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Masters Degrees (Improvement)

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About. Read more

About

The course recognises a need for organisations and their managers to become focused on the integration of quality and continuous improvement and as such, the course has been shaped and designed by leading academics and business leaders using the European Foundation Quality Model (EFQM) Excellence Model as its inspiration.

The European Framework for Quality Management (EFQM, 2013) introduces fundamental concepts of excellence which are practitioner-focused. The framework encourages organisations to strive towards eight concepts of excellence, which can only be achieved by actually doing something about it. As such it is a practical model which helps organisations to realise their potential. All modifications to these eight fundamental concepts of excellence, in addition to the new associated emphases, have been fully reflected in the proposed module content for this revised MSc Business Improvement course.

Students will study a diet of modules which will help them to gain a practical understanding of a variety of business improvement subject areas.

Students first work towards a Postgraduate Diploma in Business Improvement, taking a total of eight modules. Once these have been successfully completed students can then move on to complete the full Master's qualification by completing a Research Methods module and a Business Transformation Project.

The course provides a structure to business improvement which allows students to follow a logical journey. Part 1 of the course introduces students to the “enabler” aspects of business improvement, part 2 of the course focuses on the “results” of business improvement. In semester 3, students are given the opportunity to research a complex business improvement problem in depth via a supervised project.

Modules

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. 

  • Financial decision making
  • Leadership and change management
  • Innovation management
  • People development and involvement
  • Strategy
  • Quality and process management
  • Operational excellence
  • Business transformation project

Career options

This course is primarily aimed at equipping students with the skills to allow them to improve the operational performance of an organisation. The MSc Business Improvement course can lead individuals into positions focused on business improvement within organisations. There is a demand for these skills in the economy as organisations strive to become more efficient and effective.

Students who have studied on the course over the last few years have had successful careers in organisations such as Bombardier, BE Aerospace, FG Wilson, NI Water and other public sector organisations.



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Our Implementation and Improvement Science MSc programme is a practical and innovative course for graduates with an interest in improving health services and a desire to do it efficiently. Read more

Our Implementation and Improvement Science MSc programme is a practical and innovative course for graduates with an interest in improving health services and a desire to do it efficiently. The Implementation and Improvement Science MSc programme is delivered by expert scientists working together under the auspices of the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care (CLAHRC) South London.

Key benefits

  • Leading researchers and specialists in the field, including implementation and improvement science experts from NIHR CLAHRC South London and King’s Improvement Science (KIS).
  • A free two-day Implementation Science Masterclass managed by the CLAHRC South London with international experts in the field.
  • Located in the heart of London, across three of King's Thames-side campuses (Waterloo, St Thomas' and Guy's) and the Denmark Hill Campus in South London.
  • Lectures will be delivered by experienced multi-disciplinary researchers on contemporary issues in the conduct and utilisation of health, clinical and social care research.
  • A thriving research community to join and to participate with active researchers in a range of extra-curricular events, such as reading groups, round-table discussions and workshops.

Description

Implementation Science is the study of methods to support the application of evidence and research findings in healthcare policy and practice. As well as seeking to understand the behaviour of healthcare professionals, managers and policymakers together with service users and carers. The study also examines the impact of decisions on the sustainable uptake, adoption, and spread of evidence-based interventions.

Implementation and Improvement Science looks to determine which improvement strategies offer the greatest benefit in terms of safety, health outcomes and the experience of service users.

The course provides a thorough training that will enable you to develop research skills to support the design and delivery of effective health services. You will have the opportunity to develop, implement and evaluate health interventions working in partnership with health and social care providers to meet vital service needs.

What you will learn?

  • How to design, implement and evaluate an implementation or improvement project using different theoretical approaches and designs
  • The importance of measurement e.g. how to know if an intervention is making a positive difference, how to measure unintended consequences of an intervention, and how to evaluate the effectiveness of different intervention and implementation strategies
  • Research and practical skills that will help you make real and long-lasting improvements in health services – including how to design effective interventions to improve population health.

This research programme offers you the flexibility to study either full or part-time and is made up of optional and required modules totalling 180 credits. If you are studying full-time, you will complete the course in one year, while the part-time study pathway will take two years to complete.

Initially, you will explore the Principles of Implementation and Improvement Science, Measurement and Evaluation for Healthcare Practice as well as issues in the conduct of healthcare research methods. You will then choose a range of optional modules to reflect your academic interests before completing a dissertation worth 60 credits. Your thesis will enable you to draw on your knowledge and research skills with a choice of three options: an analysis of an area of healthcare provision, an empirical study, or a systematic review.

If you are following the part-time study pathway, you will typically complete the required core study modules as well as the optional modules in the first year and the dissertation in the second and final year.

Who should apply?

  • Health professionals, researchers and health service managers working in the NHS, voluntary sector or private sector
  • Patient and service user activists, or members of a patient organisation
  • Staff working in the charity sector who are interested in making health services better
  • Social scientists
  • Staff working for a commissioning organisation.

Location

The majority of learning for this degree takes place across the four King’s College London campuses, including three Thames-side campuses (Waterloo, St Thomas’ and Guy’s) and the Denmark Hill Campus in South London. Please note that locations are determined by where each module is taught and may vary depending on the optional modules you select. 

Course purpose

The course content is suitable for people at the start of their career as well as people who have been working in, or using health services for a longer period of time.

Course format and assessment

You will be assessed through a combination of coursework and examinations. This can include written assignments such as essays, portfolios and dissertations. In addition, some modules will require you to undertake a presentation as part of the module assessment. A small number of modules are assessed by an exam such as an unseen written examination or a computer based assessment.

Regulating body

King’s College is regulated by the Higher Education Funding Council for England.

Extra information

What is Implementation Science?

Implementation Science is the study of methods to promote the translation of research findings and evidence into healthcare policy and practice. It seeks to understand the behaviour of healthcare professionals, managers and policy makers alongside those of service users and carers and how these behaviours impact the sustainable uptake, adoption, and spread of evidence-based interventions.

The methods investigate and address major blockages (eg social, behavioural, economic, management) that prevent effective implementation of practices that have already been shown to have the capacity to improve healthcare, and systematically measure the impact of these practices on patient outcomes, experience, safety and population health.

Implementation science is closely aligned to improvement science, which seeks to determine which improvement strategies offer most benefit in terms of safety, health outcomes and the experience of service users.

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This new Master's degree offers practical support to health and social care practitioners undertaking quality improvement or service evaluations. Read more

This new Master's degree offers practical support to health and social care practitioners undertaking quality improvement or service evaluations.

Course overview

On completion of this course, practitioners will feel confident in their ability to manage a challenging quality improvement and to evaluate changes made.

Participants will be awarded with bronze and / or silver level quality improvement certificates. These will demonstrate the range of practical quality improvement skills that have been achieved.

Why Study Service Improvement and Evaluation with us?

Our course is designed to support ‘live’ improvement projects and service evaluations. It appreciates the dynamic and complex environment of contemporary service provision, and includes real case studies and presentations from experienced people with a track record of delivery in quality improvement and service evaluation.

The underpinning philosophy is that of engagement – ‘all share, all learn’ – and therefore the course provides opportunities for students to learn, support and challenge each other in their improvement efforts.

How will I be taught?

The teaching will consist of classroom-based workshops and seminars, e-learning, and online chatrooms. You will have 200 hours of learning per module, which will include varying hours of direct contact with independent study. The areas of study will include quality improvement project planning and delivery, managing change, evaluating change, creativity and innovation.

How will I be assessed?

Assessments will be varied and consist of quality improvement proposals, storyboards, and portfolios of reflection and learning.

Work Based Learning

There are several opportunities for individual learning and work-based learning modules, where students can construct their own learning outcomes to suit the individual nature of their projects.

Course Fees

For our latest fees please visit our website.

Request a Prospectus

If you would like to know more about the University please request a prospectus.



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This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. Read more
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'.

The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmpels

Course detail

The overall aims of this specialist route are to enable participants to develop:

- An advanced knowledge and understanding of educational leadership and school improvement
- A set of skills for analysing educational leadership and school improvement issues and practices
- The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- The ability to contribute to informed development of policy and practice in educational contexts
- Familiarity with a range of frameworks for understanding pupil, professional and organisational learning

The route content is covered through eight interrelated themes:

1. Leadership for Learning
2. Policy, Structures and Change
3. School Effectiveness and School Improvement
4. Issues and Dilemmas
5. Perspectives on Leadership
6. Perspectives on Learning
7. Schools, Cultures and Communities
8. Education Evaluation

Learning Outcomes

By the end of the Educational Leadership and School Improvment route, students are expected to be able to:

- demonstrate knowledge and understanding of literature and concepts relating to educational leadership, school improvement, and learning; 
- show abilities in the critical analysis of educational leadership and school improvement issues and practices; 
- apply knowledge and understanding of educational research to plan and implement enquiry into an issue related to the route; 
- communicate the outcomes of their study and research through extended writing conforming to stipulated academic expectations and conventions.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Educational Leadership and School Improvement' thematic route. Teaching time is split between both elements, with 32 hours of teaching being provided in research methods and 64 hours in the thematic route. The elements are taught through a mixture of lectures, smaller group seminars and individual supervisions.

Each term, written work is submitted and formative feedback is provided. Informally, feedback will also be provided through regular supervisions (three times a term). At the end of each term, supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MPhil in Education to PhD are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.

Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. Read more
This route focuses on leadership and learning in the context of school improvement and with reference to practice, policy and theory. The concept of leadership is treated as problematic and examined as it applies to pupils, teachers and support staff as well as those with formal leadership responsibilities. The route is underpinned by the values and principles of "Leadership for Learning: the Cambridge Network" these beliefs include a democratic concept of leadership rather than a hierarchical one, and a view of learning as a shared enterprise crossing the traditional divisions between 'teachers' and 'learners'.

The route is aimed at a wide audience including practitioners studying part-time as well as full time students. It is of relevance and interest to teachers, middle leaders, headteachers/principals, advisers and others as well as to graduate students interested in the area of leadership and school improvement. We draw on participants' experiences, and students pursue their particular interest by undertaking an individual empirical research project.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmeels

Course detail

The overall aims of this specialist route are to enable participants to develop:

- An advanced knowledge and understanding of educational leadership and school improvement
- A set of skills for analysing educational leadership and school improvement issues and practices
- The ability to bring together theoretical perspectives on educational leadership and school improvement and apply an informed critique of their inter-relationship
- The ability to contribute to informed development of policy and practice in educational contexts
- Familiarity with a range of frameworks for understanding pupil, professional and organisational learning

The route content is covered through eight interrelated themes:

1. Leadership for Learning
2. Policy, Structures and Change
3. School Effectiveness and School Improvement
4. Issues and Dilemmas
5. Perspectives on Leadership
6. Perspectives on Learning
7. Schools, Cultures and Communities
8. Education Evaluation.

Learning Outcomes

By the end of the Educational Leadership and School Improvment route, students are expected to be able to:

- demonstrate knowledge and understanding of literature and concepts relating to educational leadership, school improvement, and learning; 
- show abilities in the critical analysis of educational leadership and school improvement issues and practices; 
- apply knowledge and understanding of educational research to plan and implement enquiry into an issue related to the route; 
- communicate the outcomes of their study and research through extended writing conforming to stipulated academic expectations and conventions.

Format

The course is composed of two key elements: (i) the research methods training course and (ii) the 'Educational Leadership and School Improvement' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.

Assessment

- Thesis: Up to 20,000 words.
- Essay 1: 6,000-6,500 words.
- Essay 2: 6,000-6,500 words.

Continuing

Students wishing to continue from the MEd in Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
Or
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The . School Improvement and Educational Leadership . programme is designed for you to make a difference in schools through leadership that is focused on learning. Read more

The School Improvement and Educational Leadership programme is designed for you to make a difference in schools through leadership that is focused on learning. The knowledge and experience you will gain from this programme will place you in an ideal position to inform the future improvement and make a difference to the overall performance of your school. It will help provide you with the foundations to become a leader in school improvement using evidence-based analysis and by challenging current practices.

Download a flier for the School Improvement and Educational Leadership programme (PDF)

Download information on all the postgraduate study programmes in the School of Education (PDF)

Course details

The School Improvement and Educational Leadership programme is designed for those who are aiming to make a difference in schools through leadership that is focused on learning. Leadership in schools takes many forms: through school and departmental leadership teams, but also through collaboration between teachers and schools on specific problems in teaching and learning. You will be part of a research-led community which uses and develops evidence-based practice to identify and share approaches which can be shown to make a difference in particular contexts.

There are three 'M' levels associated with the programme in School Improvement and Educational Leadership.

Masters - 180 credits which are achieved by passing all four core (compulsory) modules, two optional modules and a dissertation (which is worth 60 credits).

Postgraduate Diploma - 120 credits which are achieved by passing all four core (compulsory) modules and two optional modules.   

Postgraduate Certificate - 60 credits which are achieved by passing at least two of the core modules and one further optional modules.

Ask our current students and alumni a question

These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they offer help and advice from a student perspective.

Ask John a question

Chile Scholarships

This is an international programme which recruits students from around the world as well as from the UK. We welcome applicants from Chile who are applying through CONICYT’s scholarship programme in which the University of Birmingham is participating. Application of the ideas and evidence about School Improvement and Educational Leadership in a Chilean context will be addressed in the programme.

Specific information for students who wish to apply from Chile may be found on our International Pages.

Learning and teaching

The programme is offered as part of the School of Education’s work with partner schools. There is a strong emphasis on relating theory and evidence to practice. The teaching includes workshops, seminars and tutorials. Classes use a variety of reflective, analytical and enquiry-based activities using journals, qualitative and quantitative evidence of practice in individual schools and school systems. Support is provided through webCT which includes research discussions and case studies which are used for preparation tasks as well in workshops. Assignment and dissertation topics reflect students’ individual interests and contexts.

Employability

This programme is designed to provide a firm basis in theory and evidence for new and aspiring leaders in education. This leadership may be exercised in schools, colleges or administrating authorities. Leadership may be in form of direct responsibility for organisational strategy and practice or it may come in form of leading professional development.



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This course is delivered by the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Northwest London, specialists in improvement science and is designed for experienced qualified healthcare staff, working both in the UK and internationally. Read more
This course is delivered by the Collaboration for Leadership in Applied Health Research and Care (CLAHRC) Northwest London, specialists in improvement science and is designed for experienced qualified healthcare staff, working both in the UK and internationally.

The CLAHRC delivered course focuses on:
• Understanding care from the perspective of patients and carers through engaging patients and members of the community with the design and development of care
• Bringing research more rapidly into everyday practice, utilising rapid-cycle research, improvement methodologies and rigorous evaluation of clinical and cost effectiveness
• Adopting an industrial standard of quality in the NHS through utilising information to drive evidence based implementation and support evidence based practice
• Increasing staff capacity to implement change and improvements across professional and organisational boundarie
As such the course will enable you to meet the Quality, Innovation, Productivity and Prevention (QIPP) and Commissioning for Quality and Innovation (CQUIN) agendas, within your organisation.

Course detail

This is a part-time course and you will generally study 3 modules a year. The start dates of the modules will be spread over the academic year to support your achievement, as we recognise you will be working full-time, alongside studying for this award.

Modules

The modules will provide you with the skills, competence and underpinning knowledge to be truly effective in your role and build your capability to apply the latest improvement models and tools to your work:

- The Policy Environment
- Leading and Sustaining Improvement
- Engaging others in Improvement
- 40 credits of option modules focusing on current issues of organisational and/or professional relevance.
- Evidence based Improvement Methods
- Improvement Project.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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This programme will help you to. Develop your own leadership abilities. Move into a more senior role. Inspire others to improve the services you deliver. Read more

This programme will help you to:

  • Develop your own leadership abilities
  • Move into a more senior role
  • Inspire others to improve the services you deliver
  • Help to sustain your service and make sure it provides affordable quality into the future
  • Strengthen partnerships and multi-agency working
  • Speak with confidence about quality and service improvement approaches
  • Gain practical experience of using service improvement methods and tools

In a world where it is increasingly vital for public services to deliver quality within a budget, the Leading Service Improvement Postgraduate Certificate will equip you with the skills and knowledge to make a real difference.

You will learn about the impact you can make as a leader within your field and have the opportunity to develop your leadership skills, alongside developing confidence in the use of quality and service improvement models.

The Faculty of Health Studies Healthcare Leadership team are experts within the sector, having many years of experience in local commissioning, regional public health and national policy roles.

What you will study

The curriculum is organised into two 30-credit modules.

One module will be studied each semester. Each module combines theory and practice.

Modules

Learning and assessment

This programme combines study and assessment of theory alongside its application within a work setting.

Study is through a blended learning approach:

  • 4 days attendance on campus for each module (2 blocks of 2 days)
  • a virtual learning environment to support private study
  • ongoing tutor support.

Assessment of the programme includes practical application of skills and knowledge, demonstrating a theoretical understanding and enabling you to grow in confidence.

Career prospects

This course has enabled previous graduates to go on to more senior roles within their organisations, as well as secondments to national bodies. It is of particular relevance to those working, or aspiring to work, in:

  • Clinical Commissioning Groups (CCGs)
  • Local Government (Public Health and services to reduce inequalities)
  • Provider organisations including voluntary sector
  • Roles Co-ordinating networks and partnerships
  • Health and Wellbeing Boards

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careerswebsite.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Study support

You will be allocated a Personal Academic Tutor who will provide you with pastoral and academic support throughout your time with us.

University central services are rich with support teams to assist students with every aspect of their journey through our degree programmes. From our Career and Employability Service, through our strong Students' Union, to our professional and efficient Student Finance team, there are always friendly faces ready to support you and provide you with the answers that you need.

Our Virtual Learning Environment allows students to access resources, participate in group work and submit work from anywhere in the world 24/7.

Research

The Certificate is very practically focused and you will investigate issues of service improvement within your own organisation. This will help you to develop research skills which will stand you in good stead should you choose to pursue further study or for future work-based projects.



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This course allows you to explore how to make better use of research and innovation to improve ways in which healthcare is organised and delivered for patient benefit. Read more

This course allows you to explore how to make better use of research and innovation to improve ways in which healthcare is organised and delivered for patient benefit.

It is a work-based course, requiring you to identify and implement service improvement projects in your own work context.

The course is designed to focus on key concepts:

  • Improvement science concepts
  • Evidence-based approaches
  • Quality improvement and measurement

The MSc also includes:

  • Work-based enquiry methods for investigating innovations and improvement projects
  • Work-based healthcare innovation and improvement projects, varying in size and scope depending on the target award

Students may also make a claim (APL) to gain credits for exemption from some modules.

Assessment

Coursework, including learning contracts, project proposals, reports, reflective commentary, and oral presentation



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The MSc in Quality and Patient Safety Improvement is an exciting new collaborative programme. Read more
The MSc in Quality and Patient Safety Improvement is an exciting new collaborative programme. It is hosted by the Faculty of Medicine and Health Sciences, and also involves the Centre for Health Innovation, Leadership and Learning within the Nottingham University Business School; the Human Factors Research Group in the School of Mechanical, Materials and Manufacturing Engineering; and the Trent Simulation and Clinical Skills Centre, Nottingham University Hospitals NHS Trust.

The programme is aimed at postgraduate healthcare professionals and graduate management colleagues who wish to develop greater expertise in quality and patient safety improvement with a strong emphasis on application in practice. This may include clinical staff, professional managers or commissioners involved in design and delivery of primary care, secondary hospital-based care, mental health, community and pre-hospital care services. The programme is also suitable for those interested in education and teaching in this field and associated research, innovation and scholarship. Applications are welcomed from UK and International students.

This programme will link the academic and practical application of quality improvement and human factors science to the complexities and challenges faced by modern health and social care. At its heart, the programme is about understanding the underpinning science and evidence for improvement in quality, safety and effectiveness of patient care. Modules focus on concepts and practicalities of improvement at the level of individual practice, team performance, integrated clinical services, and from organisational and strategic policy perspectives. Specific experience will be developed in the application of tools and techniques to explore problems in practice and support sustainable implementation of innovative solutions. A key feature of the programme is the opportunity to apply science and theory into practice.

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Healthcare improvement is a hot topic globally, and this programme offers an advanced education in healthcare improvement leadership. Read more

Healthcare improvement is a hot topic globally, and this programme offers an advanced education in healthcare improvement leadership. Aimed at individuals employed within health care disciplines, you will benefit from the course if your role requires you to lead improvement initiatives and those who wish to adopt a rigorous, evidence informed and systematic approach to their practice.

This programme offers a high degree of flexibility and allows you to tailor your studies to meet your own personal development requirements, the needs of your professional role, and sponsoring employer. The course is inter-professional in nature, suitable for those working in both clinical and non-clinical roles. Work-based projects are central to the assessment and students are encouraged and supported to learn in and from practice.

This programme is part-time with start dates available in January, June and September. 

Study information

This part-time MSc is usually studied over 3 years. You can also choose to study for the interim award of Post Graduate Certificate or Post Graduate Diploma.

This programme is not suitable for full time study.

Modules within the Post Graduate Certificate and Post Graduate Diploma stages can be taken on a ‘stand alone’ basis as individual units of study.

Year 1 (Post Graduate Certificate stage)

Core modules

  • Healthcare Improvement Project
  • Evidencing Personal and Professional Development

Year 2 (Post Graduate Diploma stage)

Core module

  • Research and Literature Review Methods

Optional modules

  • Two options (to be chosen from those suitable and available)

Year 3 (Master’s Degree Stage)

Core module

  • Dissertation

Future prospects

The MSc in Healthcare Improvement Leadership is aimed at those already employed in a health-care related organisation. The programme will give you the knowledge and skills to go on to specialise and lead in the implementation of healthcare improvements. The programme also prepares you to progress on to further study, and the University offers a range of research degrees in Health, Nursing and Midwifery.



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This exciting MSc programme focuses on leadership, change management, evidence-based service innovation and delivery all key to the delivery of high quality health care. Read more
This exciting MSc programme focuses on leadership, change management, evidence-based service innovation and delivery all key to the delivery of high quality health care. The programme is intended for experienced, qualified health care professionals who may work in and across a range of health care settings and in a variety of clinical, managerial and leadership roles.

The course aims to:

• Develop leadership knowledge and skills which can be applied to the delivery of a quality, evidence-based service linked to service user, staff and organisational outcomes
• Develop transformational leaders capable of improving and innovating health and social care delivery in a range of settings
• Develop a critical awareness of self in the leadership of service delivery and innovation
• Enhance critical awareness and reflection on the interfaces between policy, research, commissioning, service and practice
• Enable you to contribute to the advancement of your practice and the service you deliver by your professional development and life-long approach to learning

You have the option to exit after Year 1 with a PgCert Leadership Studies in Health Care and to exit after Year 2 with a PgDip Leadership Studies in Health Care.

The course is delivered one day per week.

Modules

There are two options for this course; a 3 year route and a 4 year route.

Modules for 3 year route:

Year 1
(3 core modules, 20 credits each)

• Research in health and social care
• Strategic leadership in health care
• Innovation for excellence - leading service change

Year 2
(1 core and 2 optional modules, 20 credits each)

Core module:

•Leading continuous quality improvement in health care

Optional modules:

• Mentorship and coaching for leadership
• Leading patient and public engagement in health care
• Professional development through contract learning

Year 3

• Dissertation (60 credits)

Modules for 4 year route:

Year 1
(2 core modules, 20 credits each)

• Research in health and social care
• Innovation for excellence - leading service change

Year 2
(1 core and 1 optional module, 20 credits each)

Core module:

•Strategic leadership in health care

Optional modules:

• Leading patient and public engagement in health care
• Professional development through contract learning

Year 3
(1 core and 1 optional module, 20 credits each)

Core module:
• Leading continuous quality improvement in health care

Optional modules:

• Mentorship and coaching for leadership
• Leading patient and public engagement in health care
• Professional development through contract learning

Year 4

• Dissertation (60 credits)

Professional links

The School of Health and Social Care delivers postgraduate education programmes and applied research linked to practice and workforce innovation and research capacity building. The work undertaken by staff and students is recognised both nationally and internationally.

Employability

With a range of flexible pathways available, our courses and modules are designed to enhance career opportunities by equipping health care professionals with the knowledge and skills to manage change, lead improvement initiatives and become an effective leader.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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This course supports the promotion, development and sustainability of effective leadership and applied service improvement within health and social care. Read more

This course supports the promotion, development and sustainability of effective leadership and applied service improvement within health and social care.

Course details

This is a multi-professional programme designed to equip team leaders, senior professionals and managers with the knowledge, skills and capabilities of promoting, developing and sustaining leadership behaviours within health and social care practice and to meet the challenges of improving services to meet local needs and improve patient and client outcomes.

What you study

Course structure

Year 1 core modules

  • Advanced Personal Effectiveness in Leadership
  • Interdependent Working
  • Using Evidence to Advance Quality, Safety and Governance in Health and Social Care

Year 2 core modules

  • Leading Service Improvement in Health and Social Care

Year 3 core modules

  • Dissertation: Impact Evaluation of Leadership Performance

Modules offered may vary.

Teaching

How you learn

Year 1 focuses on enabling you to develop a comprehensive and critical understanding of using evidence to lead an improvement project relevant to your own role and workplace. You undertake the Using Evidence to Advance Quality, Safety and Governance in Health and Social Care module across semesters one and two. This module is supported by the Advanced Personal Effectiveness module, which runs through semester one, and is a self-assessment of your personal leadership skills, building on strengths and addressing challenges to develop action plans for effective future leadership.

Year 2 enables you to progress the improvement idea from Year 1 through to the implementation stage of the improvement project in the Leading Service Improvement in Health and Social Care module. This module runs across semesters one and two, and is complemented by a critical and comprehensive understanding of the complexities of working with others. You consider how to influence these processes to support collaborative change, particularly through working with service users and carers in the semester one module, Interdependent Working.

In Year 3 your 15,000-word dissertation: Evaluating the Impact of Service Transformation presents a detailed account of your audit or evaluation research project. You evaluate the impact of the service improvement project and transformation implemented in the Leading Service Improvement in Health and Social Care module. You will have a supervisor to support you through this process. This module runs across semesters one and two.

How you are assessed

Assessments require you to evidence your learning in each module by applying theory to practice. You need to demonstrate a critical and comprehensive understanding of theory and the application of service improvement tools and techniques to a change that you initiate in your practice area. The assessments have been specifically designed to capture the learning journey through the programme and the application of theory to practice.



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This course examines crop improvement through advances in resource use efficiency, crop protection and modern crop improvement and breeding techniques. Read more
This course examines crop improvement through advances in resource use efficiency, crop protection and modern crop improvement and breeding techniques. Focusing upon the understanding of plant to crop systems, and with an emphasis on research training, the course is ideally suited to those wishing to pursue careers in research institutes, plant breeding, agro-industry and advance to higher research degree (PhD) study.

The course consists of a number of taught modules and a major research project.

Specialist facilities for plant work include modern glasshouses and controlled environment growth rooms in which plants and tissue cultures can be raised. The laboratories contain a wide range of modern equipment including ultracentrifuges, apparatus for radioisotope studies, gas liquid chromatography and spectrophotometry. A number of experimental plots containing arable and horticultural crops are available for use by students, particularly in relation to their projects. Crop Science fieldwork is carried out as part of the normal arable rotation on the farm, which is within easy reach of the laboratories.

The School also has a Tropical Crops Research Unit - computer controlled glasshouses are available for research on a range of tropical species.

Links with industry further enhance the course by providing valuable industry knowledge and experience and relating the subject to commercial practice

Scholarships may be available -please see our web-site.
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This MSc takes advantage of our unique expertise in Plant Genetics to provide expert, cutting-edge training in a highly prized discipline. Read more
This MSc takes advantage of our unique expertise in Plant Genetics to provide expert, cutting-edge training in a highly prized discipline. The degree provides an ideal grounding for PhD research or a career in plant breeding and crop improvement with modules including Genetics, Plant Genomics, Plant Molecular Genetics and Statistics for Plant Science.

Your taught modules will be complemented by a six-month laboratory-based research project, giving you the opportunity to work closely with world-leading scientists from the John Innes Centre and our School of Biological Sciences.

The John Innes Centre – based on Norwich Research Park alongside UEA – is one of the world’s leading research institutes in plant genetics and crop improvement, so there are few places in the world where you’ll find a better opportunity to work with such leading authorities and world-class facilities.

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