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IN BIOFORCE. 1) Opening Sessions. Objectives. To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme. Read more

Modules Contents and Objectives

IN BIOFORCE

1) Opening Sessions

Objectives: To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme.

Contents: Bioforce presentation. Introduction of the learning programme and objectives.

2) Immersion Internship

Objectives: To facilitate group cohesiveness and participant involvement within the programme.
To make a detailed presentation of the components of the MSc in HPM.
To encourage a joint reflection about humanitarian and development issues.
Show awareness of its own strengths and limitations as a humanitarian programme manager.

Contents: Presentation, preparation and organization of the immersion internships. Discussion and group work on Humanitarian topics.

3) Framework of Humanitarian Aid

Objectives/Learning outcomes: To provide participants with thorough knowledge of the humanitarian sector and issues at stake: stakeholders, systems, coordination mechanisms, legal and ethical framework, Q&A initiatives and applications relating to programme management.

Contents: Humanitarian actors, systems and challenges. International humanitarian law, ethics & principles. Quality & Accountability initiatives, methods & practical tools.

4) Managing People & Organisations

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage themselves, other people, and organisations involved in humanitarian programmes.

Contents: Strengthening organisational capacity. Change management. Quality & Accountability in people management. Creating & developing trust in diverse teams. HR processes : HR organisation, recruitment, performance management, staff development. How to lead: leadership, management & delegation. Managing team safety and security.

5) Managing Programmes & Projects

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage all stages of the project cycle in humanitarian contexts.

Contents: Programme Cycle Management (PCM):

- Assessment & analysis
- Planning & implementation
- Monitoring & evaluation

Cross-cutting issues in PCM (participation, targeting...) Quality & Accountability in programme management.

6) Managing Finance & Funding

Objectives/Learning outcomes: To provide participants with the critical skills and confidence required to raise funds for humanitarian programmes, and to manage financial resources accountably.

Contents: Donors & donor strategies. Quality & Accountability in finance management. Budgeting & proposal writing. Funding strategies & opportunities. Key principles & concepts of financial management. Practical aspects of financial management.

7) Training of Trainers for Capacity Building in the Sector

Objectives/Learning outcomes: To provide participants with the appropriate methods & tools to develop, facilitate, monitor & evaluate capacity building activities.

Contents: Designing & implementing training activities.

8) Field Exercise

Objectives/Learning outcomes : Develop, through a field scenario-based exercise, operational capacity and autonomy of the trainees.

Contents : Within an operational framework, students will have to implement capabilities developed during the training period. The exercise is based on 5 days role play scenario. Students are placed in the position of aid actors in a context of humanitarian/emergency intervention. They have to implement several programs in the field on behalf of different NGOs. They operate in a complex emergency context where multiple players are involved.

IN ESC GRENOBLE

NB : For the ESC Students it is possible to follow “English track programme” described bellow or to follow a second semester in an English spoken abroad university.
For the other students, they must follow the “English track programme”.

1) Advanced Decision Techniques

Objectives/Learning outcomes: Good knowledge of quantitative tools for decision-making.

Contents: This course presents the main quantitative modelling and simulation tools to help in decision-making.

2) Strategy, Innovation and Entrepreneurship

This course focuses on the strategic choices: the decisions that shape the future of an organization. This course will address first the strategic choices that the manager must operate in an entrepreneurship environment (opportunity, business model design), then different options for development and growth patterns (growth internal / external growth, mergers and acquisitions, alliances).

3) Corporate Governance

Objectives/Learning outcomes: At the end of the course, the students:

- will know how to position and use concepts and techniques in finance, accounting, management control and law learnt during the common core subjects in a more global framework of analysis,
- will have learnt the legislation covering corporate governance,
- will be aware of the present developments in practice and the principal discussions concerning corporate governance,
- will be able to establish a diagnosis on the quality of a company's corporate governance.

Contents: It is essential for every manager to understand who determines the objectives of corporations and of other organizations, how they are governed and how their managers are incentivized and monitored. The course covers the following themes: value creation, the legal rules and the practices of company management(remuneration, ethics, social responsibility, governance "codes"), the legal rights and the behaviour of shareholders, the impact of financial markets on governance (shareholders activism, takeovers, LBOs). In addition the students have the opportunity to apply the main concepts and techniques of finance, accounting and management control to the case of a listed company.

4) Geopolitics

Objectives/Learning outcomes: At the end of the course, students will be able to:

- acquire the basics of a geopolitical culture allowing them to develop a reading list for current geopolitical and economic affairs,
- understand the geopolitical conditions for undertaking business in certain emerging and/or risk-laden geopolitical situations.

Contents: The object of this course is to allow students to acquire knowledge about geopolitical and economic affairs in certain zones and emerging and risk-related countries in the world. During the course, the following themes will be covered:

- the globalisation of the economy and its players, notably national States, and international and non-governmental organisations,
- geopolitical and economic analysis of certain countries and zones: Brazil, Russia, China, the Mediterranean and Africa,
- the problems of Afghanistan and Pakistan will also be discussed,
- Europe will be studied through analysis of the different themes mentioned above.

5) Global Marketing and Strategy

Objectives/Learning outcomes : Students will be able to:

- critically analyse and propose well-justified solutions to key Global Marketing Strategy issues.
- develop a Strategic Marketing plan to go global.

Contents: This module takes a decision-making perspective to Marketing Strategy issues, specifically in the global context.

The course will cover:

- Globalization decision and process,
- International market selection,
- International marketing research,
- International market entry strategies and expansion,
- Standardization versus Adaptation of 4 Ps.

6) Leadership and Responsible Management

Objectives/Learning outcomes: At the end of this course, students will:

- understand the organizational and managerial specificities of contemporary organizations,
- know about recent developments in organizational thinking relating to institutional theory, power and politics, routines, and organizational cognition,
- be able to reflect on the specific challenges to leadership and corporate social responsibility in contemporary organizations.

Contents: This course addresses key issues for understanding and managing contemporary organizations. It seeks to move beyond simple managerialist views by integrating recent developments in organizational thinking with the dual challenges of organizational leadership and corporate social responsibility. Topics covered in this course include institutionalized environments, innovation and entrepreneurship, social movements, networks and social capital, power and politics in contemporary organizations, organizational routines and decision making, sense making and cognition in organizations, and organizational change. Each topic will be introduced through case studies alongside theoretical readings, and each of the course sessions will discuss the consequences of these topics for both leadership processes and corporate social responsibility.
The course will be demanding in terms of class preparation, contribution and after-class work, and hopefully rewarding in terms of generating novel insights into contemporary organizational and managerial challenges.

Applied Research Project

During the whole training period, the students, divided into sub-groups of 2-3 students, work on a problematic related a strong issue in the humanitarian and development sector. It is an applied research which leads to a written report in English and its presentation before a jury composed by the tutor and the partner if possible and relevant. This applied research is an integral part of the training programme and it is monitored by a tutor.
The month of December will be specifically dedicated to work on this project.
During the second semester, even if students are abroad, they have to organize themselves to work on this project.
The grade given on this work will be included in the final transcript.

OBJECTIVE

To work as a team during the whole training period to sort out a humanitarian and/or development management issue.

This project will require:

- To write a report in English (20,000 – 25,000 words) which may remain confidential; it is possible to write a summary for the organisation in a foreign language if required. Students have to submit the final report to the tutor 15 days before the oral presentation. The deadline for the oral presentation is mid-november 2014 (15 November 2014);
- To write a case study-based summary;
- To prepare the oral presentation to the jury in English.

STUDENTS’ PROFILES

Students involved in this applied research are from the MSc in Humanitarian Programme Management delivered by ESC Grenoble and Bioforce.

EXPECTED RESULTS

- A specific humanitarian and/or development management issue is defined.
- A bibliographical research is consolidated.
- Concrete proposals and outlooks are drawn up.
- A critical analysis is provided.
- Relevant recommendations are made.

The definition of the issue has to be validated by both Bioforce and ESC Grenoble. A specific deadline will be communicated by Bioforce.

Rigor in diagnostic, analysis and facts interpretations, as well as recommendations will be required.
This work aims to support organizations in their development and functioning. In this way, we expect students to be creative (while being realist) and to practice benchmarks. This research work is neither an operational mission nor a counseling one. The report presented is not an internship report.

EXEMPTION OF “GRAND MÉMOIRE” – FOR THE ESC STUDENTS

Usually, ESC Grenoble students have to write a “Grand mémoire” during their enrollment. As they already write a specific applied research report, they benefit from an exemption of this “Grand mémoire”.

Assignment

Students from the MSc in HPM have to realize an assignment, after their study period, during 20 weeks at least. The presentation before a jury must be done before the 15th of November 2014.
The aim of this assignment is to reinforce students’ autonomy and to further develop their skills as a humanitarian programme manager in the humanitarian and development sector.

Students are to submit to Bioforce assignment terms of reference in order to be validated. As a second step, the ESC Grenoble will give the final validation.

The ESC Grenoble is in charge of all administrative issues regarding the assignment.

The evaluation process for the assignment is the following:

- A written report including :
- a context (region, country, organisation, programme, …) presentation,
- a description and analysis of the objectives and results obtained,
- an analysis of the key challenges faced during the assignment,
- an analysis of the impact of the training period on their professional capacities as a humanitarian programme manager.

- An oral presentation before a jury.

The final mark will be a global mark including the written report and the oral presentation.

Assessment Process

ASSESSMENT PROCESS IN BIOFORCE

The assessment process includes the following exams:

- An individual written exam for the “Managing people and organizations” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing programmes and projects” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing finance and funding” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.

ASSESSMENT PROCESS IN GRENOBLE ECOLE DE MANAGEMENT

It is a two-stage process:

- For each module, a continuous assessment is managed by a Grenoble Ecole de Management’s permanent professor.
- For some modules, an exam is organized.

To be successfully completed, the student has to obtain a minimum of 10 out of 20. Each module’s responsible define the share of continuous assessment and exam.

CONDITIONS OF GRADUATION

The diploma is delivered to the students:

- Having obtained a minimum of 10 out of 20 to all exams;
- Having produced and supported the presentation of a report demonstrating analysis and synthesis skills.

Admission

To participate to the MSc in Humanitarian Programme Management, the prerequisites are the following:

- Master 1 level or Bachelor’s degree (four years of higher education after baccalauréat) for applicants justifying at least 1 year of professional experience as a project coordinator, administrator or logistician in international solidarity
- By special dispensation, a L3 (licence) level or Bachelor’s degree (three years of higher education after baccalauréat) for applicants justifying an outstanding work experience (more than one year).
- have an English language proficiency level of B2 (according to European language levels - Self Assessment Grid).
- Have a profesional project in programme management (Programme coordinator, Logistics coordinator…)

Please note that these prerequisites provide a base for any validation of the application form. The final decision lies with the Coordinators of the training programme.”

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​This programme focuses on the application of the key principles of multidisciplinary public health practice to the breadth of 21st Century public health challenges. Read more

Course Overview

​This programme focuses on the application of the key principles of multidisciplinary public health practice to the breadth of 21st Century public health challenges. Our aim is to develop reflective public health practitioners capable of designing, implementing and evaluating community-focussed public health interventions – in Wales, the UK and internationally.

In this programme we will challenge your preconceptions and practice, developing your knowledge, skills and competences, helping you develop as a reflective public health practitioner. We place a strong emphasis on your own area of practice, and encourage you to base your studies on the issues and situations you face in your own field.

The programme has been designed to meet the needs of a wide range of public health practitioners, professionals, community workers and volunteers working to achieve improvements in the wider determinants of health. Our objective is to support you in further developing your public health knowledge and skills in order to improve your current and future practice, and enhance your career options.

The programme is aimed at anyone with an interest in improving the full range of social, economic and environmental determinants of health: for example, people working in education, health promotion, housing, transport, leisure, environmental health, community development, health & wellbeing partnerships, planning, social services, school nursing, and health visiting (not an exhaustive list!). We welcome applicants from all sectors: public, private and the voluntary & independent sector. The programme retains an international focus, addressing public health issues faced around the world, as well as in Wales and the UK.

See the website https://www.cardiffmet.ac.uk/health/courses/Pages/Applied-Public-Health---MSc.aspx

​Course Content​​

The course is designed as a Masters programme but it has exit points at both postgraduate certificate & diploma level. Reflective practice is integrated into the programme: we’ll encourage you to reflect upon your learning as you progress, culminating in an assessed reflective statement demonstrating the integration and development of your learning and practice through the course of your studies. The dissertation also incorporates a reflective practice element. The programme is available on a part-time and full-time basis; you can also apply to study individual modules on a CPD basis.

For the Postgraduate Certificate, you’ll complete the following modules:
- Assessing Health, Wellbeing & Inequity (20 cred​its): Assess, evaluate and communicate information about the health and wellbeing of populations & communities

- Health Risk Perception & Communication (10 credits): Appraise the sociocultural, emotional and psychological factors that influence responses to threats to population health and wellbeing

- Public Health Policy Development (10 credits): Evaluate the political, social and economic framework within which policies influencing health & wellbeing are developed

- Applied Research Methods and Design (20 credits): Develop the qualitative and quantitative research skills necessary to undertake research and evaluate interventions and day-to-day practice.

For the Postgraduate Diploma, you’ll undertake the above modules, plus the following modules:
- Frameworks for Public Health Intervention (30 credits): Explore approaches to intervention for the protection and improvement of health and wellbeing, and integrate learning from across the programme in the development a coherent multidisciplinary intervention on an identified public health issue.

- Health Protection (20 credits): Assess, prevent and manage risks to health arising from the general environment, communicable disease and environmental health hazards.

- Reflective Public Health Practice (10 credits): Reflect on your learning, practice and experiences in order to evidence the development of your professional public health practice.

To obtain the MSc, you will also complete a Dissertation (60 credits): Design, plan and undertake a piece of independent applied research, and present the findings.

Learning & Teaching​

- ​Course Delivery
Attendance for taught modules is usually one evening per week (part time) or two evenings per week (full time). SHS7000 Applied Research Methods & Design is currently delivered as a blended learning module over four contact days, two days in the autumn term (October) and two further days in the spring term (February), supported by e-learning materials and activities. The APH7008 Health Protection module follows a similar approach, being taught via three 2-day short courses spread through the academic year (November, February, April), plus an assessment day in May.
During your dissertation studies, you will attend research project workshops and be allocated individual supervision time. These usually begin in March (of the 2nd year of study for part-time students).

- Learning & Teaching Activities
The teaching and learning strategy for the programme places a strong emphasis on application of theoretical frameworks to real problems and situations, and allows for substantial student input and discussion. During the programme you will engage with a variety of learning & teaching activities, including:

- Lectures
Lectures will be used to provide you with a framework of ideas and theory, into which you can fit material obtained from independent study and tutorials. Whilst lectures are seen as opportunities for imparting key information they are also intended to be interactive, and debate is encouraged.

- Seminars
These will provide you with the opportunity to discuss problems related to specific subjects. Group seminars will enable you to share experiences and discuss, analyse and evaluate possible solutions.

- Workshops
Tasks will be set requiring you to work together to develop problem solving strategies and to analyse issues.

- Student Symposia
Learning activities led by students will form part of the programme. You will be required to develop and present short papers and facilitate discussion relating to specific issues.

- Case Studies
These sessions will present a case for discussion based on previous events, and you’ll be expected to analyse the situation and suggest appropriate public health interventions in response. These studies will be aimed at improving your skills with respect to the analysis of problems and the synthesis and evaluation of solutions.
Preparation for such a case study may include the following:
- Presentation of available data and information about the case.
- Group discussions, tutorial and individual learning to enable you to identify the problem and synthesise possible solutions.
- Discussions and lectures with relevant professionals to understand the rationale behind the adoption of specific solutions.
- Debriefing by way of tutorials and seminars.

- Contact Time and Self-Directed Learning
The direct contact time between student and tutor varies from module to module. Generally, unless otherwise stated on the module guide, 10 credit modules will include up to 18 hours contact time and 20 credit modules will include up to 36 hours contact time. An exception to the above is APH7010 Frameworks for Public Health Intervention, which includes student-led group work supported by keynote lectures.

In addition to direct contact time you are generally expected to undertake a further 3-4 hours of self-directed learning for every 1 hour of contact time.

- Introduction to Academic Skills
Included within the introduction to the programme is an introduction to the academic skills needed to study at Masters level. This includes the provision of specific e-learning material, a formative assignment and access to a Personal Tutor.

- Moodle
You can access programme material both on and off campus via Moodle, the University’s virtual learning environment. This includes access to lecture presentations, recommended and required reading, group forums, e-portfolios and a range of other learning and teaching resources specific to the modules and programme.

- Personal Tutors & Professional Development
In addition to a general open door policy, we encourage you to meet with the Programme Director and tutors regularly throughout the programme to discuss feedback on assignments and the development of academic skills.
You’ll be an allocated a Personal Tutor at the beginning of the programme, who you can work with to develop your academic skills and consider how you can integrate your learning experiences with your own professional development needs and aspirations. Your aspirations for professional development will be discussed during the induction to the programme. Support and guidance will then be tailored throughout the programme to ensure that you are best able to fulfil your chosen professional development needs.

Assessment

To reflect the applied nature of study, the programme contains no unseen written examinations. Instead, teaching and assessment will focus on case studies, exercises & scenarios reflecting contemporary issues in public health practice, often located within your own professional experience and environment. Examples of assessment tasks include: reports, essays, briefings, oral presentations, group work, observed practice scenarios, online tests and posters.

Throughout the programme, the assessment tasks we set will encourage you to select specific topics of study that are relevant to your interests and practice. For example, in the Assessing Health, Wellbeing and Inequity module, you will be asked to assess and evaluate the health and wellbeing of a specified population (in general or focussed on a specific issue/range of issues). You’ll be free to select a population and issue of professional and/or personal interest to you.

Employability & Careers​

The promotion, protection and improvement of public health are key objectives for the Welsh Government, UK Government and at an international level, as exemplified by the WHO Commission on the Social Determinants of Health.

Our programme is closely mapped to Levels 6 & 7 of the Public Health Skills & Knowledge Framework - the recognised competence framework for public health at all levels in the UK. The programme provides the underpinning knowledge to enable you to pursue UK Public Health Practitioner registration (which requires completion of an assessed portfolio through a recognised development scheme, such as that operated by Public Health Wales – see http://www.wales.nhs.uk/sitesplus/888/page/49062 for details). We are also working on a project with Public Health Wales to develop and pilot a scheme to enable recognition of Advanced Practice (Public Health), supported by work-based learning.

If you'd like to find out more about career development opportunities in public health, we strongly recommend the PHORCAST website - http://www.phorcast.org.uk/.

Graduates from the programme have progressed to advanced positions in their chosen specialist career areas. Examples of roles our graduates have attained include:
- Project lead for Safeguarding, Public Health Wales
- Director of Business Performance for a large UK voluntary organisation
- Senior Project Co-ordinator, mental health charity
- Public Health Fellow (American India Association) and Project Manager, Tata Steel Rural Development Society
- Senior Public Health Practitioner, Public Health Wales
- Community Health Advocate
- Environmental Health Team Leader, Welsh local authority
- Program Manager, Maternal and Child Health, Pakistan non-profit organisation
- Data and Information Officer, research funding organisation
- Project Co-ordinator, community regeneration charity
- Lecturer in Health, Wellbeing and Sport, Welsh university
- Service Improvement/Change Manager at NHS Wales

Graduates have also progressed to further study on research degrees leading to MPhil and PhD qualifications.

The programme team are currently investigating opportunities for accrediting the programme with the International Union for Health Promotion and Education (http://www.iuhpe.org) and the Agency for Public Health Education Accreditation (http://www.aphea.net/). We will provide further updates on this process as it progresses.

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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We believe that computing and communication networks are two of the most exciting and significant technological developments of modern times. Read more
We believe that computing and communication networks are two of the most exciting and significant technological developments of modern times. Networking is the backbone of all industries and we'll give you the opportunity to explore this technology, making use of materials and equipment from some of the leading industry names.

Based on the feedback we've had from industry, employers and students, we've created this course so that it has a real emphasis on providing you with hands-on technical skills that you can apply in the workplace.

We'll teach you the theories behind core networking principles - looking at how to apply networking technologies to create converged networks and how to apply them in industrial scenarios. You will investigate the tools and techniques required to develop, maintain and secure the various elements that provide 21st century communications.

In addition to this, you will specialise in the design, implementation and management of wired and wireless computer network systems in order to provide the unified communication systems that are becoming the norm.

Our course can also help you to gain the skills needed to get certification of your expertise in using tools from Network Instruments, Cisco Systems and Red Hat.

- Research Excellence Framework 2014: our University demonstrated strength in five emerging areas of research which it entered into the assessment for the first time, including computer science.

Visit the website http://courses.leedsbeckett.ac.uk/networkingsystemsengineering_msc

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Embracing networking technologies is a must for all organisations around the world - that's why there is always a high demand for networking professionals. Possible job titles include network manager, network security specialist, network designer specialist and mobile communications specialist. You will also have a range of career paths available to you in the areas of automation using networking technologies in businesses.

- Network Manager
- Network Security Specialist
- Mobile Communications Specialist

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Careers

We're tremendously proud of our strong links with industry and the research activity of our teaching team ensures the content of our course is kept up-to-date and in line with the needs of the sector.

Recognising the importance for you to learn hands-on skills which you can demonstrate to employers is at the heart of our course. We invite experts from industry to deliver guest lectures and we have strong ties with Generix - a company that provides industry standard networking tools and software. Generix have previously provided our students with workshops on how to use Observer Network Management platform. You will also get the opportunity to study using other industry standard software such as OpenNMS.

Our course recognises the need to have in-depth knowledge of networking principles, design and simulation. Practical elements include network design and performance simulations with OPNET and configuring LAN switches. In addition to this, we will teach you how to deploy and manage convergence networks and employ remote monitoring techniques in industrial scenarios.

Core Modules

Dissertation (40 Credits)
This is an opportunity for you to engage in research and advanced scholarship in a subject area that is appropriate to the course and of your own choosing.

Option Modules (20 Credits Each)
Linux Computing Essentials, Service Oriented Architecture, Mobile Application Development

Mobile & Wireless Communications (20 Credits)
Develop your understanding of mobile cellular networks, satellite communications, and applications that can be implemented on mobile devices. You will build applications and investigate the issues associated with the deployment of these applications.

Network & Convergence Architectures (20 Credits)
An in-depth look at the principles of networking with a focus on the techniques for deploying modern converged networks. We will help you identify the parameters that contribute to network performance in modern day converged networks.

Project Management (20 Credits)
Develop your understanding of the key concepts associated with project management - primarily the planning, organisation and control of resources in order to move a specific task, event or project toward completion.

Engineering Systems Control (20 Credits)
Study real time control issues using the latest PLC controls and emulation software. You will conduct remote monitoring using web enabled software and wireless connectivity.

Network Management (20 Credits)
Study the techniques used by modern network managers to collect management data, look for faults on the network and to identify diagnostic procedures that are on a par with industry standards.

Facilities

- IT Labs
The University is home to a number of modern specialist IT labs equipped with all the up-to-date hardware and software our computing students could need

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in 100 acres of parkland with easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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- professionals with a strong interest and need in gaining a thorough academic foundation in, and understanding of, current developments in the area of global economic governance. Read more

Who is this programme for?:

- professionals with a strong interest and need in gaining a thorough academic foundation in, and understanding of, current developments in the area of global economic governance.

- graduate students from other disciplinary backgrounds wishing to further their understanding of global economic policy issues and debates through systematic academic study.

- economics graduate students wishing to specialize in global economic policy and governance.

Prior knowledge of economics is not a requirement.

The MSc Global Economic Governance and Policy is the most recent addition to the Department of Economics’ portfolio of masters programme. The programme builds on the department’s unique combination of expertise – in policy analysis, regional economics and critical theoretical perspectives – to provide students with an in-depth understanding of core policy debates in the area of global economic governance. Specifically, the programme focuses on:

- global economic governance: It offers in-depth specialisation in this area of wider global governance.

- economic policy: It provides high-level training in the understanding and critical evaluation of economic policy issues, design and solutions, their foundation in the evolution of economic theory and methods, as well as critical discussion of the application of policy design to real-world problems, such as issues of implementation and monitoring.

- regional specificities within the global economy: It provides a differentiated analysis of problems of global economic governance from a range of regional perspectives, in advanced as well as developing country regions.

The programme is taught through two dedicated core courses (Global Economic Governance I: Global Economic Policy Debates and Analysis and Global Economic Governance II: Institutional and Governance Debates on Economic Development and Growth). In addition, students can choose from a wide range of optional courses and will write a 10.000 word dissertation.

Visit the website http://www.soas.ac.uk/economics/programmes/msc-global-economic-governance-and-policy/

Structure

The MSc in Global Economic Governance and Policy is a new masters programme designed for professionals and postgraduate students, with or without a prior background in economics, who wish to gain a focused and in-depth understanding of contemporary economic governance and policy debates.

The MSc is taught through two dedicated core courses. The first, Global Economic Governance 1 deals with issues of Global Economic Policy. This covers international trade and investment relationships between countries, trade and industrial policies, global capital markets, the international monetary and financial system, multinationals, global production networks and labour in the global economy. The second core paper, Global Economic Governance 2 deals with issues of institutions and governance. This includes issues of governance reforms for developing countries, the theory of institutional economics informing these debates, the policy and theoretical debates around property rights reforms, anti-corruption, industrial policy, rents and rent seeking, democratization and related governance issues. In addition, students will choose one, two or three optional courses, depending on the weight of the courses (see the list below), from across a range of SOAS departments plus a 10,000 word dissertation.

Students can, but do not have to, choose a course structure that, in addition to the programme’s focus on policy analysis and training, provides research method training.

- Optional Courses

MSc GEGP students can choose either one (1 unit) course or two (0.5 unit) courses or three (0.33 unit courses) to make up a total of 1 unit from the following list of courses by department. The availability of open option courses in other FL&SS departments from the below list is conditional on the approval of individual course convenors as well as the usual restrictions with regard to pre-requisites, timetable compatibilities and availability of individual courses in any one academic year. Students should note that some courses are capped in terms of student numbers, and that students from home departments will be given priority in case the relevant caps are reached. All law courses are open only for students with an LLB or who take the Law pre-sessional course offered by the School of Law at SOAS.

- Economics Department

MSc GEGP students will be eligible to take any of the post-graduate courses offered in the Economics Department, pending permission by the course convenors on the basis of the students’ prior academic qualifications in economics. Economics options with CATS 22.5 (0.5 unit) modules will be made available subject to approval.

Programme Specification

MSc Global Economic Governance and Policy programme specification (pdf; 392kb) - http://www.soas.ac.uk/economics/programmes/msc-global-economic-governance-and-policy/file97019.pdf

Materials

- SOAS Library
SOAS Library is one of the world's most important academic libraries for the study of Africa, Asia and the Middle East, attracting scholars from all over the world. The Library houses over 1.2 million volumes, together with significant archival holdings, special collections and a growing network of electronic resources.
Access to other London Universities will be provided, where relevant to specific courses.

Teaching & Learning

Courses are taught in lectures and tutorial groups. Degrees are awarded on the basis of assessed coursework, examinations and the dissertation. Courses are generally assessed on the basis of a final examination (70%) and an essay or project-based coursework (30%). MSc degrees are taught over a period of twelve months of full-time study within a structured programme. In the case of part-time study, the degrees will be taught over two or three years.

Learning Outcomes

Knowledge

- Students will learn about core policy debates on global economic governance.
- Students will study the current institutional and organisational architecture of global economic policy-making and governance.
- Students will have an opportunity to gain a deeper understanding of differing economic theories and methods, and of how these relate to economic policy debates and designs in the area of global economic governance.
- Students will study regionally specific economic policy challenges in the context of the evolution of the global economy, and will have an opportunity to gain a deeper understanding of different regional perspectives on global economic governance.
- Students will be trained in the understanding and use of economic policy tools and design, as well as issues of policy implementation and monitoring.
- Students taking the research pathway of the MSc GEGP will acquire sound knowledge of statistical research techniques and economic research methods.

Intellectual (thinking) skills:

- Students will learn to develop intellectual initiative and to analyse, evaluate and reflect critically on current research in the area of global economic governance.
- Students will acquire the ability to discriminate between competing economic theories and methods underlying the design of global economic policies, and to critically appraise the policy implications of these differing approaches.
- Students will learn to apply theoretical, empirical and technical knowledge about core features of current global economic governance to practical policy analysis through coursework and the dissertation.
- Students will have an opportunity to translate a complex understanding of issues in global economic governance into reform proposals, and to learn how to present these in an articulate, informed and coherent manner.

Subject-based practical skills:

- Students will learn how to gather, organise and employ data, information and evidence for economic policy analysis and design in the area of global economic governance.
- Students will gain the ability to critically assess economic policy tools and to design economic policy proposals in a case study context.
- Students will learn how to identify core problems in economic policy design, implementation and monitoring
- Students will acquire the ability to marshal arguments lucidly, coherently and concisely to present core analyses and policy messages or suggestions in clear language (written and verbal).
- Students taking the research pathway of the MSc GEGP will learn how to apply one or more research methods systematically to a chosen topic or project.

Transferable skills:

- Students will be able to analyse, evaluate and reflect critically on information received.
- Students will learn how to present ideas coherently and concisely, in writing and orally, extracting key elements from complex information.
- Students will be given the opportunity to engage with independent research on well defined tasks or topics.
- Students will learn how to identify policy problems and design solutions, selecting and applying competing theories and methods appropriately.
- Students will gain an understanding of how to gather, organise and deploy data and evidence to form a balanced judgement and to develop and support critical argument and policy recommendations. S
- Students will have an opportunity to present written and oral materials clearly and effectively and to engage constructively with feedback.

Employment

The MSc Global Economic Governance and Policy is a new programme, starting in 2016/17.

Students enrolling in this programme will return to or pursue careers in a wide range of positions in public, private and non-governmental project management and policy advice, for which a thorough understanding of on-going issues in global economic governance is essential.

This includes, for example, government officials from developing and advanced countries whose remit requires a wider understanding of global economic governance issues; employees of international organisations whose remits are not primarily concerned with economic policy-making, but increasingly require a thorough understanding of global economic governance issue to co-ordinate their approaches with those of other national and international organizations; private sector managers and consultants requiring a systematic understanding of current economic crises and imbalances in the world economy as well as regulatory approaches to this; employees of NGOs working in areas affected by current global economic crises and imbalances and policy responses to these; graduate students wishing to build a career in any of the above, and economics graduates with a special interest in global economic policy debates and design.

For more information about Graduate Destinations from this department, please visit the Careers Service website (http://www.soas.ac.uk/careers/graduate-destinations/).

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

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Pathways. - Professional Graduate Certificate of Education (PGCE) PCET. - Professional Certificate of Education (PCE) PCET.​. Read more

Course Overview

Pathways:
- Professional Graduate Certificate of Education (PGCE) PCET
- Professional Certificate of Education (PCE) PCET.​

The PGCE PCET is aimed at graduates who want to teach in their degree subject or graduates with a further qualification in the subject area in which they aim to teach. They will also be teaching or actively seeking teaching in the post-compulsory sector of education and training. Students do not need GCSE Maths or English to apply for this course.

The PCE PCET is aimed at students with a Level 3 qualification (NVQ3, OCN 3, A Level equivalence) preferably in the subject they are teaching or want to teach. The programme is for students who have experience in their subject areas and who wish to further their experience by teaching in the PCET or lifelong learning sector. Students do not need GCSE Maths or English to apply for this course.

Graduate and non-graduate entrants will follow the same learning pattern but, in compliance with the requirements of QAA, be taught at the differentiated levels for undergraduate study in Year 2.

- Prepare to Teach
The Preparing to teach 10 week taster course is for students with a Level 3 qualification who do not wish to undertake a two-year programme of study but who want to teach. This is an equivalence of Module 1 of the PGCE or PCE. Students would then be exempt from this module should they decide to apply for the PGCE or PCE at a later date.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Post-Compulsory-Education-and-Training-(PCET)-PGCE-PCE.aspx

Course Content

The Post Compulsory Education and Training (PCET) sector is an area of growing importance in a world of rapidly evolving economic and social change. As individuals face the need to upgrade their skills in order to meet the requires on the world of work, educators in the Post 16 sector have a key role to play in helping them to achieve their learning goals

The Cardiff Met PCET programmes have been devised to introduce you to teaching in the post compulsory education and training (PCET) sector including tertiary, further and higher education, adult and community education, vocational and 14- 19 education as well as training in the private sector or work-based learning environments. These two-year part time programmes will engage you in both academic and practical assignments.

The ethos of the programme is predicated upon student-centred learning which includes the interchange ability of staff/student roles, the pooling of intellectual resources and experiences and the structured opportunities for skills-sharing.

The general aim of the programmes is to produce teachers or trainers who can demonstrate competence across the range of roles and tasks related to the design, delivery, management and evaluation of learning. Students will leave the programme equipped with the necessary skills and knowledge that underpin the performance of those tasks expected of the professional educator or trainer in the post-compulsory sector.

The programme aims to provide a high quality and professionally appropriate experience that offers the opportunity for students to develop their abilities to plan and undertake projects related to practice; further to link their practice to theory in a critical and evaluative way. It aims to equip students with the skills to engage with the concept of reflective practice and to select areas of professional relevance for their study.

The overall aim is to create 'reflective practitioners'.
Modules:
Year 1
- Level 4 Preparing to Teach
- Level 5 Delivering Learning and Teaching
- Level 5 Reflective Practice 1

Year 2
The following modules are delivered on both programmes - the PCE PCET are delivered at Level 5 and the PGCE PCET at Level 6
- Context of PCET
- Professional Development in PCET
- Teaching and Learning Strategies in PCET
- Curriculum Planning and Design in PCET
- Subject Pedagogy and Reflective Practice 2

The Course Team reserve the right to amend the programme to ensure compliance with professional standards.

Learning & Teaching

The programme team recognises that adult learners bring with them experiences which can be used as a resource for learning. Consequently formal lectures are not a feature of this programme. We expect all sessions to involve students actively participating in their learning.

The overall emphasis will be on working together and effectively utilising the experiences and skills that the individual learners bring to the group. This student-centred approach allows students to take responsibility for their own learning. Tutors are seen as facilitators of learning, providing resources, supporting, stimulating and challenging where appropriate.

To this end the teaching methods on the programme will include:

Input from tutors. These can be useful in providing new or up-to-date information to larger groups provided there is an ongoing opportunity for questioning and participation. They will be used sparingly on the programme to generate interest in new subjects and provide information for future discussion, analysis and evaluation.

Small group work. This will be one of the key strategies utilised. The major aim of these activities will be to develop skills relating to thinking, discussion and the presentation of information. Students will be able to practise their communication skills, listen to other group members, support weaker peers and observe group dynamics in action. They will have extensive opportunities to develop their presentation skills in a safe environment and learn how to give encouraging and constructive feedback to their colleagues. Methods utilised will include:
- Ice-breaking exercises
- Team-building exercises
- Workshops
- Buzz groups and brainstorming
- Simulations
- Case-studies
- Role plays

Seminars. These will be led by programme members and will allow them to further develop their presentation and delivery skills. They will be designed to allow group members to explore issues relating to their own institutional settings or their academic specialisms.

Individualised learning periods. Directed self-study allowing programme members to learn at their own pace outside the framework of class activities. The number of hours of self-study varies for each student and it would be worth discussing this with your personal tutor at the start of the year.

Tutorials. Group members will meet with their individual tutors at regular intervals to reflect on their learning experiences, share concerns and problems and set learning targets.

Moodle is Cardiff Met’s virtual learning environment and you will be able to use this to access materials/information relating to the programme from a networked PC. Moodle will also be used for academic and social online discussion forum, blog discussions and for online learning resources.

Assessment

You may be assessed by a combination of assessment methods appropriate to the PGCE and PCE programme levels and may include:
- Written assessments (WRIT) such as reports, self-reflections, analytical documents, case studies, online blogs, peer assessments, essays;

- Presentations (PRES) and Microteaching sessions which may be individual and/or group; seminar; (non)-interactive; with audience;

- Practicals (PRAC) such as individual and/or group; coaching; mentoring;; performance;

- Portfolio (PORT) that includes a collection of evidence, frequently including a contextual statement; poster; website;

- Placements (PLAC) such as a fieldwork placement; school placement; experiencing the world of work.

The programme is continually assessed through module assignments and two hundred hours of supervised teaching experience to include 130 hours of direct teaching over the two years.

Students will undertake four observed teaching hours in Year 1 and four in Year 2. Each of these will require written preparation and also a self-evaluation report following the observation.

Employability & Careers

The PGCE and PCE PCET will qualify you to teach in Further and Higher Education, youth, adult and community education, 14- 19 sector, work-based education, training in HMForces, prison, industry and commercial training departments.

Students who have completed this course have gone on to part or full-time teaching in the post compulsory sector of education and training, usually teaching their subject and other subject related areas. All graduates leaving the course are signposted to Cardiff County Council and Cardiff Met’s Widening Access department as potential adult education tutors for outreach and summer school activities. .Some students are offered teaching opportunities by their mentor once they have graduated.

​Progression Routes:
Non-graduates successfully completing the PCE (PCET) will gain 120 credits at levels 4 and 5. Students would be able to progress on to a degree programme in their specific subject discipline.

Graduates completing the PGCE (PCET) will gain 120 credits at levels 4, 5 and 6. Students can then progress onto Masters programmes within their particular subject area.

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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If you want to develop a specialist career in multinational enterprises, this course offers high-level strategic learning in a range of areas. Read more
If you want to develop a specialist career in multinational enterprises, this course offers high-level strategic learning in a range of areas.

This course will provide you with the specialist knowledge to manage and adapt supply chains, and pioneer logistics in a growing field of industry. If you are looking to refine your skills or further progress within the profession, this course will enable you to gain a better understanding of how to apply strategic thinking in senior decision-making roles.

The University of South Wales is a preferred provider of professional and Masters level qualifications for the Chartered Institute of Logistics and Transport (CILT) and the Chartered Institute of Purchasing and Supply (CIPS). The course is also accredited by the Institute of Operations Management (IOM). These accreditations highlight the industry-level standards embedded within the course and ensure your learning can be applied and inform best practice in the modern workplace.

Upon successful completion of this course, you will gain MCIPS (in addition to three years’ work experience) and MCILT (with an average mark of 50% across the course with work experience, which will be assessed by the professional body). You are also set to gain from further exemptions from the Institute of Operations Management.

This course includes field trips that enable you to understand the practical implications of logistics and supply chain management in a variety of industrial settings (additional costs may apply).

See the website http://courses.southwales.ac.uk/courses/492-msc-international-logistics-and-supply-chain-management

What you will study

There are two pathways available to students studying the MSc International Logistics and Supply Chain Management course. Modules of study for each pathway depend upon whether students complete a 60 Credit Dissertation or a 20 Credit management project. The normal mode of study will be to undertake the 20 credit management project route.

Route One

- Sustainable Supply Chain Management (20 credits)
The module will explore the strategic need, role and value for logistics, purchasing and supply chain research within organisations in order to achieve sustainable supply chain networks in the future. Examining the major changes that are currently affecting logistics and supply chain strategies and how management in the future will be influenced by new structures, reconfiguration of material and information flows, the role of technology in evolving supply chains and the key issues in managing this transition process. This module aims to provide an integrative view of the complex inter- and intra-organisational dynamics which contribute to sustained organisational success and maximisation of competitive advantage. Exploring the sustainable supply chain from a global and local perspective.

- Commercial Relationships (20 credits)
This module explores the
 theory and practical application that underpins the processes involved in
formation of commercial agreements and relationships with external organizations.The module will examine the
current and relevant approaches to achieve an effective commercial agreements
by identifying with and critically evaluating the activities and documentation involved; the legal processes and terms and the main contractual arrangements required for a commercial agreements and relationship with customers and / or suppliers.

- Strategic Operations Management (20 credits)
This module aims to provide an appreciation of operational processes, techniques, planning and control systems with reference to both manufacturing and service industries from a qualitative and quantitative perspective.

- Globalisation of Logistics and Supply Chain Management (20 credits)
This module aims to identify the key drivers and trends that are increasing the globalisation of industries, markets and sectors, including the role of the SME. Also explore the structure and management and main activities of a global and international logistics and supply networks.

- Strategic Systems Thinking (20 credits)
This module aims to develop and enhance the skills and knowledge explored to enable participants to actively consider how they may personally make a difference in the different strategic contexts which may confront them. In particular, students will focus on innovative practices and an inclusive social approach to business and organisational development.

- Economies, Markets and Decision Making in International Contexts (20 credits)
The module aims to develop the ability to analyse the macroeconomic and micro frameworks within which strategic decisions are made. To develop the ability to solve problems which relate to management decision-making in the context of changing economic and market conditions.

- Project Management and Consultancy Skills (20 credits)
This module aims to critically explore and examine project management and consultancy skills in a business and supply chain context. Enabling students to understand and explore relevant and key project management techniques and principles and the impact that they have on operations, supply chain and business processes. Students will be able to use consultancy skills to reflect, monitor and evidence the ‘management of self’ in a marketing and business context.

- Research Methods (20 credits)
The module aims to develop your understanding and research skills in a management and/or professional development context; critically reviewing a range of research methodologies and methods of providing management information for decision making.

- Management Project (20 credits)
The module explores the concept, theories and practice of project management and consultancy skills. This module builds on the research methodology skills and requirements of critical debate established throughout the program and shows how these key skills are vital within a business context to ensure rigorous decision making. It examines combining the traditional research skills with project management and consultancy skills to enable an evidenced based approach to problem solving within an organisation.

Route Two

- Sustainable Supply Chain Management (20 credits)
The module will explore the strategic need, role and value for logistics, purchasing and supply chain research within organisations in order to achieve sustainable supply chain networks in the future. Examining the major changes that are currently affecting logistics and supply chain strategies and how management in the future will be influenced by new structures, reconfiguration of material and information flows, the role of technology in evolving supply chains and the key issues in managing this transition process. This module aims to provide an integrative view of the complex inter- and intra-organisational dynamics which contribute to sustained organisational success and maximisation of competitive advantage. Exploring the sustainable supply chain from a global and local perspective.

- Strategic Operations Management (20 credits)
This module aims to provide an appreciation of operational processes, techniques, planning and control systems with reference to both manufacturing and service industries from a qualitative and quantitative perspective.

- Globalisation of Logistics and Supply Chain Management (20 credits)
This module aims to identify the key drivers and trends that are increasing the globalisation of industries, markets and sectors, including the role of the SME. Also explore the structure and management and main activities of a global and international logistics and supply networks.

- Strategic Systems Thinking (20 credits).
This module aims to develop and enhance the skills and knowledge explored to enable participants to actively consider how they may personally make a difference in the different strategic contexts which may confront them. In particular, students will focus on innovative practices and an inclusive social approach to business and organisational development.

- Economies, Markets and Decision Making in International Contexts (20 credits)
The module aims to develop the ability to analyse the macroeconomic and micro frameworks within which strategic decisions are made. To develop the ability to solve problems which relate to management decision-making in the context of changing economic and market conditions.

- Research Methods (20 credits)
The module aims to develop your understanding and research skills in a management and/or professional development context; critically reviewing a range of research methodologies and methods of providing management information for decision making.

- Dissertation in Purchasing, Logistics, Supply Chain (60 credits)
You’ll be required to produce an extended piece of written postgraduate research, involving a significant piece of student-directed learning, based on a detailed investigation into a key area.

Learning and teaching methods

You can study the MSc International Logistics and Supply Chain Management full-time, part-time or online. The full-time programme starts in September and February.

Full-time: Full-time students study Stages One and Two in an academic year, followed directly by the dissertation. Part-time students usually complete one stage each academic year followed by the dissertation.

Part-time: We offer part-time weekend delivery, where you come to the University for one weekend every six weeks. For those who want to tailor a programme that suits their needs, we can be flexible in terms of when, where and how often lectures take place. This is useful for organisations and associations.

Online: The University of South Wales also offers online delivery through our partners the Chartered Institute of Logistics and Transport (CILT). Please note that CIPS accreditation is not available through our online course.

Work Experience and Employment Prospects

Graduates are able to demonstrate specialist knowledge to help them manage and adapt their global supply chains to respond to the dynamic needs of 21st century business. You will also be able to lead logistics and supply chain management in a growing field, and develop a specialist role in multinational enterprises. The additional professional accreditations associated with this Masters course will enable you to make a significant step in developing your professional career moving forward.

Assessment methods

Part-time students usually complete one stage each academic year followed by the dissertation, which can be completed in nine months.

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The MSc Health and Wellbeing programme emphasises the need to develop high quality health and wellbeing services for all ages across the health and social care sector. Read more
The MSc Health and Wellbeing programme emphasises the need to develop high quality health and wellbeing services for all ages across the health and social care sector. Through critical analysis of theory, research, policy and legislation you will be supported to advance scholarship and practice. A culture of interprofessional collaboration will be fostered through the provision of opportunities to learn with, from and about others. Knowledge and skills gained could enhance your continuing development, improve your performance at work and benefit the organisations that you work for now and in the future.

You can undertake the programme in stages initially working towards a Postgraduate Certificate then a Postgraduate Diploma, before completing your Masters qualification. If you do not wish to complete the full Masters, you can choose to complete either a Postgraduate Certificate or Postgraduate Diploma, depending on the module credits you accrue.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/health-and-wellbeing.aspx

Course detail

You are recommended to commence your studies with the Enhancing Health and Wellbeing module. This module will introduce you to the core theoretical concepts related to the promotion and enhancement of health and wellbeing, and you will be supported to reflect upon your career to date, considering how you would like to progress in preparation for your learning journey ahead. This initial support will prepare you to take control of your learning throughout the rest of the programme.

The modules you undertake next can be chosen from a range offered within the CCCU postgraduate portfolio, your choice of modules will reflect your learning and development needs and where relevant those of your supporting organisation. If you opt for the generic programme award title, e.g. MSc Health and Wellbeing, the choice of modules is up to you; if you opt for a MSc with negotiated endorsement e.g. MSc Health and Wellbeing (plus negotiated endorsement) then you will need to identify modules that can demonstrate your learning in relationship to this endorsement in conjunction with your academic tutor and these will need to be agreed by the Exam Board.

Where a specific option for a topic you want to study is not offered within the portfolio of postgraduate modules, you can opt to study it a bespoke manner, by undertaking the Negotiated Learning module. This module provides the opportunity to study at and for work with the support of an academic supervisor.

You will complete your MSc programme of studies with the research modules. You will undertake two modules – the Research Approaches and Methods module (RAM) which develops knowledge and understanding of research methods, followed by a Dissertation or Project. The aim of the research modules within your programme are to enable you to develop sound knowledge and understanding of different research approaches and methods which will enable you to plan and undertake a substantive dissertation or project in a topic relevant to your profession. At the end of these modules you will be able to produce clear aims and objectives for your study and be able to select and evaluate key research and other evidence. You will be able to select and justify a study design or methodology and be able to analyse and interpret relevant data. You will be able to reflect on the processes undertaken in carrying out a dissertation or project and discuss findings in relation to theoretical perspectives and your professional practice.

Suitability

The MSc Health and Wellbeing is designed to be a flexible and responsive course, meeting the learning and development needs of health and social care professionals. This course has been designed for those working in a range of roles and service contexts and is open to both experienced and newly registered health and social care practitioners.

Content

For full list of modules, please see the website.

Format

Learning and teaching strategies will involve you as an active participant; you will be encouraged to use self-evaluation and reflection on your own experience in order to deepen and consolidate your understanding as well as plan for your future learning. Modules are organised using a range of teaching and learning methods to facilitate your academic and professional development. These methods include a blend of classroom based, online and work based learning activities. Teaching and learning methods are supported by technologies e.g. our Virtual Learning Environment (VLE

Assessment

Throughout the programme your knowledge and skills will be informally assessed through a variety of learning activities. You will be encouraged to engage in self-assessment and may be actively involved in peer assessment. Formative assessment (during the module but not part of the final assessment) opportunities will be offered within each module as a part of your on-going learning.

Modules are worth 20 HE Level 7 credits, except the research dissertation which is either worth 40 or 60 HE Level 7 credits depending upon which option you choose to study. For each 20 credit module, the assessments are weighted at 4000 words or equivalent. Assessments include written essays/reports, critical reflections, case studies, and oral presentations.

The final stage research modules are assessed through the production of a research plan or proposal followed by a substantive dissertation/project in which the proposed research is carried out. All assessments focus on your ability to progress and integrate theory and practice enabling you to demonstrate the fulfilment of the module learning outcomes and are based on the postgraduate criteria for assessment.

What can I do next?

Enhancing your knowledge and understanding could contribute to your career progression and evidence that you are advancing practice according with professional skills frameworks. In addition, the skills you gain will enable you to write for professional journals and/or present at conferences, sharing best practice and raising your professional profile. Your postgraduate qualification could also help you to stand out in an increasingly competitive employment market, supporting you to consider senior, specialist or advanced roles within the health and social care arena, the independent and voluntary sector or education.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

The Brunel Science Postgraduate Certificate (PGCE) is a M-level course with 60 credits that can contribute to further Master's level study in Education, subject to approval.

The course will equip you with the knowledge, understanding and skills necessary to teach science and the ability to:

Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people

Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status

Understand the relationships between Education and science within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people

Recognise the contribution that science as part of the whole school curriculum makes to the development of the individual learner and groups of learners

Think critically about what it means to be scientifically educated and how this informs curriculum planning and design within the subject area

Apply a thorough knowledge and understanding of science (Physics) National Curriculum to the planning of curriculum experiences for pupils in school

Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the mathematics National Curriculum range and content, applying principles of continuity and progression

Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses

Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum

Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils

Utilise a range of resources, including information and communication technology, to enhance pupil learning in physics

Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons

Use a wide range of class management strategies to maximise pupil learning

Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area

Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning

Raise the status of the subject area by demonstrating high standards of professionalism at all times

Understand the crucial role of professional learning for the teacher, the pupils and schools.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I
This module covers the following GPE themes:

Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.

You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II
This module covers the following GPE themes:

Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.

You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III
This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:

Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

As a qualified science teacher you may be required to teach National Curriculum general science to Key Stage 4, as well as your particular specialism to ‘A’ level and beyond. To this end, the course aims to facilitate your transformation into a well-educated, well-trained, confident and motivated science educator.

Along with English and mathematics, science is one of the three core subjects of the National Curriculum and since all pupils have to study a broad, balanced curriculum in science there is a demand for well-qualified and skilled science teachers. Most pupils entering secondary school are excited at the prospect of work, for the first time in a fully equipped laboratory, and secondary school science teachers have to build upon and sustain this interest for the subject.

To meet this challenge we need capable, skilled and enthusiastic teachers who are able to motivate young people and lead them to discover the wonders of science.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list. The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006.

We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research. Read more
Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research.

You study different approaches to therapeutic work across a range of subjects and client groups, including adult mental health, individuals, couples, children and families.

You will also sharpen your own critical responses to discourses relating to power, difference and diversity, and develop the skills needed to address issues of discrimination.

This course is delivered in partnership with the Institute of Family Therapy in London.

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level

Choose Family and Systemic Psychotherapy MSc and:

• Study through a combination of lectures, group exercises and activities, and in addition to focusing on research and theory, benefit from the programme’s clinical practice component
• Explore a range of qualitative methods for conducting research, before designing and conducting a piece of work in an area of your own interest and practice that you will write up for your final dissertation
• Develop systemic practice skills through weekly attendance of a supervision group where you will work directly with clients assessing risk, safety and vulnerability, the therapeutic relationship, interventions, and theories of change
• Gain an opportunity to develop your professional interests and contribute to the development of knowledge within the systemic field
• Benefit from power and diversity group plenaries which will support you in the development of a deeper understanding of the issues surrounding power and discrimination.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/family-and-systemic-psychotherapy#about

Course description

The Research component of the course encourages independent learning, providing you with an opportunity to develop your own professional practice interests in initiating and taking responsibility for a research project and dissertation, contributing to the development of knowledge within the systemic field. The course aims to help you develop your work with families and couples, to increase and consolidate your theoretical and clinical skills and your understanding of the use of the self in practice. The inclusion of a wide range of approaches is an important characteristic. It is part of the course philosophy to encourage you in the development of a critical approach to theory and practice examining the inequalities and differences for example of race, class, gender, and to encourage an ethical and anti-discriminatory approach to clients. Use of self and self-reflexive practice is a core aspect of training,

A particular feature of the course are the Power and Diversity group plenaries, which support you in developing your understanding of issues of power and discrimination. These plenaries supplement and support the acquisition of these skills in your supervision group to apply this understanding in your therapeutic practice.

Subject to the agreement of your agency, you will be expected to bring your own case material for discussion and video or audio recordings of your work. Where appropriate signed, informed consent will be obtained from families for this purpose. For review of work during the course through DVD consultation, the consent forms for therapy include consent to record and review for the purposes of training. The academic and experiential learning provided encourages you to develop a broad critique and to apply a range of interventions in family and other related contexts in which you have a professional role. .

The course is the final stage of training leading to qualification as a family / systemic psychotherapist and eligibility to register with the UKCP.

The part time structure of the course enables you to continue in your employment while you study. The combination of evening and day time study and its central location make it accessible geographically to students from different parts of the UK. Tutors and supervisors are all registered systemic psychotherapists and systemic supervisors, many of whom have a PhD, combining academic rigour which is also grounded in clinical practice, contributing to a rich learning experience.

Modules

• Advanced Theory In Context (ASS044-6) Compulsory
• Clinical Practice: The Developing Therapist (ASS042-6) Compulsory
• Clinical Practice: The Maturing Therapist (ASS045-6) Compulsory
• Research Dissertation (ASS043-6) Compulsory
• Research Methods (ASS040-6) Compulsory
• Theory In Context (ASS041-6) Compulsory

Assessment

The spirit of the course is developmental learning and the promotion of connections between different aspects of the course and modes of learning. You will build on the skills and learning achieved in your Foundation and Intermediate level courses, taking them to a greater level of complexity.

The course employs a range of assessment strategies which respond to the learning outcomes of the course. The strategies include written assignments that give you the opportunity to show your systemic writing skills and critical use of the literature, particularly in the Research and Theory Units. In extending this assessment strategy, in different units on the course you will produce written analyses of your systemic work with clients showing the development of your application of theory to practice in both your course and agency-based places of work, as well as in vivo presentations. The strength of this strategy is that it draws on a range of strengths, and applies equally well to organisational dilemmas as well as case consultations and gives you the chance to extend your systemic thinking beyond the frame of direct work.

Career/Further study opportunities

This course qualifies you to practice as a family and systemic psychotherapist, and to apply for registration with the UKCP. Depending on your background and first professional qualification you may also have the possibility to apply for designated family therapist posts within the NHS. Following the Munro Report published in 2011 opportunities are beginning to open up for family therapy posts within the Social Care context, and a growing number of independent and third sector agencies are interested in having a qualified family / systemic psychotherapist on their staff, or providing consultation to their work. Other students go on to develop independent practice, often alongside posts within the statutory sector

Qualified practitioners with post-qualifying experience are eligible to apply for further study to become qualified systemic supervisors.

They may also apply for further study at Doctorate level, contributing to the development of knowledge within the field.

Students also use the increased confidence in their written and academic abilities to contribute written articles to journals within the field, for example the Journal of Family Therapy and to further develop their research interests.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The primary aim of this course is to develop your professional career beyond initial registration as a nurse or midwife. Read more
The primary aim of this course is to develop your professional career beyond initial registration as a nurse or midwife.

To achieve this, the course aims to prepare you to meet the academic, practice and professional requirements that will enable you to apply to Part 3 of the NMC register as a Specialist Community Public Health Nurse (HV or SN). It also aims to support your individual learning needs on your chosen pathway, either HV or SN and in the context of interprofessional practice; to practise as part of a team and apply professional judgement, to be accountable for decisions made in changing and challenging environments within the field of practice, either Health Visiting or School Nursing.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/specialist-community-public-health-nursing.aspx

Course detail

Applicants are required to have current registration with the NMC as either a Nurse or a Midwife, and hold a diploma in Nursing or Midwifery (or have the equivalent academic credits i.e. 240 level 5 credits). If you have a degree and don't fulfil the criteria to study at Level 7 or do not want to, you can apply for the Level 6 Graduate Diploma.

Your current NMC registration must be maintained for the duration of the course and as part of professional registration.

If you don't have the academic credits we would advise you apply to undertake the Portfolio for Entry to Degree qualification in the CPD Scheme.

Specialist Community Public Health Nursing is currently offered in both School Nursing and Health Visiting pathways.

Content

There are seven modules you will study reflecting the knowledge and understanding as well as skills required to practice safely and effectively in either the HV or SN pathway.

This will include:
• Perspectives of contemporary public health and the application to the SCPHN role;
• Research methods and the evidence base for practice which will develop skills for searching and applying data and information in your future career.
• Studying child development theories will prepare you to understand how children and young people grow and develop and the life experiences which can interfere with their development including emerging evidence of the contribution from neuroscience.
• Safeguarding children and young people you will build on your knowledge of assessment and observation skills from child development to study the importance of partnership and collaboration with families, professionals as well as the voluntary sector in the prevention of child abuse and neglect.
• Leadership and the facilitation of change and working with teams will be explored as part of the programme.
• Skills of advanced communication including the ‘family partnership model’, motivational interviewing, self-efficacy and solution focussed helping strategies are also part of your studies.
• You will be able to study the Community Practitioner Nurse Prescribing module as an optional part of the programme.

Format

The programme will prepare you to become an independent lifelong learner by supporting your personal professional journey; providing teaching and learning experiences using a variety of active learning methods. Active learning is designed to enable you to interact with other students in and out of the classroom in activities directed by tutors as well as in self­directed study with your peers. Active learning encourages you to become a critical thinker capable of finding solutions to manage complex professional practice issues and to develop critical reflection skills to equip you with the skills to question your practice and the context and culture of practice. The programme uses clinical supervision, action learning sets, tripartite practice reviews, reflection activities, skills workshops, seminars to enable you to develop these skills.

You will be allocated a practice placement where 50% of your learning will take place and be supported by a suitably qualified Practice Teacher and SCPHN Mentor.

Assessment

The programme uses a variety of different assessment techniques including examination and essays. You will be assessed by; undertaking group and interprofessional seminars, reflecting on case studies from practice and complete an video recording of an interview with a client.

The Community Practitioner Nurse Prescribing V100 optional module will be assessed by an examination and portfolio. You will be allocated a Practice Teacher in your placement who will be responsible for your practice assessments and as part of this assessment you will compile a reflective portfolio from your practice experiences.

All students will organise and participate in a Mini conference in the Leadership Module.

What can I do next?

When you have successfully completed the programme you will have achieved the knowledge and skills required for Specialist Community Public Health Nursing practice, in either the HV or SN pathway through your academic study combined with learning from your practice placement.

On successful completion of all compulsory elements of the programme you will be able to apply to Part 3 of the NMC register as either a HV or SN having met the academic standards.

Students who successfully complete the Community Practitioner Nurse Prescribing module will be able to apply to the NMC to have their qualification recorded on the register.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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The Full Time MBA is a flagship generalist management qualification designed to meet the needs of early career individuals and is structured to support your aspirations for fast track career progression through the development of leadership and strategic management skills and a contemporary understanding of business. Read more
The Full Time MBA is a flagship generalist management qualification designed to meet the needs of early career individuals and is structured to support your aspirations for fast track career progression through the development of leadership and strategic management skills and a contemporary understanding of business.

This postgraduate degree aims to enhance your professional prospects by developing your capability to apply the latest thinking relating to organisational development and change in the competitive global context.

Successful completion of the MBA highlights your potential to have a real impact on the transformation of the organisation you join.

The course combines core MBA disciplines with innovative subject areas supported by the latest research in strategic management and leadership to develop business competence and strengthen confidence and credibility, providing you with the practical and theoretical capabilities to master the complexities of a competitive and changing business environment.

Our courses are designed to be engaging, attractive and flexible in the current global marketplace. There are six entry points through the year. This allows you to start when it is most suitable. The entry points are:

• September
• November
• January
• March
• June
• July

Your course takes place over three semesters. Depending upon when you join the course, this will determine the order of units which you will study. You will benefit by beginning your studies with others who started at one of the earlier points of entry.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/business-administration

Course detail

The course adopts a practice-led curriculum and aims to develop an advanced knowledge of organisations and their effective management in the dynamic competitive global context, and the ability to creatively apply this knowledge and understanding to complex issues to systematically and innovatively enhance strategic business and management practice.

This offers a challenging learning opportunity to encourage the integration of theory and practice supported by experienced academics with substantial management experience.

Through practice events you will work with academics and professors of practice on live consultancy projects with leading employers in organisations across private, public and not-for-profit sectors to support your personal and professional development as a creative and innovative leader with the knowledge and skills needed in the global, knowledge-based economy.

You will develop the attributes and skills expected of post-graduates, as recognised by professional and industry bodies such as the Chartered Management Institute and the Confederation of British Industry, including team-working, negotiation skills, leadership, confidence and the ability to apply critical and creative thinking to complex and unclear problems to develop innovative solutions.

Modules

Core units:
• Leading and Managing Organisational Resources
• Strategy and the Global Competitive Environment
• Management Practice
• Theory into Practice Project

Route Option 1:
• Corporate Innovation and Entrepreneurship
• Project Management

Route Option 2:
• Digital Marketing and Communications
• Digital Technology Management

Route Option 3:
• International and Comparative HRM
• Business Economics

Assessments

Assessments are rooted in real life and practical workplace scenarios to enable learning to be transferred to the workplace. Later assessments allow for greater integration and synthesis. Exams are kept to a minimum as the focus is on practical skills such as report writing, presentation and projects.

A range of assessment methods are used throughout the course for you to demonstrate your knowledge and skills, including:
• Individual written reports that allow you to apply theory to case studies for in-depth analysis
• Business Reports that allow you to demonstrate contextual insight and report professionally on practice
• Project Plans that requires you to use your knowledge and skills of project management
• Seminar Papers that allow progressive development of critical analysis skills
• Project Reports that integrate learning throughout the course applied in practice
• Business simulation where you demonstrate the impact of your strategic decision making

Careers

The successful completion of your MBA provides a strong foundation for your professional prospects with potential to join an employer in a variety of positions and potential for fast track career progression opportunities.

The course has been designed to develop graduates who are able to:

• Apply contemporary approaches to strategic management and leadership in complex organisations to systematically and creatively evolve the business, while understanding real life challenges and uncertainties.

• Inspire collaboration and synergistic team work by managing relationships, sharing skills and experience and objective consideration and evaluation of alternative perspectives, in contributing to professional, ethical and innovative practice.

• Synthesise a range of information in the context of new situations using informed judgment to develop innovative approaches to organisational challenges and opportunities.

You will be in a good position to demonstrate your potential to employers. Recruiters value the skills to work in a team, the ability to continue to learn, analytical abilities and a broad understanding of management.

Whatever you decide to do, the successful completion of your MBA should have laid a strong foundation for you to become a positive change agent in any organisation and an obvious champion for the added value of a dynamic and innovative organisational culture.

As part of a large and multi-cultural learning community, you should gain a valuable network of friends and contacts for the future. Our MBA Alumni organisation will help you keep in touch with your MBA contacts.

Further study

It is anticipated that you will enter employment after this course and the applied nature of the programme reflects that expectation. Later study options might include more specialist study as you develop your own functional focus or a DBA.

Successful completion of the MBA also provides the foundation for progression to further study and research and many students continue to work towards the Doctor of Philosophy (PhD).

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Students who wish to conduct doctoral-level research in Nepal, or in preparation for professional employment in e.g. a government agency or international NGO. Read more

Who is this programme for?:

Students who wish to conduct doctoral-level research in Nepal, or in preparation for professional employment in e.g. a government agency or international NGO.

This is the only Masters-level programme offered anywhere in the world that provides students who intend to proceed to conduct anthropological research (broadly defined) in Nepal with the necessary skills (disciplinary, linguistic, methodological).

What will this programme give the student an opportunity to achieve?

- The ability to read, write, speak and understand Nepali to a level suitable for field research in Nepal
- A grounding in the scholarly literature on Nepali history, society and culture
- Expertise in anthropological theory and practice that will provide a basis for research in a Nepali context

Visit the website http://www.soas.ac.uk/anthropology/programmes/ma-anthropology-research-methods-nepali/

Structure

- Year 1
Students take a 1.0 unit Nepali language course (either Nepali Language 1 or Nepali Language 2); 1.0 unit Culture and Conflict in the Himalaya; 1.0 unit Theoretical Approaches in Social Anthropology (or other anthropology options, chosen in consultation with programme convenor, for students with equivalent anthropology training); 0.5 unit Media Production Skills; and 0.5 units of anthropology options.

- Summer break between years 1 and 2
Two weeks of intensive Nepali language tuition at SOAS after the June exams, followed by two months in Kathmandu, attached to the Nepā School of Social Sciences and Humanities and the Bishwo Bhasa Campus of Tribhuvan University. At the end of the summer students will be required to submit a 5000-word preliminary fieldwork report and research proposal, accompanied by a 500-word abstract written in Nepali.

- Year 2
Students take the following courses: 1.5 unit Nepali for researchers; 1.0 unit Anthropological Research Methods (0.5 units Ethnographic Research Methods in term 1 and 0.5 units in Introduction to Quantitative Methods in Social Research in term 2). They also attend the compulsory weekly MPhil Research Training Seminar in anthropology and write a 15,000 word MA Dissertation.

Language courses will be assessed though a mixture of written papers and oral examinations.

Non-language courses will be assessed on the basis of coursework essays and written papers.

Programme Specification (msword; 668kb) - http://www.soas.ac.uk/anthropology/programmes/ma-anthropology-research-methods-nepali/file68458.rtf

Teaching & Learning

What methods will be used to achieve the learning outcomes?

Knowledge:
1. How to assess data and evidence critically from manuscripts and digital sources, solve problems of conflicting sources and conflicting interpretations, locate materials, use research sources (particularly research library catalogues) and other relevant traditional sources.

2. The Research Methods course focuses on teaching the various research methods associated with anthropological fieldwork including: participant observation, historical research, qualitative interviewing, quantitative data collection, Rapid Participatory Assessment, how to design questionnaires and, especially, on how to formulate a research question and design a project and consider the ethical issues involved. The Statistics courseworks on how to compile statistics, and how to critically assess statistics.

3. The Research Training course, which is assessed by the Masters dissertation, works on students’ writing skills with an emphasis on thinking of the history of the discipline, writing to schedule, writing to requested word count, how to formulate a research question based on the material gathered, as well as how to do a presentation, how to comment on presentations and how to apply for funding. Term three looks at the strategies for working on the Masters’ dissertation and how to be upgraded at the start of the MPhil year.

4. A good grounding in the sociocultural and political history of and contemporary sociocultural and political issues in Nepal, and familiarity with the scholarly literature on these topics.

5. Proficiency in spoken and written Nepali sufficient for the purposes of anthropological field research: ability to conduct conversations and interviews, and read and synthesise information from Nepali written sources.

Intellectual (thinking) skills

1. Students should become precise and cautious in their assessment of evidence, and to understand through practice what documents can and cannot tell us.

2. Students should question interpretations, however authoritative, and reassess evidence for themselves. They should be able to design a research project, set a timetable, understand the principles of fieldwork, and consider questions of ethics.

3. Students should learn to read each others’ work for both its strengths and weaknesses, develop their skills as public speakers, learn how to compose short abstracts of their project (for funding), be able to think critically and yet be open to being critiqued themselves.

Subject-based practical skills

The programme aims to help students with the following practical skills:

1. Communicate effectively in writing, in both English and (at a less advanced level) Nepali
2. Retrieve, sift and select information from a variety of sources in both English and Nepali.
3. Present seminar papers.
4. Listen to and discuss ideas introduced during seminars.
5. Practice research techniques in a variety of specialized research libraries and institutes.
6. Be prepared to do fieldwork for an anthropology PhD.

Transferable skills

The programme will encourage students to:

1. Write good essays and dissertations.
2. Structure and communicate ideas effectively both orally and in writing.
3. Understand unconventional ideas.
4. Present (non–assessed) material orally.
5. Function as a student and researcher in a radically different environment.
6. Be able to apply for funding to do a PhD.
7. Be prepared to enter an Anthropology PhD programme and to be upgraded from MPhil to PhD in the shortest possible time.

Destinations

Students who study MA Anthropological Research Methods and Nepali develop a wide range of transferable skills such as research, analysis, oral and written communication skills.

The communication skills of anthropologists transfer well to areas such as information and technology, the media and tourism. Other recent SOAS career choices have included commerce and banking, government service, the police and prison service, social services and health service administration. Opportunities for graduates with trained awareness of the socio-cultural norms of minority communities also arise in education, local government, libraries and museums.

For more information about Graduate Destinations from this department, please visit the Careers Service website (http://www.soas.ac.uk/careers/graduate-destinations/).

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

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The MBA (Finance) is a flagship qualification designed to meet the needs and aspirations of early career individuals through the combination of a general management education with the specialist area of Finance. Read more
The MBA (Finance) is a flagship qualification designed to meet the needs and aspirations of early career individuals through the combination of a general management education with the specialist area of Finance.

It is designed for individuals who want to develop their leadership and management skills along with their interest in Finance and for those seeking fast track career progression opportunities.

This postgraduate degree aims to enhance your professional prospects by developing your capability to apply the latest thinking relating to organisational development and change in the competitive global context. Successful completion of the MBA (Finance) highlights your potential to have a real impact on the transformation of the organisation you join.

Our courses are designed to be engaging, attractive and flexible in the current global marketplace. There are six entry points through the year. This allows you to start when it is most suitable. The entry points are:

• September
• November
• January
• March
• June
• July

Your course takes place over three semesters. Depending upon when you join the course, this will determine the order of units which you will study. You will benefit by beginning your studies with others who started at one of the earlier points of entry.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/business-administration-finance

Course detail

The course adopts a practical and applied business curriculum and aims to develop an advanced knowledge of organisations and their effective management in the dynamic competitive global context, and the ability to creatively apply this knowledge and understanding to complex issues to systematically and innovatively enhance strategic business and management practice.

This offers a challenging learning opportunity to encourage the integration of theory and practice supported by experienced academics with substantial management experience.

You will work with academics and professors of practice on live consultancy projects with leading employers in organisations across private, public and not-for-profit sectors to support your personal and professional development as a creative and innovative leader with the knowledge and skills needed in the global, knowledge-based economy.

You will develop the attributes and skills expected of post-graduates confirmed by partner industry bodies including the Chartered Management Institute and the Confederation of British Industry, including team-working, negotiation skills, leadership, confidence and the ability to apply critical and creative thinking to complex and unclear problems to develop innovative solutions.

Modules

• Leading and Managing Organisational Resources
• Strategy and the Global
• Competitive Environment
• Strategic Finance
• Business Economics
• Management Practice
• Theory into Practice Project

Assessment

Assessments are rooted in authentic and practical workplace scenarios to enable learning to be transferred to the workplace. Later assessments allow for greater integration and synthesis. Exams are kept to a minimum as the focus is on practical skills such as report writing, presentation and projects.

A range of assessment methods are used throughout the course for you to demonstrate your knowledge and skills, including:

• Individual written reports that allow you to apply theory to case studies for in-depth analysis
• Business Reports that allow you to demonstrate contextual insight and report professionally on practice
• Project Plans that requires you to use your knowledge and skills of project management
• Seminar Papers that allow progressive development of critical analysis skills
• Project Reports that integrate learning throughout the course applied in practice
• Business simulation where you demonstrate the impact of your strategic decision making

Careers

The successful completion of your MBA provides a strong foundation for your professional prospects with potential to join an employer in a variety of positions and potential for fast track career progression opportunities.

The course has been designed to develop graduates who are able to:

• Apply contemporary approaches to strategic management and leadership in complex organisations to systematically and creatively evolve the business, while understanding real life challenges and uncertainties.

• Inspire collaboration and synergistic team work by managing relationships, sharing skills and experience and objective consideration and evaluation of alternative perspectives, in contributing to professional, ethical and innovative practice.

• Synthesise a range of information in the context of new situations using informed judgment to develop innovative approaches to organisational challenges and opportunities.

You will be in a good position to demonstrate your potential to employers. Recruiters value the skills to work in a team, the ability to continue to learn, analytical abilities and a broad understanding of management.

Whatever you decide to do, the successful completion of your MBA should have laid a strong foundation for you to become a positive change agent in any organisation and an obvious champion for the added value of a dynamic and innovative organisational culture. You will also have had extensive and continuous opportunity for reflective and critical evaluation of your capability as a team worker and leader.

As part of a large and multi-cultural learning community, you should gain a valuable network of friends and contacts for the future. Our MBA Alumni organisation will help you keep in touch with your MBA contacts.

Further study

It is anticipated that you will enter employment after this course and the applied nature of the programme reflects that expectation. Later study options might include more specialist study as you develop your own functional focus or a DBA.

The tutors will always be there as a source of advice and help should you want to progress your development further.
Successful completion of the MBA also provides the foundation for progression to further study and research and many students continue to work towards the Doctor of Philosophy (PhD).

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

Read less
The MBA (Digital Technology Management) is a flagship qualification designed to meet the needs and aspirations of early career individuals through the combination of a general management education with the specialist area of Technology Management. Read more
The MBA (Digital Technology Management) is a flagship qualification designed to meet the needs and aspirations of early career individuals through the combination of a general management education with the specialist area of Technology Management.

It is designed for individuals who want to develop their leadership and management skills along with their interest in Technology Management and for those seeking fast track career progression opportunities.

This postgraduate degree aims to enhance your professional prospects by developing your capability to apply the latest thinking relating to organisational development and change in the competitive global context.

Successful completion of the MBA (Digital Technology Management) highlights your potential to have a real impact on the transformation of the organisation you join.

Our courses are designed to be engaging, attractive and flexible in the current global marketplace. There are six entry points through the year. This allows you to start when it is most suitable. The entry points are:

• September
• November
• January
• March
• June
• July

Your course takes place over three semesters. Depending upon when you join the course, this will determine the order of units which you will study. You will benefit by beginning your studies with others who started at one of the earlier points of entry.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/business-administration-digital-technology-management

Course detail

The course adopts a practical and applied business curriculum and aims to develop an advanced knowledge of organisations and their effective management in the dynamic competitive global context.

We will enable you to creatively apply this knowledge and understanding to complex issues to systematically and innovatively enhance strategic business and management practice.

This offers a challenging learning opportunity to encourage the integration of theory and practice supported by experienced academics with substantial management experience.

Through practice events you will work with academics and professors of practice on live consultancy projects with leading employers in organisations across private, public and not-for-profit sectors to support your personal and professional development as a creative and innovative leader with the knowledge and skills needed in the global, knowledge-based economy.

You will develop the attributes and skills expected of post-graduates confirmed by partner industry bodies including the Chartered Management Institute and the Confederation of British Industry, including team-working, negotiation skills, leadership, confidence and the ability to apply critical and creative thinking to complex and unclear problems to develop innovative solutions.

Modules

• Leading and Managing Organisational Resources
• Strategy and the Global
• Competitive Environment
• Digital Technology Management
• Project Management
• Management Practice
• Theory into Practice Project

Assessment

Assessments are rooted in real life and practical workplace scenarios to enable learning to be transferred to the workplace. Later assessments allow for greater integration and synthesis. Exams are kept to a minimum as the focus is on practical skills such as report writing, presentation and projects.

A range of assessment methods are used throughout the course for you to demonstrate your knowledge and skills, including:

• Individual written reports that allow you to apply theory to case studies for in-depth analysis
• Business Reports that allow you to demonstrate contextual insight and report professionally on practice
• Project Plans that requires you to use your knowledge and skills of project management
• Seminar Papers that allow progressive development of critical analysis skills
• Project Reports that integrate learning throughout the course applied in practice
• Business simulation where you demonstrate the impact of your strategic decision making

Careers

The successful completion of your MBA provides a strong foundation for your professional prospects with potential to join an employer in a variety of positions and potential for fast track career progression opportunities.

The course has been designed to develop graduates who are able to:

• Apply contemporary approaches to strategic management and leadership in complex organisations to systematically and creatively evolve the business, while understanding real life challenges and uncertainties.

• Inspire collaboration and synergistic team work by managing relationships, sharing skills and experience and objective consideration and evaluation of alternative perspectives, in contributing to professional, ethical and innovative practice.

• Synthesise a range of information in the context of new situations using informed judgment to develop innovative approaches to organisational challenges and opportunities.

You will be in a good position to demonstrate your potential to employers. Recruiters value the skills to work in a team, the ability to continue to learn, analytical abilities and a broad understanding of management.

Whatever you decide to do, the successful completion of your MBA should have laid a strong foundation for you to become a positive change agent in any organisation and an obvious champion for the added value of a dynamic and innovative organisational culture.
You will also have had extensive and continuous opportunity for reflective and critical evaluation of your capability as a team worker and leader.

As part of a large and multi-cultural learning community, you should gain a valuable network of friends and contacts for the future. Our MBA Alumni organisation will help you keep in touch with your MBA contacts.

Further study

It is anticipated that you will enter employment after this course and the applied nature of the programme reflects that expectation. Later study options might include more specialist study as you develop your own functional focus or a DBA.

The tutors will always be there as a source of advice and help should you want to progress your development further.
Successful completion of the MBA also provides the foundation for progression to further study and research and many students continue to work towards the Doctor of Philosophy (PhD).

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

Read less
The MBA (Internship) is a flagship generalist management qualification designed to meet the needs of early career individuals and is structured to support your aspirations for fast track career progression through the development of strategic management and leadership skills and a contemporary understanding of business. Read more
The MBA (Internship) is a flagship generalist management qualification designed to meet the needs of early career individuals and is structured to support your aspirations for fast track career progression through the development of strategic management and leadership skills and a contemporary understanding of business.

This pathway includes a two-month internship in an organisation for you to gain valuable work experience to further enhance your professional prospects.

This postgraduate degree aims to enhance your professional prospects by developing your capability to apply the latest thinking relating to organisational development and change in the competitive global context. Successful completion of the MBA (Internship) highlights your potential to have a real impact on the transformation of the organisation you join.

Our courses are designed to be engaging, attractive and flexible in the current global marketplace. There are six entry points through the year. This allows you to start when it is most suitable. The entry points are:

• September
• November
• January
• March
• June
• July

Your course takes place over three semesters. Depending upon when you join the course, this will determine the order of units which you will study. You will benefit by beginning your studies with others who started at one of the earlier points of entry.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/business-administration-internship

Course detail

The course adopts a practical and applied business curriculum and aims to develop an advanced knowledge of organisations and their effective management in the dynamic competitive global context, and the ability to creatively apply this knowledge and understanding to complex issues to systematically and innovatively enhance strategic business and management practice.

You will work with academics and professors of practice on live consultancy projects with leading employers in organisations across private, public and not-for-profit sectors to support your personal and professional development as a creative and innovative leader with the knowledge and skills needed in the global, knowledge-based economy.

You will develop the attributes and skills expected of post-graduates confirmed by partner industry bodies including the Chartered Management Institute and the Confederation of British Industry, including team-working, negotiation skills, leadership, confidence and the ability to apply critical and creative thinking to complex and unclear problems to develop innovative solutions.

Modules

Core units:
• Leading and Managing Organisational Resources
• Strategy and the Global Competitive Environment
• Management Practice
• Theory into Practice

Route Option 1:
• Corporate Innovation and Entrepreneurship
• Project Management

Route Option 2:
• Digital Marketing and Communications
• Digital Technology Management

Route Option 3:
• International and Comparative Human Resource Management
• Business Economics

Assessment

Assessments are rooted in real life and practical workplace scenarios to enable learning to be transferred to the workplace. Later assessments allow for greater integration and synthesis. Exams are kept to a minimum as the focus is on practical skills such as report writing, presentation and projects.

A range of assessment methods are used throughout the course for you to demonstrate your knowledge and skills, including:

• Individual written reports that allow you to apply theory to case studies for in-depth analysis
• Business Reports that allow you to demonstrate contextual insight and report professionally on practice
• Project Plans that requires you to use your knowledge and skills of project management
• Seminar Papers that allow progressive development of critical analysis skills
• Project Reports that integrate learning throughout the course applied in practice
• Business simulation where you demonstrate the impact of your strategic decision making

Careers

The successful completion of your MBA provides a strong foundation for your professional prospects with potential to join an employer in a variety of positions and potential for fast track career progression opportunities.

The course has been designed to develop graduates who are able to:

• Apply contemporary approaches to strategic management and leadership in complex organisations to systematically and creatively evolve the business, while understanding real life challenges and uncertainties.

• Inspire collaboration and synergistic team work by managing relationships, sharing skills and experience and objective consideration and evaluation of alternative perspectives, in contributing to professional, ethical and innovative practice.

• Synthesise a range of information in the context of new situations using informed judgment to develop innovative approaches to organisational challenges and opportunities.

You will be in a good position to demonstrate your potential to employers. Recruiters value the skills to work in a team, the ability to continue to learn, analytical abilities and a broad understanding of management.

Whatever you decide to do, the successful completion of your MBA should have laid a strong foundation for you to become a positive change agent in any organisation and an obvious champion for the added value of a dynamic and innovative organisational culture.

As part of a large and multi-cultural learning community, you should gain a valuable network of friends and contacts for the future. Our MBA Alumni organisation will help you keep in touch with your MBA contacts.

Further study

It is anticipated that you will enter employment after this course and the applied nature of the programme reflects that expectation. Later study options might include more specialist study as you develop your own functional focus or a DBA.

Successful completion of the MBA also provides the foundation for progression to further study and research and many students continue to work towards the Doctor of Philosophy (PhD).

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

Read less

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