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This Master's is for those who are in interested in designing and implementing development projects and programmes and/or in researching development effectiveness, and who need to develop and enhance their skills for undertaking high-quality rigorous impact evaluations. Read more
This Master's is for those who are in interested in designing and implementing development projects and programmes and/or in researching development effectiveness, and who need to develop and enhance their skills for undertaking high-quality rigorous impact evaluations.

Impact evaluation has become an important tool in development policy making. Multi-lateral and bi-lateral donor agencies and developing country governments are now widely committed to funding and utilising high quality impact evaluation.

The course offers familiarisation with and skills in the basics of modern evidence-based policy-making and impact evaluation, including the contexts and practices of evaluation, research design and data production for evaluation, and basic and more advanced methods of quantitative and qualitative analysis.

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The ReNu2Farm project will explore the demand for nutrients and organic matter, at farm and regional levels, with the aim to make a map of regions in North West Europe with their specific nutrient and organic matter needs and propose alternatives to conventional fertilisers derived from recycling. Read more

The ReNu2Farm project will explore the demand for nutrients and organic matter, at farm and regional levels, with the aim to make a map of regions in North West Europe with their specific nutrient and organic matter needs and propose alternatives to conventional fertilisers derived from recycling.

The project is a large European collaborative effort and involves multiple research partners from academia and industry from Belgium (2), France (1), Germany (2), Ireland (3), Luxembourg (1) and the Netherlands (1). The project is funded by the Interreg NWE (North-West Europe) programme, part of the ERDF (European Regional Development Fund).

Specific Project Information

Nematode analyses will be done mostly using morphological approaches via microscopy based on appropriate keys. In addition, where necessary, molecular techniques will also be utilised to PCR amplify and sequence the 18S rDNA of certain nematode taxa. Data analysis by statistics and bioinformatics will also be carried out and various ecological indices will be calculated to assess the ecological impact of the novel fertilisers to the environment. 

This position will provide the opportunity to the successful candidate to complete a Level 9 Master Degree by research, specialising in the environmental field, and most specifically on the ecological impact assessment of recycling derived fertilisers.

• A literature review will be completed by both students as soon as they start to bring them to the state of the art in this area.

• The students will work closely with two Irish partners (Teagasc, University of Limerick) to investigate the impact of fertilisers derived from recycling approaches on the microbiota (nematodes, fungi and bacteria) of Irish grass land soil.

• The successful candidates will have the opportunity to interact in a multidisciplinary European wide research project with important environmental application for sustainable agriculture, with relevant stakeholders in Ireland and in project partner countries.

• The project will involve traveling to trial sites, taking samples of soil and plant material, extracting nematodes, identifying them morphologically, extracting DNA and RNA, purification and quantification of DNA/RNA, sending nucleic acid samples for sequencing analysis, curating and analysing sequencing data and preparing data for publication, both in highly specialised scientific journals, but also in popular science media and project technical reports as required.

• The projects will involve travelling to meetings and conferences as required. 

The successful candidates are expected to take up the postgraduate positions no later than September 2018.

Note: Postgraduate fees will be covered and a student stipend will be paid monthly for the duration of the project to each successful applicant.

Please apply to: Dr Thomaé Kakouli-Duarte () on or before 4th June 2018



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Carotenoids (i.e. lutein [L], zeaxanthin [Z] and meso-zeaxanthin [MZ]) exhibit anti-inflammatory, antioxidant, and optical properties that are believed to support human health and function. Read more

Carotenoids (i.e. lutein [L], zeaxanthin [Z] and meso-zeaxanthin [MZ]) exhibit anti-inflammatory, antioxidant, and optical properties that are believed to support human health and function. These and other nutrients are present in livestock i.e. chicken, pork and beef. The presence and concentration of such nutrients can be used to assess the health of the animals and assess the conditions that animals were exposed to during farming. FAME analysis by GC would identify higher levels of unsaturated fatty acids in meat products (Unsaturated fatty acids are known to have an adverse impact on human health). Also, the protein level and amino acid composition can be characterised, to identify proline and phenylalanine concentrations which also have implications in human health. In combination, these analytical techniques could be used to assess the impact of environmental factors on animal health, and the nutritional benefits of eating higher quality products can be determined. This analysis would be able to identify the quality of agricultural products and/or environments and their potential impact on animal health and the health of the consumer.

Further information

These projects are funded under the President’s Research Fellowship Programme of the Institute, with the college fees and research materials and consumables covered. A small student stipend will also be provided. The successful candidates will work in the enviroCORE, which is the Institute’s environmental research centre, in a team of research supervisors and postgraduate students.

Applicants should have a primary honours degree (Level 8) in an appropriate discipline (Biosciences, Microbiology, Genetics, Biology, Bioinformatics, Zoology, Environmental Science etc.). They must also hold a minimum of a Second Class Honours Grade 1 (2.1) undergraduate degree. The successful candidates are expected start in the postgraduate positions no later than September 2018.

To apply for a President’s Research Fellowship Scholarship, please email with the title(s) of the project being applied for, a CV and a statement (c.500 words) as to why this project is of interest to you. If applying for more than one research project, please list them in your order of preference.

Closing Date: Monday 5th June 2018



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The MSc in Environmental Change, Impact and Adaptation is your opportunity to study the latest understanding of environmental change and our efforts to plan for and manage future change. Read more

About the course

The MSc in Environmental Change, Impact and Adaptation is your opportunity to study the latest understanding of environmental change and our efforts to plan for and manage future change. Having completed your undergraduate degree in a related field, this MSc will enable you to bring your skills and knowledge up to date with a view to continuing in employment or further research.

A series of new modules have been developed specifically for this programme and ensure you will receive a balanced appreciation of many aspects of environmental change. You will critically assess the evidence for environmental change across ecosystems and different temporal scales; gain experience in field-based data collection; examine the historic, present and future risks posed to human societies; and critically eval­uate solutions proposed to address challenges arising from climatic and environmental change.

The course begins with an overseas fieldtrip in week one where you will learn to devise your own field-based experiments to investigate environmental change. Training will be given in a range of advanced techniques such as quantification of CO2 emissions from soils and interpretation of evidence for past climate and environments in the landscape. There are no written exams, instead we use a variety of alternative assessment methods including short-film making, white papers, tender reports, computing practicals, field-based experiments, reviews and essays.

This course is delivered by the Department of Geography and Earth Sciences, which has links to Natural Resources Wales and the Centre for Alternative Technology. You will also be assigned a personal tutor and a dissertation coordinator to support your personal and academic needs.

This course will help you develop the latest technological, theoretical and practical understanding of the subject and a range of transferable skills to support your employability. You will be able to: expertly debate the subject in written, oral and on-line forums; develop alternative approaches to research; work independently and as part of a team; undertake self-regulation of work regimes and time management; and collate, process and interpret data sets efficiently.

Our lecturers are active researchers working at the cutting edge of their disciplines, and you will benefit from being taught the latest geographical theories and techniques. In the most recent Research Excellence Framework assessment (REF 2014) DGES retained its crown of the best Geography department in Wales, with 78% of the research being undertaken classified as either "world leading" or "internationally excellent”. DGES is also in the top ten of UK Geography departments with regard to research power, which provides a measure of the quality of research, as well as of the number of staff undertaking research within the department.

This degree will stand you in good stead for a career in risk management, development, disaster relief, environmental management or consultancy. This course is also highly suitable to prepare you for future research at PhD level.

Course content

Core modules:

Advanced Research Skills 1: science communication and data analysis
Environmental Change Dissertation
Environmental Change: a Palaeo Perspective
Global Climate Change: Debates and Impacts
Investigating Environmental Change: Fieldwork
Managing Environmental Change in Practice
Risk Management and Resilience in a Changing Environment

Contact time

Approximately 10-14 hours a week in the first two semesters. During semester three you will arrange your level of contact time with your assigned supervisor.

Assessment

The programme comprises 180 credits. There are 120 credits of taught modules completed during Semester 1 and Semester 2. This is followed by a research dissertation (60 credits) in semester 3.

Employability

This degree will suit you:

- If you want advanced training in environment based topics from one of the UK's leading research departments
- If you have a 2:1 degree or higher in a related discipline
- If you wish to gain academic expertise, field skills and technical experience in an environmental discipline
- If you wish to enter a career in environmental management or consultancy, development, disaster relief, risk management as well as future doctoral research.

Upon completing the Aberystwyth Masters in Environmental Change, Impact and Adaptation, you will be suited to specialist environment-related employment and more general areas of work. As a specialist, you will be a highly competent contributor to any work relating to climate change, human impacts on terrestrial ecosystems, environmental risk assessment and environmental policy analysis. In more generic employment situations, your strengths will be broad and deep because you will be able to demonstrate mastery in any planning, research, analysis and reporting skills that your employer will require.

Studying for this Masters degree will allow you to sharpen all your core scientific disciplines, your professional work ethos and your presentation and communication skills. Once secured by obtaining your Masters Degree, you will have gained confidence in the level of your academic expertise and practical field skills, which in turn will enhance your employability in both highly specialised related professions and also on broader, unrelated professional paths. All employers, whether subject-related specialists or more general corporate bodies and consultancies, place a high value on first-rate technical aptitude, clarity in research and analysis and fluency in communication.

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The demand for trained practitioners in environmental assessment at both the project level (environmental impact assessment (EIA)) and the strategic level… Read more

The demand for trained practitioners in environmental assessment at both the project level (environmental impact assessment (EIA)) and the strategic level (strategic environmental assessment (SEA)), and related environmental management fields continues to grow. To meet this demand, the MSc programme in Environmental Impact Assessment and Management provides an opportunity for specialist study in this area. It will provide you with a thorough, stimulating and practical post-graduate education in EIA and related areas.

You will gain:

  • An integrated course of studies to equip you to undertake the planning and management tasks associated with the principal stages of environmental assessment.
  • Opportunities to pursue particular aspects of environmental assessment, or wider environmental management, in greater depth by a choice of assignments and by undertaking research on an individually selected dissertation topic.

We give you a sound knowledge of the process of EIA and related areas, including planning for environmental change and environmental law, before building upon this with more teaching on the appraisal of projects and auditing. You therefore gain a thorough grounding in environmental assessment procedures and practice, and an introduction to the rapidly growing environmental management field.

We will train you in EIA project management skills that involve the co-ordination of technical specialists, decision-makers and consultees. You will acquire appropriate analytical and communication skills, and flexibility of approach - thus graduating with expertise highly valued by employers.

The MA EIAM is accredited by the Royal Institution of Chartered Surveyors (RICS) under their Environment Specialism. It is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Masters programme.

Informal enquiries prior to applications are welcomed. Please contact: Dr Carys Jones (Programme Director). Tel: +44(0)161 275 6255, email:  .

Aims

The course aims to provide you with an understanding of theories and techniques in environmental assessment and management, in parallel with developing skills in analytical decision-making, design and project management.

The course consists of six core course units, plus one optional course unit which can be chosen from a selection of modules taught within the School of Environment, Education and Development or other related schools across the University. You also undertake a dissertation in an area of your choice to develop your analytical and research skills; engagement with case studies and practice are encouraged as part of data collection.

Teaching and learning

Part-time Study 

Part-time students complete the full-time programme over 27 months.  The part-time route is not on a day-release basis and there are no evening or weekend course units available. Therefore if you are considering taking a programme on a part-time basis, you should discuss the requirements with the Programme Director first and check the timetable to ensure that you can attend the compulsory classes. You should also seek approval from your employer to have the relevant time off. Timetabling information is normally available from late August from the Programme Administrator and you will have the opportunity to discuss course unit choices during induction week with the Programme Director.

Coursework and assessment

We assess you through the submission of essays, reports and other work (e.g. workshop assignments), both individually and in groups. Some optional course units may involve examinations.

The taught part of the course (120 credits), is assessed by continuous assessment and formal examinations. Continuous assessment includes essays, reports, posters, oral presentations, and a major project.

A 15,000-word dissertation is prepared on an approved topic, which is discussed and chosen at the beginning of the second semester and a suitable supervisor allocated. Initial work focuses upon an overview of he chosen topic, a literature review and the design of the methodology to be adopted. During the latter part of Semester 2 and the summer vacation, you undertake the necessary research and analysis, culminating in the writing of your dissertation.

Career opportunities

Graduates of this specialist course are fully equipped to seek employment in environmental consultancies, local authorities, utilities, environmental agencies and environmental non-governmental organisations in both the developed and developing world. We encourage you to interact with potential employers during the course, particularly when undertaking the dissertation.

The MSc EIAM is accredited by the Royal Institution of Chartered Surveyors (RICS) under their Environment Specialism. It is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Masters degree and can therefore lead to full RTPI accreditation for students with an undergraduate degree in town planning that is partially recognised by the RTPI.

Each year we focus our EIA graduate recruitment on the MSc in EIA & Management at the University of Manchester; these students have all the relevant skills for the job and are able to be integrated into projects straightaway. Richard Kevan, Associate Director, Wardell Armstrong LLP



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There are no other courses that provide dedicated specialist training in design and analysis of advanced lightweight structures in aerospace, automotive, marine and renewable energy industries. Read more

There are no other courses that provide dedicated specialist training in design and analysis of advanced lightweight structures in aerospace, automotive, marine and renewable energy industries. This is with respect to structural integrity and health monitoring over service life, which can be tailored to your career aspirations.

Delivered with a unique focus on industry challenges and concerns, this course will equip you with strong experimental, numerical and analytical skills in structural mechanics for both composite and metallic components. This will help you to practically apply this knowledge to solve real engineering problems.

Who is it for?

Students who enrol come from a variety of different backgrounds. Many have specific careers in mind, such as working in automotive or aerospace disciplines (structural design or crash protection), materials development for defence applications, or to work in the field of numerical code developments/consultancy.

Why this course?

Designing advanced structures through novel, lightweight materials is one of the key enabling technologies for both aerospace and automotive sectors to align with national targets for reduction of carbon. In reducing inherent structural weight, it is essential not to compromise safety, as structural integrity and designing for crashworthiness become key design drivers.

Understanding how aluminium or composite structures and materials perform over their life cycles under static and dynamic loading, including crash and bird strike, requires expertise in a range of areas. As new simulation and material technologies emerge, there is a continuing need for talented employees with a strong, applied understanding in structural analysis, together with competent technical skills in numerical simulation.

Informed by Industry

Established in 2003, this course is supported by close ties with industry, through student projects, specialist lectures and more importantly, by employing our graduates.

The MSc in Advanced Lightweight Structures and Impact is directed by an Industrial Advisory Panel comprising senior engineers from aerospace sectors. This maintains course relevancy and ensures that graduates are equipped with the skills and knowledge required by leading employers.

The Industry Advisory Panel includes representatives from:

  • Airbus
  • Rolls-Royce
  • Jaguar

Accreditation

The MSc in Advanced Lightweight Structures and Impact is accredited by Mechanical Engineers (IMechE) & Royal Aeronautical Society (RAes) on behalf of the Engineering Council as meeting the requirements for Further Learning for registration as a Chartered Engineer. Candidates must hold a CEng accredited BEng/BSc (Hons) undergraduate first degree to comply with full CEng registration requirements.

Course details

You will complete eight compulsory modules.

The course employs a wide range of teaching methods designed to create a demanding and varied learning environment including structured lecture programmes, tutorials, case studies, hands-on computing, individual projects, and guest lectures.

Group project

The group project aims to address one of the greatest challenges graduates face, which is the lack of experience in dealing with the complexities of working within a design team. This part of the course takes place from March to May. It is student-led and consolidates the taught material which develops both technical and project management skills on an industrially relevant project.

On successful completion of this module a student should be able to:

  • Set objectives, plan and manage projects
  • Evaluate a project brief set by a client
  • Develop a set of project objectives appropriate to the client’s brief
  • Plan and execute a work programme with reference to key project management processes (e.g. time management; risk management; contingency planning; resource allocation).

The projects are designed to integrate knowledge, understanding and skills from the taught modules in a real-life situation. This module is typically delivered through collaboration with an industrial sponsor.

Individual project

Individual research project topics can vary greatly, allowing you to develop your own areas of interest. It is common for our industrial partners to put forward real-life practical problems or areas of development as potential research topics. This section of the course takes place from April to August.

The research projects are devised to provide a research challenge allowing you to; define the problem, perform appropriate analysis and research, draw conclusions from your work, communicate your findings and conclusions and enhance your skills and expertise. This will enable you to plan a research project, demonstrate a thorough understanding of your chosen topic area, including a critical evaluation of existing work, design appropriate analysis, plan an independent learning ability and manage a well-argued thesis report demonstrating original thought.

Cranfield University is a member of the European SOCRATES Mobility Programme and students may apply to undertake their Individual Research Project at other member institutions within Europe.

Assessment

Taught modules 40%, Group project 20%, Individual research project 40%

Your career

Industry driven research makes our graduates some of the most desirable in the world for recruitment by companies competing in the structural engineering sector, which forms a large worldwide industry.

Students who enrol come from a variety of different backgrounds. Many have specific careers in mind, such as working in automotive or aerospace disciplines (structural design, or crash protection), materials development for defence applications, or to work in the field of numerical code developments/consultancy. Others decide to continue their education through PhD studies available within the University.

This course provides graduates with the necessary skills to pursue a successful career in automotive, aerospace, maritime and defence sectors. This approach offers you a wide range of career choices as a structural engineer at graduation and in the future.

Companies that have recruited graduates of this course include:

  • Airbus
  • Rolls-Royce
  • Jaguar Land Rover
  • Aston Martin.


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This two-year studentship at Bristol Veterinary School provides a link between feline clinical and research work, with an opportunity for involvement in multiple projects and completion of an MSc by research on a project entitled ‘The impact of feline degenerative joint disease on mobility and quality of life in cats’ using data from the Bristol Cats study. Read more

This two-year studentship at Bristol Veterinary School provides a link between feline clinical and research work, with an opportunity for involvement in multiple projects and completion of an MSc by research on a project entitled ‘The impact of feline degenerative joint disease on mobility and quality of life in cats’ using data from the Bristol Cats study. The MSc will be undertaken on a part-time basis over 2 years with the remainder of time being devoted to a range of feline-related work such as production of the e-newsletter Feline Update, delivery of CPD and advice to veterinarians, involvement in teaching, journal club, clinical rounds, diagnostic laboratory work and involvement in other research projects ongoing during the fellowship. The studentship provides an insight into an academic/research career and is particularly suitable for a veterinary graduate with some clinical experience who is interested in feline medicine and research. Other current areas of research interest are infectious diseases, feline immunology, genetic disorders, shelter medicine and epidemiology. 94666 189

The MSc by Research project:

Feline degenerative joint disease (DJD) is a common, but challenging condition in cats, with prevalence estimates ranging from 61% to as high as 99% of cats. Whilst DJD can lead to reduced mobility and pain, with significant potential impacts the cat’s quality of life (QoL), little is known about risk factors for this condition. Diagnosis of DJD primarily depends upon owners detecting behavioural changes in activity in their pet. Differences in activity between cats with DJD and normal cats have been detected using accelerometry. Early detection of DJD would allow a multimodal approach to delaying/halting progression of the disease, thereby improving the cat’s QoL. The aims of this project are to: 1) evaluate risk factors associated with the occurrence of feline DJD, 2) identify differences in the activity profiles of cats with signs of DJD, compared with disease free cats and determine whether accelerometry is more sensitive than owner report at detecting DJD and 3) investigate changes in the QoL with this condition. The project will use data from the Bristol Cats study, veterinary orthopaedic examinations, owner reported signs of altered activity, accelerometry and QoL questionnaires to realise these research aims.

How to apply:

Please make an online application for this project at http://www.bris.ac.uk/pg-howtoapply. Please select ‘Faculty of Health Sciences’ and then ‘Veterinary Science (MSc by Research)’ on the Programme Choice page and enter details of the studentship when prompted in the Funding and Research Details sections of the form. Interviews will take place on 2.3.18 with a view to an immediate start.



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Parasitism is the most common lifestyle on earth and parasites are an integral part of every ecosystem. Even though they are neglected on a regular basis, their contribution to overall biodiversity outnumbers that of free-living organisms and they often have major impacts on ecosystem functioning. Read more

Parasitism is the most common lifestyle on earth and parasites are an integral part of every ecosystem. Even though they are neglected on a regular basis, their contribution to overall biodiversity outnumbers that of free-living organisms and they often have major impacts on ecosystem functioning. Food webs illustrate trophic interactions between auto- and heterotrophs. They are a standard ecological heuristic for the exploration of complex interactions, and provide a foundation for the analysis of regular patterns that may reflect fundamental ecological rules. Parasites are routinely ignored in food web studies, although their impact has the potential to affect not only ecosystem functioning but also ecosystem services. Parasites might control populations of economically important fish species, thereby affecting food-provisioning services for higher trophic levels, including humans. Thus, there is a growing interest to incorporate them (Lafferty et al., 2008). In the published research that does include parasites, they were considered either as the top predators or as prey items. New research focuses on how to include parasites in food webs in ways that reflect their impacts on the host organisms (Dunne et al., 2013).

A food web has been developed for a typical North Sea benthic community based around the bivalve Tellina fabula, characteristic for fine sands in the German Bight. This food web includes the dominant 35 taxa. The proposed Master thesis will build on this substantial body of work by adding the likely and proven parasite links to this food web. It will involve an extensive literature review on all the organisms that are included in this food web starting with a checklist of metazoan parasites of fishes in German coastal waters (Palm et al., 1999). This publication lists ~86 different parasite species for the fishes in the North Sea. Key parasite species will be identified and information about the lifecycles of those relevant parasites will be gathered. This parasite knowledge will feed into an already existing trophic link database, in order to include trophic parasite links into the benthic food web by using the R package ‘Cheddar’ (R Core Development Team 2008; Hudson et al., 2013, 2015).

To validate what was found in the literature, the two most important fish species in this food web will be dissected for parasites. Parasite isolation and identification will serve as ground truthing of parasites proposed for the web and will potentially show differences between ‘historical’ literature and newly obtained data.

The study will provide a thorough foundation for a topological food web incorporating parasites and exploring their ecological relevance in a North Sea benthic system.



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Men with the poorest health outcomes are, paradoxically, the least likely to engage with community-based health promotion programmes (CBHPPs). Read more

Men with the poorest health outcomes are, paradoxically, the least likely to engage with community-based health promotion programmes (CBHPPs). Despite this, few ‘men-friendly’ settings-based health promotion interventions have been developed or evaluated. The exponential growth of Men’s Sheds in Ireland presents a unique opportunity to address this gap. ‘Sheds’ combine principles of health promotion and community development and provide an alternative space in which to engage so-called ‘hard-to-reach’ men in CBHPPs. This study will in vestigate the impact of ‘Sheds for Life’ (SFL), a CBHPP conducted in Shed settings, on a range of health outcome and health behaviour change measures among participating ‘Shedders’.

Methodology proposed

A preliminary study has established that the focus of SFL ought to be on creating and embedding a bottom up, grassroots, sustainable model for SFL, whereby ‘Shedders’ independently engage with health in their own Shed environment, on topics which they choose.

The proposed project will offer health screening as an initial ‘hook’ and thereafter offer Shedders a suite of health interventions, delivered in collaboration with community partners. While some process evaluation has previously been conducted on some of these interventions feasibility and effectiveness have not previously been evaluated in this setting. The study will adopt a cluster randomized control design across a sample of the 400 sheds across Ireland. Outcome measures will vary according to the intervention component chosen by Shedders and will include physiological measures, behaviour change, happiness, wellbeing, social capital, and use of community resources.

Expected outcomes: (e.g. deliverables & strategic impacts)

Findings will inform best practice approaches to CBHPPs targeted at ‘hard-to-reach’ men and will have an important bearing on public health/men’s health policy. Findings will be disseminated through national/international conference presentations, peer-reviewed publications and knowledge-translation activities (Sheds publications, social media, toolkits). The study will strengthen relationships with project partners (HSE, Irish Heart) and will advance the strategic objectives of healthCORE.



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Are you new to the business world or are you a seasoned professional? Regardless of your experience, the 100% online Masters in Management will equip you with the practical skills to move your career to the next level. Read more

Online Masters in Management:

Are you new to the business world or are you a seasoned professional? Regardless of your experience, the 100% online Masters in Management will equip you with the practical skills to move your career to the next level.

This qualification focuses on immediate practical application and will enable you to transfer insight and knowledge to your organisation through live assignments and case studies.

To download brochure click here

https://www.ashridge.org.uk/lp/mim/

Start dates: January, April, July, and October every year

How the Masters in Management can benefit you

‌•This online degree is suitable for working professionals like you who want:
‌•To earn a relevant Masters degree that helps make an immediate impact in your job and for your organisation
‌•To learn in a modern online environment that is flexible around your schedule
‌•To focus on a specific area or challenge in your organisation
‌•To be more effective in your current job

Virtual

Delivered 100% online, the Ashridge Masters in Management provides a high-level qualification that will make a real impact on you and your organisation from day one.

Through our innovative learning platform you can access programme content at any time from anywhere in the world: submit work, gain feedback and interact with your fellow participants, no matter how far apart you may be. Download podcasts, ebooks, webinars, forums, articles and audiobooks to acquire the knowledge you need in the format that best suits your learning style.

The virtual nature of this programme enables you to access it from anywhere in the world, at any time, and without the cost, environmental impact or inconvenience of travelling. It also means that your organisation does not suffer the cost of your absence while you study for extended periods of time. Take a look at the Learning Zone now: https://www.ashridge.org.uk/qualifications/masters-in-management/programme-detail/learning-zone/

Flexible

The Ashridge Masters in Management is a very flexible programme enabling you to study anywhere at any time. You can defer modules to accommodate unexpected events at home or work.

The modules (People, Processes and Perspectives) can be completed in the order you wish at each stage meaning you can prioritise learning based on your needs.

Practical

The different organisation-based assignments and the Masters-level project ensure you apply new thinking to real pressures or opportunities (often predetermined by your sponsoring organisation) and enable you to offer valuable, practical advice across your organisation. This is executive education with an enabling, practical focus, designed with organisational success in mind.
There are no examinations. Instead, the programme is assessed by assignments and a project, which are all work-based. These work-based assignments allow you to immediately apply your learning to make a measurable impact at work and help you gain a deeper understanding of your organisation.

Benefits for participants

‌•Gain a thorough understanding of leadership and management
‌•Sharpen your skills as a leader, communicator and strategic thinker
‌•Gain a global perspective on current business issues and challenges
‌•Apply your learning immediately in your job
‌•Balance study, work and home life with this 100% online qualification
‌•Customise study to suit your personal development and business needs. decide when and how you study, which assessments to choose and the resources you use.
‌•Assignment-only assessments mean direct relevance to your job
‌•Network with fellow students online from a wide range of organisations all over the world

Benefits for your organisation

‌•The programme is run by the triple accredited, top ranked Ashridge Executive Education.
‌•It is designed to make a measurable and positive impact to your team and area of work immediately thanks to the practical assignments.
‌•Your organisation will benefit from ten business projects as you become an informed and committed ‘internal consultant’, which will help improve processes, save money, increase efficiency or highlight and combat weaknesses
‌•New ideas and best-practice solutions from participants in other countries and sectors can be shared with your organisation
‌•Studying online reduces the cost and time spent on travel.

The curriculum in more detail

Innovative method for graduate degree study
Ashridge’s Masters in Management allows you to balance work with graduate degree studies in a completely flexible way. Since the curriculum resides online, you have complete control over when and how you study, which assessment you choose, what resources you use, and what work-based research you undertake.

Practical assignments linked to your work
There are no exams. Instead, you are assessed by work-based assignments and a final project. The assignments allow you to immediately apply your learning and make a measurable impact to your daily work, providing a tangible and immediate benefit to your employer.

Final consulting project
The programme culminates in a project. The subject could be an area of particular interest to you, a business need, or both. It will help to develop your knowledge and skills in a range of business functions and apply these in a practical setting.

More information on the course content can be found here: https://www.ashridge.org.uk/qualifications/masters-in-management/programme-detail/

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Our course aims to explore the health of women and children from a global public health perspective. Students will explore individual health issues, both physical, psychological and social that commonly affect women and children, and also explore the wider political and societal issues that impact these. Read more

Overview

Our course aims to explore the health of women and children from a global public health perspective. Students will explore individual health issues, both physical, psychological and social that commonly affect women and children, and also explore the wider political and societal issues that impact these.

Women and children, both in the UK and around the world, face inequality on a daily basis. These inequalities come from lack of access to healthcare, education, employment opportunities, technological advances, legal support, and social, cultural and political opposition (Marmot, 2010). The World Health Organisation has recognised this and explicitly targeted women and children in three of its Millennium Development Goals; to promote gender equality and empower women; to reduce child mortality; to improve maternal health, alongside wider goals to improve universal access to education and to eradicate poverty that also disproportionately affect women (WHO, 2015).

This course focuses on the health of women and children. During their ‘core’ modules, students will be encourage to explore individual health issues, as well as exploring the global legislation that impacts on women’s and children’s health, and understanding how they can implement and influence policy change. The option modules will allow the student to tailor their learning to their individual practice; whether caring for the critically unwell women, doing a physical assessment of a new-born infant (NIPE), understanding the global impact of responsive parenting or as an effective leader or manager of a service.

References

Marmot, M., 2010. Fair society, healthy lives. The Marmot Review. London: University College London.

World Health Organisation, 2015. Millennium Development Goals http://www.who.int/topics/millennium_development_goals/about/en/

Careers

This course will utilise a global public health perspective and is aimed at all practitioners who work with women and children, so will appeal to students both in the UK and internationally. It will offer an inter-professional learning opportunity to a range of professionals including Midwives, Children’s Nurses, Health Visitors, Hospital and Community nurses, Family Support Workers, but is also suitable for those who work with women and children in the voluntary sector or education. The course will be taught by a range of experienced lecturers from a variety of clinical backgrounds. Please be aware that this course is aimed at practitioners working in some capacity with women’s and children’s health and does not lead to a registerable qualification with the Nursing and Midwifery Council in the UK.

Modules & assessment

Core modules -

- Global Challenges to Women and Children's Health:
This module is designed for an inter-professional audience, and has a global public health focus, considering issues affecting women and children around the world. It is designed to provide insight and exploration of the major public health issues affecting the health of women and children. Each of the main areas explored will include an overview of the illness/problem as well as consideration of the social, cultural and political context and influence upon it and evaluation of how this leads to inequality and may reduce life chances.

- Research Proposal - Women's and Children's Health:
This module provides a critical overview of research philosophy and the major methodological and design approaches to research in order to equip you to appreciate the strengths and weaknesses of published research, whether in your specialist area or in the health, welfare and social care field.

- Political Power and Policy Drivers affecting Women and Children's Health:
As part of everyday inter-professional practice, practitioners working with women and children are affected by policy drivers in a number of ways, however, differences may be apparent in how these are translated to healthcare and how they are embedded into practice. Implementing new policy requires practitioners to use their, power, influence and interpersonal skills. The module will enable the student to critically evaluate their own knowledge and skills which underpin their current practice.

- Postgraduate Major Project:
The Major Project, which is central to the Masters award, enables students to demonstrate their ability to synthesise learning from previous modules and use this learning as the basis for planning, conducting and writing up a research or work-based project. This project provides the opportunity for students to demonstrate: the ability to raise significant and meaningful questions in relation to their specialism; depth of knowledge which may involve working at current limits of theoretical and/or research understanding; critical understanding of research methods and its relationship to knowledge; awareness of and ability to develop solutions to ethical dilemmas likely to arise in their research or professional practice; the ability to draw meaningful and justifiable conclusions from information which may be complex or contradictory; the capability to expand or redefine existing knowledge to develop new approaches to changing situations and contribute to the development to best practice; the ability to communicate these processes in a clear and sophisticated fashion; the capability to evaluate their work from the perspective of an autonomous reflective learner. In the course of your studies with us you may generate intellectual property which is defined as an idea, invention or creation which can be protected by law from being copied by someone else. By registering with us on your course you automatically assign any such intellectual property to us unless we agree with the organisation covering the cost of your course that this is retained by them. In consideration of you making this assignment you will be entitled to benefit from a share in any income generated in accordance with our Revenue Sharing Policy in operation at that time. Details of our Intellectual Property Policy and Guidelines can be found on My.Anglia under Research, Development and Commercial Services or by contacting this Office for a hard copy.

Optional modules -

- Applied Leadership & Management:
This module provides an innovative exploration of leadership and management in healthcare, and examines their impact on organisations including wider considerations in the external environment. This module will enable students to assess and analyse the roles that leaders and managers play in a range of organizational contexts; and to apply the principles and techniques of leadership and management in a range of contexts.

- Care of the Critically Unwell Woman:
This module will enable you to develop in-depth knowledge and skills when caring for the critically unwell woman, during the child bearing continuum. Work-based learning is incorporated into the module in order to recognise and value your professional expertise. While practicing midwifery in an area where women with high dependency needs will be cared for, you will also spend clinical time developing your skills in the high dependency or intensive care unit.

- Newborn Infant Physical Examination (NIPE):
This module will focus on the specialist knowledge and the clinical skills that are required to enable you to competently undertake a thorough Newborn and Infant Physical Examination (NIPE) in clinical practice. You will utilise in-depth knowledge and understanding that you have gained to enable you to recognise the deviations from the normal to initiate appropriate care and referral. Critical reflection and completion of the practice documents will allow you to further identify your learning needs and develop your scope of professional practice.

- Global Impact of Responsive Parenting:
This module is designed to examine the positive health impact responsive parenting has on the mother and infant dyad, the wider family, society and the Globe. Historical child rearing styles will be reviewed and debated to highlight their negative effects on child development and on society. The module will explore the current understanding of neurophysiology of infant brain development and how parenting interactions can affect this process. The module will conclude with positive practical steps for health professionals to encourage responsive parenting with the parents they work with every day.

Assessment -

You will have the opportunity to demonstrate your learning in a variety of ways during this course. Assessment will vary between modules, but includes patchwork text, reflective essays, action plans, reports, objective structured clinical examinations (OSCEs), essays, ‘journal style’ articles (to prepare you to publish your work) and a major project on a subject of your choice.

Where you'll study

Your faculty -

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

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

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

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

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

Your enthusiasm. Our passion. Your best foot forward.

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

Where can I study?

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

Distance learning - http://www.anglia.ac.uk/student-life/life-on-campus/distance-learning

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What will I study?

The rationale and philosophy of the programme emphasises the key relationship between critical thinking, evaluation and practical action. This is related to your professional experiences and interests as well as the ways in which these can be synthesised.

Emphasis is placed on effective practice, particularly improving the provision that settings offer, through the teacher/tutor, for learners with specific learning difficulties dyslexia.

This will involve active exploration of a range of issues including:

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- Critical analysis of a range of intervention strategies and teaching approaches;
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- Practice of other teachers supporting pupils with dyslexia within a different context;
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- Analysis of potential barriers to learning;
- Dyslexia and society.

How will I be assessed?

Modules are assessed using case studies, diagnostic assessment reports, specialist teaching evaluations, annotated lesson plans and observations of teaching practice.

Assessments and activities on the Specialist Dyslexia Training programme give you the opportunity to analyse current practice, utilising and reflecting upon current research and debate to bring about change with clear impact.

Assessment tasks have been designed to allow choice and flexibility to ensure that individual needs are met and that impact on provision and practice within your setting is maximised. In this way the assessments form an integral part of the learning process which will be captured through portfolio evidence of impact on pupils, your own professional practice and the practice of other professionals in your school.

Who will be teaching me?

The modules in the programme will be taught by experienced and knowledgeable tutors, supplemented by face-to-face and blended learning opportunities. All teaching observations will be carried out by tutors who hold Associate Membership of the British Dyslexia Association (AMBDA) status.

The University tutors have expertise in a variety of academic disciplines, including SEN / Inclusion, Dyslexia, Leadership and Management, educational research and systematic enquiry.

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The programme offers a compelling alternative to an MBA for executives who not only wish to lead successful organisations, but are also committed to tackling the world’s most pressing social challenges.

We integrate social purpose and social impact with the highest level of business and management training, delivered in a flexible modular format enabling you to continue working full-time whilst studying.

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Studying alongside an outstanding class of like-minded peers from across the world, you will graduate with the knowledge, skills and networks to take the next step in your career in social business.

This programme is offered jointly by the LSE Marshall Institute and the LSE Department of Management.

We are launching this new programme for the first intake of students in September 2018.

Graduate Destinations

This programme offers you a platform to become a leader in social business, whether you would like to set up your own entrepreneurial venture, progress your career in your current organisation, or transition to a new job role or industry.

By joining the programme you will become a part of LSE’s prestigious network of over 100,000 students and alumni worldwide, including business leaders, heads of state and Nobel laureates. You will develop the knowledge, skills and networks to pursue a broad range of career paths according to your individual goals, including:

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Course content

Each of these awards has been designed specifically to meet the needs of professionals in Biomedicine.

The Certificate will introduce you to recent advances made in the study of disease, with the emphasis on how advanced molecular technologies inform and impact on clinical practice.

The Diploma takes theory into practice, with hands-on practical skills developed during two one week residential short courses (in January and June). These workshops will enable you to meet with your cohort, attend seminars and undertake practical work in our excellent laboratory facilities under the guidance of practicing clinical scientists and academics.

The Masters in Molecular Biology incorporates all of the Certificate and Diploma studies and provides you with an opportunity to undertake a masters research project. Projects may be completed in your place of work or at the University.

Graduate destinations

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The course covers the complementary roles of natural resource management and planning within core areas of EAM such as Environmental and Social Impact Assessment (ESIA), as well as new and evolving fields such as mitigation banking, climate change adaptation, environmental inequality, ecosystem services, and strategic environmental assessment (SEA) and sustainability appraisal.

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Accredited by the Royal Institution of Chartered Surveyors (RICS) and the Royal Town Planning Institute (RTPI)

See the website http://www.brookes.ac.uk/courses/postgraduate/environmental-assessment-and-management/

Why choose this course?

- Staff that teach on the MSc have published widely, including authoring the leading textbooks in Environmental Impact Assessment and Strategic Environmental Assessment

- Our teaching is always informed by the latest developments in theory and in practice. The teaching team regularly undertake related applied research and consultancy work with respected environmental consultancies such as ERM, WSP, and Land Use Consultants, as well as the European Union, UK public sector bodies and NGOs.

- The course has excellent links with the professional practitioner community. Our contacts from industry provide valuable inputs via guest lecture sessions that serve to bring real-world experience to the programme, in addition to providing the opportunity for you to meet with potential employers.

- Potential employers are familiar with the programme content and delivery and regularly approach the course team in search of our graduates

- There are regular opportunities to gain real world experience, ranging from dissertation research placements with the RSPB, TVERC and consultancies, and applied coursework with Grundon, to voluntary work with the Environmental Information Exchange.

- Excellent feedback from employers, "Both our environmental and planning teams have recruited graduates from the Oxford Brookes MSc courses. We find that the graduates from these courses have a wide range of interests and are well rounded candidates in terms of their environmental and planning knowledge." - URS

Professional accreditation

The MSc in Environmental Assessment and Management is fully accredited by the Royal Institution of Chartered Surveyors (RICS). This means that on graduation, students can progress to complete the Assessment of Professional Competence programme of RICS in order to become full members.

The course is also accredited by the Royal Town Planning Institute (RTPI) as a specialist Master's programme. Students who wish to progress to Chartered Membership of the RTPI with the MSc EAM must also complete an accredited PG Diploma qualification in spatial planning - please refer to http://www.rtpi.org.uk for further information regarding accreditation.

Teaching and learning

The teaching and learning methods used in the programme reflect the wide variety of topics and techniques associated with EAM. Lectures provide the essential background and knowledge base for each module and workshops, seminars and project work provide opportunities for analysis and synthesis of this information.

The programme will also offer site visits, where appropriate, to provide direct experience of the important issues in environmental assessment and management.

A wide range of staff are involved in teaching on the programme. Most are from the Faculty of Technology, Design and Environment and the Faculty of Health and Life Sciences.

Our contacts from industry provide valuable inputs via guest lecture sessions including speakers from the Institute of Environmental Assessment and Management, regulatory bodies such as the Environment Agency and the Planning Inspectorate, and leading environmental consultancies such as ERM, URS, WSP and PBA.

These sessions serve to bring real-world experience to the programme, in addition to providing the opportunity for students to meet with potential employers.

A variety of materials and resources, including student experience, is used to provide a varied educational experience and a teaching and learning environment appropriate for graduate students.

The early parts of the programme focus on the background to EAM, particularly on establishing a solid grounding in planning, resource management, and principles of EAM.

Over time, increasing emphasis is placed on the skills required for environmental impact assessment and environmental management, culminating in the preparation of a major environmental impact statement (EIS) project.

Approximately two-thirds of the core-module element of the programme is devoted to environmental assessment, and one-third to environmental management. However, additional training in environmental management can be obtained by the selection of appropriate options.

Advice will be given at Induction on making appropriate choices in relation to students’ interests and intended career paths. The dissertation gives students the opportunity to explore a subject related to EAM in depth, and to integrate the various elements of the programme.

How this course helps you develop

The course develops the skills and knowledge that are in demand in practice and it has an impressive employment record. Potential employers are familiar with the programme content and delivery and regularly approach the course team in search of our graduates.

Careers

The course has been running for 25 years and has an extensive network of nearly 500 alumni, some of whom have achieved partner- and technical director-level appointments in leading consultancies such as ERM, EDP, WSP Environment & Energy, Hyder Consulting, and URS, while others have secured high-level environmental positions within organisations such as the European Commission and the World Bank.

Career destinations include:
- Environmental consultancy, including leading IEMA EIA Quality Mark companies such as ERM, AMEC, Environ UK, Nicholas Pearson Associates, Parsons Brinkerhoff, Pegasus Planning, AECOM, RPS Group, Savills, and Waterman, among many others.

- Environmental managers and EIA / SEA officers with regulatory bodies such as the Environment Agency and SEPA, local authorities, and government departments both in the UK and internationally.

- Officers with non-statutory bodies and non-governmental agencies in Europe and overseas.
A number of graduates have progressed to undertake research degrees (PhD).

Free language courses for students - the Open Module

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

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

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