module gives you an overview of design research methods and how they are used in professional practice. It enables you to construct the kind of research questions, hypotheses and methodologies that underpin innovative design, as you develop a more autonomous position in the process of critical inquiry.

• Studio
Semesters one and two, 60 credits

The Studio module spans two projects – ‘Behaviours’ and ’Matters’. The Behaviours project takes place in semester one and provides you with a theoretical context for the studio-based investigation, analysis and generation of essential design criteria that shape patterns of consumption.

In semester two, you undertake the Matters project, a studio-based experience that places emphasis on materiality and the nature of physical experience as mediated through the design, production and physical manifestation of things.

• Sustainable Design: Future(s)
Semester two, 20 credits

This module takes the form of a series of seminars, workshops and discussion groups where specialist practitioners, writers, researchers, manufacturers and theorists present their work on sustainability. It covers themes including consumer motivation, behaviour, phenomenology, deep ecology, temporality, consciousness, emotional durability, materiality, defuturing and experience-authoring.

• Master
Semester three, 60 credits

The Master project represents the culmination of your work throughout the course. It allows you to apply all of the experiences and skills that you have accumulated, as you choose an area of sustainable design that you want to pursue in detail.

You work is structured by an individually defined 'statement of intent' that provides the framework through which you will be assessed. This process enables you to explore distinctive areas of expertise with a unique approach to the ubiquitous issues of sustainability and design.

The final body of master work must be developed through practices relevant to you and your statement of intent. These might include the development and production of design proposals, a written thesis, a documentary, an ad campaign, an article for a leading publication, a touring exhibition or a combination of the above.

Our studio

From 2016, students will work in the new Masters Centre, which provides studio, seminar and tutorial space for all postgraduate students in the School of Architecture and Design.

Students on MA Sustainable Design will have dedicated studio space with access to workshop and digital model making facilities. More specialised materials and making requirements can be supported on an individual basis with colleagues in engineering, crafts and arts.

Careers and employability

After graduation, many students secure influential positions within major global businesses, charities and NGOs.

A number of our students establish independent design agencies, social innovation labs and research centres. Many decide to continue their research in the form of a PhD, and have a particularly strong record of achieving fully funded studentships, both here at Brighton and internationally.

Read less
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Read more
The vision within health and social care is to have practitioners who are able to approach the new decade with well founded professional beliefs, confidence, political awareness and preparedness to meet the challenge of shifting user expectations, diminution of traditional roles and commitment to different ways of working. Consequently, it is recognised that a ‘one size fits all’ approach to education will not be suitable to many practitioners, therefore this MA programme emphasises flexibility, and maximises choice, so that learning opportunities meet the needs of your developing role.

The MA Health and Social Care Studies programme structure is designed to facilitate three climb out awards, specifically these are the Post Graduate Certificate, Post Graduate Diploma and Masters Award. These pathways enable students to engage with a flexible pathway to suit their own learning needs. The programme will attract a range of health and social care professionals and promotes a culture of shared learning. Such opportunities have the potential to enrich the learning experience by supporting the development of critical thinking, creativity and can nurture an entrepreneurial approach to health and social care delivery. Although many of the learning and teaching opportunities will be shared with level six students, there will be opportunities available for Post Graduate students to extend their academic ability through seminars, tutorials and critical debates with their peer group.

Content and Modules

The MA Health and Social Care Practice is underpinned by a philosophy of flexibility to enable students to have greater autonomy in their learning. There are, of course, mandatory modules that you will be required to complete however where there is the opportunity to select an optional module you may be able to make a personal selection or seek advice from one of our professional advisers who will guide you through modules that are specific to specialist areas of health and social care.
Modules studied

All awards with the MA Programme will require completion of the 40 credit module “Delivery of Heath and Social Care Practice”. This module is delivered over two semesters.
The 20 credit “Research Module” is mandatory for all students progressing beyond the Post Graduate Certificate.
The 60 credit “Dissertation” is mandatory for all students wishing to complete the MA award and is delivered over two semesters.

Optional Modules
Students are encouraged to be forward thinking and to engage in learning opportunities to maximise their personal and professional potential. Therefore although there are modules which are focused on specialist areas of health and social care such as children’s nursing and midwifery practice, many of the modules can be chosen by practitioners from a range of professional backgrounds.

Modules can be identified from the Continuing Professional Development calendar of modules available on the university website. However, students may also be able to select modules offered within other MA/MSc programmes delivered at UCS with the prior agreement of the programme leaders.
The range of optional modules and will depend of their availability each academic year. Possible modules include, but are not limited to…
• Antenatal and Newborn Screening
• Counselling Skills
• Dementia Care
• Managing Suicide and Self Harm
• Minor Illness
• Supporting Practice Learning (Mentoring

Read less
This programme has been designed primarily for international students who are government officers or who have work experience in social policy areas. Read more
This programme has been designed primarily for international students who are government officers or who have work experience in social policy areas. This programme starts from an examination of UK social policy, with opportunities to examine the experiences of, and challenges facing other countries, as well as study UK social policy in depth. It includes a work-based placement within one or more public, private or third sector organisations in the West Midlands area. Policy into Practice is also offered without a work-based placement.

This programme is part of a suite of programmes designed primarily for international students who are government officers or policy officers, researchers or practitioners in non-governmental organisations who have work experience in social policy areas. The study of Policy into Practice concerns the development and nature of government interventions aimed at ensuring the welfare needs of their populations are met, and the ways those interventions are put into effect. Starting from an examination of UK social policy, the programme widens out to examine the experience and challenges facing other countries. The programmes include the opportunity to have a work-based placement within one or more public, private or third sector organisation in the West Midlands area.

The programme introduces students to the study of Social Policy and Practice and considers current and future political, economic and demographic contexts of policy making around the world.

Specialist option in health policy

Students can now study an MA or PGDiploma in Policy into Practice with Integrated Placement (Health) which has a particular focus on heath policies and interventions. Developed in collaboration with the Health Services Management Centre (HSMC) the programmes cover UK health policy, as well as the experiences of, and challenges facing, other countries in relation to health policy and population health and wellbeing. The programme has been designed for national and local government officers, as well as officers of non-governmental organisations who are involved in health policy-making or delivering health services in countries other than the UK. Students take a combination of modules on social policy and health services management. For module options please see the course brochure. The MA includes a 20 week work-based placement in a non-clinical health setting, and the PG Diploma includes an 8 week work based placement in a non-clinical health setting.

About the School of Social Policy

The mission of the School of Social Policy is to ‘understand the world – but also to change it’. This means doing high quality and relevant research, but using this as a starting point for making a practical difference in the real world (through our teaching, through professional training and CPD for managers and practitioners, through policy advice and work in front-line services, through raising public and media awareness and through working directly alongside local people and communities).

In turning this mission into practice, we are proud of our many achievements, including running the UK's oldest social work training programme (dating back to 1908, our multiple award-winning NHS Management Training Scheme, the relationships we have with local partners in the public and voluntary sectors, and our leading role in the largest senior leadership development programmes in the history of the health service.

More than three quarters of our research is rated as 'world leading' or 'internationally excellent' in terms of its rigour, significance and originality, and we have extensive international links with like-minded partners at Harvard, Melbourne, Peking, Vancouver, Seoul and beyond.

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

Read less
Our post-graduate Pharmacy Practice course is part-time, flexible and competency-based. The independent prescribing course is a GPhC accredited course for qualified pharmacists wanting to prescribe autonomously for conditions within their clinical competence. . Read more

Our post-graduate Pharmacy Practice course is part-time, flexible and competency-based. The independent prescribing course is a GPhC accredited course for qualified pharmacists wanting to prescribe autonomously for conditions within their clinical competence. 

Key Benefits

  • We are ranked 7th in the world for Pharmacy & Pharmacology (QS World University Rankings by Subject 2017)
  • Experienced clinicians including independent pharmacist and nurse prescribers and experienced academic staff lead our teaching. 
  • The course combines multi-professional university-based study days with, flexible e-learning with work-based education.
  • This course is accredited by the General Pharmaceutical Council (GPhC) and the Nursing and Midwifery Council (NMC).
  • Course content and assessments will reflect the most up-to-date practice which will support you as a newly qualified pharmacist prescriber in your workplace.
  • We are part of King’s Heath Partners Academic Health Sciences Centre (AHSC), a pioneering collaboration between us, Guy's, St Thomas' and King's College Hospitals and South London and Maudsley NHS Foundation Trusts.

Description

This course aims to deliver competent pharmacist prescribers who can provide an independent and supplementary prescribing service which is safe and effective and takes into account the needs of patients, the professions and the relevant health organisations. 

We will:

  • Meet the requirements of the GPhC indicative syllabus for pharmacist independent prescribing 
  • Support experienced practitioners to review and reflect on their current practice, to enable them to determine what skills, knowledge and attitudes they personally need to develop in order to become independent prescribers
  • Enable practitioners to evolve an expertise in the art and science of prescribing

This integrated multi-professional course will enable healthcare professionals to take on the role of an independent and/or supplementary prescriber. Pharmacists and nurses are taught together to facilitate multidisciplinary working. The GPhC and the NMC publish an indicative syllabus and learning outcomes which informs the curriculum.

The indicative syllabus does not include teaching on specific clinical topics. Therefore if you wish to gain the clinical skills required prior to undertaking the prescribing qualification please apply for the MSc /diploma in Pharmacy Practice 

The professional bodies require that the course provide 26 days teaching and learning and a minimum of 12 (x 7.5 h) days in practice spent with a designated medical practitioner.

Course format and assessment

Teaching

The seminars and physical assessment skills training have a different theme each week which is supported by online learning material to provide students with the underpinning knowledge base. 

This is a 60 credit module, accredited by the General Pharmaceutical Council, representing 600 hrs of student endeavour comprising:

  • 26 days of teaching, including 12 study days involving attendance at either Waterloo or Guy’s campus, and flexible e-learning materials
  • 90 hrs of supervised practice within the clinical environment of the student
  • personal study and preparation for assessments including a reflective portfolio of practice
  • On-line support sessions to address student questions relating to portfolio development and physical assessments.

Typically, one credit equates to ten hours of work

A variety of teaching methods are used including tutorials, workshops, presentations and case studies. Material is also provided via the King’s e-learning and teaching service (KEATS). A minimum of twelve days (90 hours) 'in practice' must be carried out under the supervision of the DMP during the six month course. 

Attendance

The seminars have a different theme each week which is related to the modules that are in the web based learning materials. Attendance at these seminars is COMPULSORY and it is expected that annual leave will not be taken throughout these days.

Methods of assessment

Assessment comprises three distinct approaches, all of which must be passed:

  • A written examination comprising multiple choice and short answer questions
  • An Objective Structured Clinical Examination (OSCE) 
  • The presentation of a reflective practice portfolio recording the individuals learning from their minimum of 90 hrs in practice. This must contain 2 patient cases, a therapeutic and risk framework as well as a range of competence related assessments. Competency is assessed using the Royal Pharmaceutical Society A Competency Framework for all Prescribers 2016.

The study time and assessment methods detailed above are typical and give you a good indication of what to expect. 

Career prospects

We will equip you to be a pharmacist independent prescriber and deliver services for patients in line with the demands of the changing NHS. 



Read less
Do you want to enhance your understanding of the cultural, political and economic history of Pakistan? The MA in the Study of Contemporary Pakistan provides a comprehensive and critical approach to Pakistan. Read more
Do you want to enhance your understanding of the cultural, political and economic history of Pakistan? The MA in the Study of Contemporary Pakistan provides a comprehensive and critical approach to Pakistan: its complex and vibrant culture, politics, economics, law, religious history and current trends. SOAS hosts one of the biggest concentration of research and teaching staff who specialise on Pakistan related topics. You will have an opportunity to interact and work closely with them. The Programme of Study will introduce you to the latest research topics, methods and debates in the field. It will prepare you to critically assess the diverse complexities of one of the most reported on countries in the world.

Optional language training is available for those who aspire to a research degree.

The degree is enhanced by the activities of a Research Centre dedicated to the Study of Pakistan. The Centre is part of the wider South Asian research cluster at SOAS.

- Centre for the Study of Pakistan:
Students are encouraged to join in the activities of the vibrant centre (http://www.soas.ac.uk/csp/), which runs fortnightly seminars and workshops, and an Annual Lecture.

- MUSA:
The Centre for Pakistan supports MUSA, recently launched, a postgraduate research forum for the study of Muslim South Asia.

- Internships:
Several summer internships are currently available to run alongside the MA degree. Please contact the convenors or the SOAS careers office for details.

Visit the website http://www.soas.ac.uk/southasia/programmes/ma-in-the-study-of-contemporary-pakistan/

Structure

The programme will consist of three course units (1 core + 2 options) and a dissertation.

The core course (Imagining Pakistan) will introduce the main topics, approaches and possible lines of enquiry for a cultural history of Pakistan from 1947 to the present.

Students will choose two courses from a list of options that includes courses on modern Muslim thinkers and Contemporary Islamism in South Asia, Law and Society in South Asia, Urdu language, and Urdu literature in Pakistan.

Students will also write a 10,000 dissertation on the Study of Contemporary Pakistan, applying and developing the knowledge acquired in the core courses to an independent topic of research.

MA in the Study of Contemporary Pakistan - Programme Specifications 2013/14 (msword; 88kb) - http://www.soas.ac.uk/southasia/programmes/ma-in-the-study-of-contemporary-pakistan/file85899.doc

Employment

The MA prepares students for a wide range of career destinations. Graduates will benefit from interdisciplinary cultural and linguistic training that is widely sought after in the business and public sector. It is suited for those seeking employment as management consultants, policy advisers in Government and the Civil Service, Think Tanks, Charities, NGOs, as well as journalism and media related openings, more broadly in the culture industry, or for those who aspire to a Research degree.

- Standard Chartered - International Bank
- Bestway – Food Wholesaler
- Gallager Heath - Insurance Broker
- Citizen’s Foundation – Education Support in Pakistan Charity

Faculty of Languages and Cultures

Six of the academic departments are devoted to teaching and research in the languages, literatures and cultures of Africa, China and Inner Asia, Japan and Korea, the Near and Middle East, South Asia, and South East Asia, with the seventh teaching and conducting research in Linguistics. The Language Centre caters to the needs of non-degree students and governmental and non-governmental organisations. It maintains a huge portfolio of courses, including year-long diploma programmes, weekly evening classes in about 40 different African and Asian languages, and tailored intensive one-to-one courses. The Language Centre also offers courses in French, Portuguese and Spanish.

Their teaching is in three main areas:
- language competence acquisition;

- textual and cultural studies - both comparative and language-specific, and covering not only 'literature' in a strict sense but also visual media, performance, folklore, translation etc.;

- language studies with linguistics at its core - including the prestigious Hans Rausing Endangered Languages Project.

The Faculty is also home to the Centre for Cultural, Literary and Postcolonial Studies (CCLPS) (http://www.soas.ac.uk/cclps/).

While SOAS as a whole represents the most substantial concentration in the Western world of expertise dedicated to African, Middle Eastern and Asian studies, the Faculty of Languages and Cultures is heavily committed to teaching and research grounded in a knowledge of the principal languages and cultures of two thirds of humankind.

Find out how to apply here - http://www.soas.ac.uk/admissions/pg/howtoapply/

Read less
Take the School Direct route into primary teaching with Liverpool John Moores University and gain Qualified Teacher Status. This school-centric teacher training programme offers invaluable classroom experience. Read more

Take the School Direct route into primary teaching with Liverpool John Moores University and gain Qualified Teacher Status. This school-centric teacher training programme offers invaluable classroom experience.

  • Train to teach from within a school setting and be involved in school life from the first day of term
  • Follow a curriculum developed and delivered in partnership with outstanding local schools
  • Learn from expert teachers
  • Prepare for a career as an innovative and creative teacher in one of Merseyside’s excellent schools

This intensive, full time programme leads to Qualified Teacher Status (QTS) alongside your academic award.

Although you will spend the majority of your time in school, the School Direct Programmes at LJMU include University-based training sessions which take place at the IM Marsh campus. These include: a week long summer school at the end of August, weekly campus sessions and a number of conference days or full weeks of training. Additional training and professional development programmes are organised in school by the Lead School. Two of our School Direct programmes at Knutsford and Turton are delivered off site at the schools by LJMU staff. Trainees on these programmes are still expected to attend the Summer School.

As this is a postgraduate course, you should expect to undertake a significant amount of independent study and preparation, not only to support your course assignments, but also your school-based work.

This intense programme is tightly focused on providing you with the skills and knowledge required. Tutorial support is an important part of the process and you will receive a personalised service that will enable you to set targets and achieve to your highest potential.

Your personal tutor will meet with you regularly to monitor your progress, provide guidance and advice and set targets for your development.

You will also be allocated a teacher mentor who will organise and supervise your school-based training. Your mentor will be supported by an LJMU tutor who will visit school several times during the year to monitor your progress.

The following programmes are available for School Direct Primary (tuition fee):

  • Primary - General (5-11 age range)
  • Primary - Foundation Stage/Key Stage 1 (Early Years)
  • Primary with Mathematics specialism (A bursary may be available for this route, depending on qualifications. Please see Get into Teaching for further details)
  • Primary with Physical Education specialism

LJMU has Primary School Direct partnerships with:

  • CAPITAL Teaching School Alliance, Sefton​
  • Church Drive Primary School, Wirral
  • Longford Park School, Manchester
  • Matthew Arnold Primary School, Liverpool
  • Our Lady of Pity Roman Catholic Primary School, Wirral​
  • Palmerston School, Liverpool
  • Pensby Primary School, Wirral
  • Prenton Primary School​
  • Weatherhead High School, Wirral
  • Cheshire Vale Teaching School Alliance (Tarporley High School)​, Cheshire​
  • Knutsford High School, Knutsford
  • Turton High School, Bolton
  • The Heath School, Runcorn

You can search all subjects offered through LJMU School Direct routes via the UCAS Teacher Training search pages.

The University element of the programme is based around modules focusing on:

  • developing your subject and pedagogical knowledge in order to support you in becoming a reflective, skilled and effective practitioner
  • critiquing effective approaches to learning, teaching and assessment in your subject and/or age phase
  • promoting your ability to design inclusive, engaging and impactful sequences of lessons to meet the diverse needs of all learners
  • informed and deliberate use of educational research to improve pupils' learning

Further guidance

The information listed in the section entitled ‘What you will study’ 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. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Academic Framework reviews are conducted by LJMU from time to time to ensure that academic standards continue to be maintained.

Please email if you require further guidance or clarification.



Read less
The field of Ecology, Evolution and Development describes how the molecular and genetic regulation of development changes in response to evolutionary forces to generate organismal diversity. Read more
The field of Ecology, Evolution and Development describes how the molecular and genetic regulation of development changes in response to evolutionary forces to generate organismal diversity. Understanding development, and its regulation in ecological and evolutionary contexts is critical for developing emerging molecular medical techniques, understanding biodiversity and tracing evolution.

See the website http://www.brookes.ac.uk/courses/postgraduate/ecology-evolution-and-development/

Why choose this course?

- Development of interdisciplinary research skills and experience.

- Opportunity to carry out an in-depth research project to address open questions in this field.

- Hands-on research driven training in field work, advanced wet laboratory techniques and state-of-the-art bioinformatics.

- Intensive one week introductory workshop for students from all backgrounds.

- Enhanced ability of graduates to successfully compete for PhD positions in the UK and internationally.

- Training will provide skills that will increase the employability of graduates in the biotechnology, commercial and health sectors.

- Teaching by world class researchers in this field with recognised excellence and experience in teaching and learning.

Teaching and learning

Teaching and learning methods used in the course reflect the wide variety of topics and techniques associated with ecology, evolution and development.

- Structure
This course is designed to provide you with both the conceptual framework of this interdisciplinary field and develop practical and academic skills as a platform for the research project. An intensive one week Research Methods module will introduce you to key topics and practical approaches. These are then elaborated on during the three other taught modules in Developmental Biology, Bioinformatics, and Molecular Ecology and Population Genetics, before the students embark on the research project. A variety of teaching and learning methods are employed in this course, all underpinned by research.

- Lectures
By providing the framework, essential background and knowledge base for each module, the lectures encourage you to probe more deeply by reading widely. Analysis, synthesis and application of material introduced in lectures are achieved through practical work in the field and laboratories, and in tutorials and seminars with your tutors and fellow students.

- Practical work
This offers you training and hands-on experience in important aspects of field and laboratory work, and computational biology. We ensure that teaching is up-to-date by integrating research findings in lectures and practical classes, and staff involved with major international developments in the field bring these advances to your teaching. An important component of the course is that you read and present key papers that emphasise the application of interdisciplinary approaches to their tutor and peers during tutorials.

- Guest seminars
During the Research Methods module, guest seminars provide you with the chance to hear about other areas of research in ecology, evolution and development. Emphasis is placed on critical evaluation of existing information and identifying knowledge gaps and areas of controversy, fostering the development of academic and research literacy, and developing your critical self-awareness.

- Research project
Standards that are expected in research are also widely taught and practised, developing your research literacy. You are provided with the opportunity to undertake substantial research specific activities in the Research Module, and undertake projects in labs with active research in this field.

- Digital literacy
This is enhanced by the use of advanced information retrieval techniques, data handling and the development of professional presentation techniques. Furthermore, you will develop skills in programming which underpin the application of state-of-the-art tools in bioinformatics and biostatistics.

How this course helps you develop

Training provided by this course will give you the research and transferable skills necessary for further research in field, lab and computational biology in both academic and industrial sectors. We anticipate that many of our graduates will go on to study for PhDs in the UK and abroad. In this respect, our programme will increase the opportunities for UK graduates to compete for PhD positions here and be eligible to apply for PhD programmes elsewhere in the EU. We also anticipate that, given their skills sets, our graduates will be highly competitive for employment in research support and sales, biotechnology, heath care, education, administration, and consultancy.

Careers

- PhD
- Employment in others sectors including biotechnology, healthcare and commercial.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

In the Research Excellence Framework (REF) 2014, 95% of our research in Biological Sciences was rated as internationally recognised, with 58% being world leading or internationally excellent. That makes us the top post’92 University for its Biological Sciences submission.

Read less
This course is designed to increase your employability across a range of healthcare settings. Providing the theoretical underpinning and practice base to enable health care professionals to deliver safe and effective autonomous care, this course will prepare you to work at a senior clinical decision making level. Read more
This course is designed to increase your employability across a range of healthcare settings. Providing the theoretical underpinning and practice base to enable health care professionals to deliver safe and effective autonomous care, this course will prepare you to work at a senior clinical decision making level.

Consistent with national guidance, this structured professional development will enable non-medical clinicians to undertake a full systems examination (child and adult) and to develop the knowledge and skills to clinically and critically interpret results of tests and investigations.

A flexible, modular structure allows you to study over a three year period starting with the PG Certificate, then progressing to the PG Diploma and then going on to the full MSc.

Taught by senior practising clinicians and health care professionals, this is an interactive programme where you will learn through seminars, group work and individual study.

This is an interactive programme. You will learn through lectures and seminars, practical group work and guided reading. You will benefit from guided discussions and have the opportunity to practice the skills you have learnt during the sessions.

Course structure

Year 1 (PG Certificate)
-Clinical Examination Skills for Heath Care Professionals
-Clinical Investigations and Diagnostics for Health Care Professionals

Year 2 (PG Diploma)
-Understanding Research Critical Appraisal in Health Care
-Introduction to Management in Health Care Organisations
Then choose one of the following optional modules:
-Health Care Ethics
-Critical Care: Advanced Emergency Practice
-Critical Care: Critical Care Transfer
-Critical Care: Pre-Hospital Special Incident Management
-Community-Based Care

Year 3 (MSc)
-Professional Project
Then choose one of the following optional modules:
-Essentials of Clinical Education
-Improving Safety and Quality in Health Care

Teaching methods

This is an interactive programme. You will learn through lectures and seminars, practical group work and guided reading. You will benefit from guided discussions and have the opportunity to practice the skills you have learnt during the sessions.

Read less

Show 10 15 30 per page



Cookie Policy    X