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Masters Degrees (Inferential Statistics)

We have 11 Masters Degrees (Inferential Statistics)

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/macmhc/

The master’s degree in Clinical Mental Health Counseling is designed to prepare students for employment and practice in public and private mental-health settings. The curriculum offers course work and applied experiences for students’ specialty interests to include areas such couple/family counseling, addictions counseling, play therapy, and similar specialty practice with unique populations or using unique methods of counseling. The clinical mental health counseling program is 60 credit hours and meets accreditation criteria put forward by Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Clinical Mental Health Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for Clinical Mental Health Counseling.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Counseling Skills. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 518 – Introduction to Clinical Mental Health Counseling. Three hours. Seminar and fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 525 – Internship in School and Clinical Mental Health Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 528 – Advanced Seminar in Clinical Mental Health Counseling. Three hours. Prerequisite: BCE 518. Advanced study and discussion of a variety of agency-specific issues and topics.

BCE 611 – Multicultural Counseling. Three hours. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

BSP 660 – Psychopathology. Three hours. Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/maschool/

The master’s degree in School Counseling is designed to provide prospective school counselors with the skills necessary to establish and conduct effective developmental guidance and counseling programs in schools, pre-kindergarten through twelfth grade. Students preparing for positions in School Counseling are provided experiences qualifying them for work at all levels of school counseling. The school counseling program is 48 hours and meets accreditation criteria of National Council for Accreditation of Teacher Education (NCATE) and Council for Accreditation of Counseling and Related Educational Programs (CACREP).

School Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for School Counseling.

BCE 511 – Principles of Guidance. Three hours. Explores the rationale for guidance by examining human development and sociological, psychological, and philosophical bases for guidance. Provides awareness of services by surveying components of guidance programs.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Pre-practicum in Counseling. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 523 – Program Development and Management. Three hours. An examination of the organization and implementation of the guidance functions of schools and the guidance responsibilities of counselors, teachers, and administrators.

BCE 525 – Internship in School and Community Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BCE 611 Multicultural Approaches to Counseling. Three hours.

Prerequisites: Majors only or with instructor permission. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

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Research profile. This programme's emphasis on independent research allows you to work closely with scholars who are leaders in their field. Read more

Research profile

This programme's emphasis on independent research allows you to work closely with scholars who are leaders in their field.

Research may be in any area of social, urban, environmental, development, political, economic, historical or cultural geography that is supported by the Human Geography Research Group. It is co-delivered with the University’s Graduate School of Social Science.

The programme can stand alone as a masters degree, or form the first year of a ‘1+3’ ESRC-backed PhD programme.

Students who successfully complete this programme will:

  • acquire transferable skills relevant to advanced researchers
  • develop skills in data acquisition and analysis
  • understand wider methodological and epistemological debates relevant to their research

This programme is affiliated with the University's Global Environment & Society Academy.

Programme structure

We offer a balance between general and specialist research training. The programme combines lectures, practical work, workshops, essays, seminars and one-to-one supervision of independent research leading to delivery of a dissertation.

Compulsory courses:

  • Research Design in Human Geography
  • Methodological Debates in Human Geography
  • Core Quantitative Data Analysis 1 and 2
  • Research Skills in the Social Sciences: Data Collection
  • Dissertation in Human Geography

Option courses:

In consultation with the Programme Director, you will choose from a range of option courses. We particularly recommend:

  • Conducting Research Interviews
  • Contemporary Social Theory
  • The Documents of Life
  • Explanation and Understanding in Social and Political Research
  • Intermediate Inferential Statistics: Testing and Modelling
  • Listening to Children: Research and Consultation
  • Political Ecology
  • Qualitative Methods and Ethnographic Fieldwork
  • Survey Methods and Data
  • Values and the Environment

Independent research

The emphasis on independent research allows you to work closely with scholars at the cutting edge in order to advance your own research passions. A highlight of the programme is the postgraduate conference where you present your research to colleagues.

The University of Edinburgh has an unbroken record of teaching and research in the earth sciences going back to 1770, when Robert Ramsay became the first Professor of Natural History.

James Hutton and Arthur Holmes were prominent among those who set an academic tradition in Edinburgh that continues today with the University achieving top ratings in earth sciences teaching and research.

Our interactive and interdisciplinary research environment allows us to tackle difficult research questions, from causes of past glaciations to interactions of earth, climate and society. The ambition and quality of our research was reflected in the latest Research Assessment Exercise: 66 per cent of our research was rated within the top two categories – world-leading and internationally excellent.

Our location at the King’s Buildings campus – home to most of the University’s science and engineering research – benefits our work too. Our King’s Buildings neighbours include external institutes such as the British Geological Survey; our proximity to them strengthens these research links.

Training and support

As a research student, you will be affiliated to one of our research institutes, benefiting from an excellent peer-supported network.

As groupings of researchers with related interests, the institutes provide a forum for development of ideas, collaboration, and dissemination of results, and an environment for training, development and mentoring of research students and early career researchers.

Backed by industry

The School receives strong backing from industry, particularly in areas such as hydrocarbons and carbon capture and storage. We receive support from the EU and from major UK research councils, including the Engineering and Physical Sciences Research Council and the Economic and Social Research Council.



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TThe course provides a broad introduction to the statistical ideas and methods relevant to data gathering and analysis in a wide variety of research areas as well as business and administration. Read more
TThe course provides a broad introduction to the statistical ideas and methods relevant to data gathering and analysis in a wide variety of research areas as well as business and administration. The intention is to provide participants with a practical grasp of statistics based on a sound knowledge of the underlying ideas and concepts. Graduates of the course should be well placed to apply the ideas and methods to which they have been introduced in their own work. To this end, all the material is presented in the context of practical examples from a wide range of applications.

The Base Module discusses the fundamental inferential ideas underlying statistical methods. In dealing with these, more emphasis than is usual in first courses is placed on the idea of an underlying statistical model. It is hoped that this emphasis will develop insight into the essential unity of the methods and avoid the all-too-common impression of there being a cookbook full of different statistical recipes for every possible occasion! The Elective Modules apply these ideas to a range of specialised areas.

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Top archaeological researchers and heritage professionals use a raft of computational methods including GIS, data mining, web science, ABM, point-process modelling and network analysis. Read more

Top archaeological researchers and heritage professionals use a raft of computational methods including GIS, data mining, web science, ABM, point-process modelling and network analysis. To impress employers you need the flexibility to learn on the job, leverage open data and program open source software. This MSc draws on UCL's unparalleled concentration of expertise to equip you for future research or significantly enhance your employability.

About this degree

Students learn about a wide range of concepts that underpin computational approaches to archaeology and human history. Students become proficient in the archaeological application of both commercial and open source GIS software and learn other practical skills such as programming, data-mining, advanced spatial analysis with R, and agent-based simulation.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (30 credits), four optional modules (60 credits) and a research dissertation (90 credits).

Core modules

  • Archaeological Data Science
  • Complexity, Space and Human History

Optional modules

  • Exploratory Data Analysis in Archaeology
  • GIS Approaches to Past Landscapes
  • GIS in Archaeology and History
  • Remote Sensing in Archaeology
  • Spatial Statistics, Network Analysis and Human History
  • The Archaeology of Complex Urban Sites: Analytical and Interpretative Technology
  • Web and Mobile GIS (by arrangement with the UCL Department of Civil and Geomatic Engineering
  • Other options available within the UCL Institute of Archaeology

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 15,000 words.

Teaching and learning

The programme is delivered through lectures, tutorials and practical sessions. Careful provision is made to facilitate remote access to software, tutorials, datasets and readings through a combination of dedicated websites and virtual learning environments. Assessment is through essays, practical components, project reports and portfolio, and the research dissertation.

Further information on modules and degree structure is available on the department website: Computational Archaeology: GIS, Data Science and Complexity MSc

Careers

Approximately one third of graduates of the programme have gone on to do PhDs at universities such as Cambridge, Leiden, McGill, Thessaloniki and Washington State. Of these, some continue to pursue GIS and/or spatial analysis techniques as a core research interest, while others use the skills and inferential rigour they acquired during their Master's as a platform for more wide-ranging doctoral research. Several graduates who went on to doctoral research are now lecturers in computational Archaeology: at the University of Cambridge, Queen's University Belfast and the University of Colorado. Other graduates have gone to work in a range of archaeological and non-archaeological organisations worldwide. These include specialist careers in national governmental or heritage organisations, commercial archaeological units, planning departments, utility companies, the defence industry and consultancies.

Employability

This degree offers a considerable range of transferable practical skills as well as instilling a more general inferential rigour which is attractive to almost any potential employer. Graduates will be comfortable with a wide range of web-based, database-led, statistical and cartographic tasks. They will be able to operate both commercial and oper source software, will be able to think clearly about both scientific and humanities-led issues, and will have a demonstrable track record of both individual research and group-based collaboration.

Why study this degree at UCL?

The teaching staff bring together a range and depth of expertise that enables students to develop specialisms including industry-standard and open-source GIS, advanced spatial and temporal statistics, computer simulation, geophysical prospection techniques and digital topographic survey.

Most practical classes are held in the institute's Archaeological Computing and GIS laboratory. This laboratory contains Linux servers, ten powerful workstations running Microsoft Windows 10, a digitising table and map scanner.

Students benefit from the collaborations we have established with other institutions and GIS specialists in Canada, Germany, Italy and Greece together with several commercial archaeological units in the UK.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Institute of Archaeology

73% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Enhance your credentials by earning a graduate certificate in Environmental Health and Safety Management online from The University of Alabama. Read more
Enhance your credentials by earning a graduate certificate in Environmental Health and Safety Management online from The University of Alabama. The online EHSM certificate is a 15-hour program that focuses on preventing workplace injuries, illnesses and fatalities and is perfect for those who currently work in or plan to work in a technical manager’s role. The credits may also be applied toward a Master’s degree.

Designed to meet the educational and credentialing needs of staff managers who currently hold a Bachelor’s degree and are in need of specialized health and safety training, the EHSM certificate can ease the transition from a practitioner’s role to a technical manager’s role. This accredited certificate program may also allow you take the national accrediting exam administered by the Board of Certified Safety Professionals. Most EHSM students are highly specialized in their particular discipline and are employed primarily in large business or governmental organizations, including but not limited to safety engineering, industrial hygiene, health physics, ergonomics,risk management for workers compensation insurance and hazardous materials control.

This program will also benefit professionals who are not health and safety specialists but hold or are seeking a position of responsibility for the health and safety function in their organization. These individuals tend to have educational backgrounds in human resource management, industrial engineering, quality control or other staff support areas.

Visit the website http://bamabydistance.ua.edu/degrees/graduate-certificate-in-environmental-health-and-safety-management-online/

Upon completion, the student will be able to:

- Apply general management concepts and principles to EHSM functions

- Demonstrate understanding of EHSM regulations and methods of compliance

- Evaluate organizational culture as it relates to safety and health performance

- Design and implement effective safety and health training

- Demonstrate creative problem solving concerning EHSM issues

- Demonstrate effective conflict resolution skills involving EHSM issues

Course Descriptions

- HES 512 - Introduction to Environmental Health & Safety Management

This course presents an overview of environmental health and safety (EH&S) management with its emphasis on preventing workplace injuries, illnesses, and fatalities. The importance of considering relevant science and engineering in all EH&S management decisions is emphasized. Governmental regulations and insurance matters affecting EH&S performance also are identified and discussed. Qualifications for employment in the field of EH&S management are described and current career opportunities are explored.

- HES 513- Occupational Health & Safety Law

This course will provide students with a fundamental understanding of issues that can impact upon private sector employers under the Federal Occupational Safety and Health Act, including rule making, the duty to comply with standards, General Duty Clause, requirements at multi-employer worksites, record-keeping, employer and employee rights, refusal to work and whistle blower protection, hazard communication, voluntary safety and health audits, inspections and investigations, citations, criminal enforcement, and judicial review. This course will also provide students with an introduction to peripheral “toxic tort” law concepts that should be understood by Safety and Health Managers including theories of liability, CERCLA liability, employer liability, tort defenses, causation, injuries, damages, and mass tort actions.

- HES 514- Health & Safety Regulations & Regulatory Compliance

This course addresses regulatory compliance as an important objective of all EH & S managers and the companies they represent. Focus is directed to workplace regulations of the U.S. Occupational Safety and Health Administration (OSHA). The purpose, history, structure, jurisdiction, and operations of the agency are presented. Major health and safety standards that have been promulgated by OSHA are considered in some detail. Students learn how their organization can prepare for and respond to OSHA inspections effectively.

- HES 516- Practical Statistics for Safety Professionals

This course provides students with an introduction to basic research methods and statistical analysis for safety managers. Students will be introduced to foundational concepts of problem statement development, variables, hypothesis testing, and research design. Additionally, relevant descriptive and inferential statistic used in the field of Occupational Health and Safety will be covered with an emphasis on the interpretation of results. Students will learn a variety of descriptive and inferential statistical techniques. The inferential techniques include an emphasis on statistical inference that is commonly used in safety management (e.g., t-tests and correlation). The course is designed to provide the student with an understanding of the basic research methods and statistical concepts required by safety managers to identify and mitigate risks using quantitative measures.

- HES 518 - Environmental Law

This course will provide students with a framework understanding of key federal environmental statutes and regulatory requirements that are likely to impact upon the day-to-day operation of a business or industrial facility that a company's Safety and Health Manager should be familiar with, including the Resource Conservation and Recovery Act (RCRA), Emergency Planning and Community Right to Know Act (EPCRA), Underground Storage Tank (UST) program, Clean Air Act (CAA), Clean Water Act (CWA), Oil Pollution Act (OPA), Toxic Substances Control Act (TSCA) and Federal Insecticide, Fungicide and Rodenticide Act (FIFRA).

- CSM 537- Developing the Leader Within

This course takes an in-depth look at leadership theories, principles, qualities, styles, and models with a focus on developing leadership skills and potential within the individual students. Designed to assist students in identifying leadership styles, traits, strengths, and opportunities for improvement, this course will use self-assessment exercises, journaling, individual case studies, group case studies, active and collaborative learning exercises, and a field experience to explore the topic of leadership in depth. Each student will create a personal and individually-tailored plan for development of leadership skills in a field experience that will be helpful in preparing for future endeavors.

- CSM 525- Consumer Conflict Resolution

CSM 425/525 is an exploration of practical conflict mediation, negotiation, and management and a survey of theory and practice of formal and informal mediation.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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This one-year full-time programme will give you the psychological knowledge and research skills needed to pursue doctoral level studies in psychology and to enhance your psychology career. Read more
This one-year full-time programme will give you the psychological knowledge and research skills needed to pursue doctoral level studies in psychology and to enhance your psychology career.

Academic staff within the School of Psychology, together with occasional visiting speakers, teach a valuable set of modules in practical research skills such as project management, quantitative and qualitative research, and statistics.

There's also a major, supervised empirical study component and a research dissertation to submit.

Key Facts

Research Assessment Exercise 2008
Targeting our key areas of interest we've systematically enhanced our research base, culture and infrastructure, whilst building internationally influential groups.

Our work is theoretically robust and problem and policy focused, with a research agenda that's socially relevant and postgraduate teaching that's truly research-led.

Why School of Psychology?

Breadth and choice

Reflecting our main research strengths, we offer two one-year, full-time, taught Masters (MSc) programmes in:

Investigative and Forensic Psychology
Research Methods in Psychology.

For details of all MRes/MPhil/PhD and MD opportunities in the Faculty of Health and Life Sciences, see the Research course list at http://www.liv.ac.uk/study/postgraduate/research/

Professionally recognised

The Investigative and Forensic Psychology course is recognised by the Division of Forensic Psychology (DFP, British Psychological Society) and counts towards Chartered Forensic Status.

Innovative research

As home to the Centre for Investigative Psychology, we continue to stretch the boundaries of psychological inquiry with innovative research activity.

We've highly active, internationally renowned research groups and, in the most recent Research Assessment Exercise (2008), 80% of our research activity was rated as of international standard.

Our partners

Our partners include local hospitals and schools, the Regional Neurological and Neurosurgical NHS Trust, Prison Psychology departments, national and international Police Forces and associated Law Enforcement Agencies. There are also close links with other University departments in the Faculty of Science and Engineering, the Faculty of Humanities and Social Sciences, and the Faculty of Health and Life Sciences; in particular, Clinical Psychology, Neuroscience, and Human Anatomy. Numerous collaborations exist between members of staff and their colleagues in other academic institutions both nationally and internationally.

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Big data and quantitative methods are transforming political processes and decisions in everyday life. Read more

Big data and quantitative methods are transforming political processes and decisions in everyday life. Local, national and international administrations are making "open data" available to wide audiences; giant, world-level web organisations are putting more and more "services" in synergy (search, map, data storage, data treatment, trade, etc.); and some private companies or governments are developing strongly ideological projects in relation with big data, which may have major consequence on the means by which we are ruled. All these issues involve data in text, image, numeric and video formats on unprecedented scales. This means there is a growing need for trained specialists who will have the cpacity to compete and/or collaborate with strictly business or technique-oriented actos on the basis of sound knowledge from political and international studies.

Programme content

In contrast to degrees such as Data Science or Data Analytics, where the focus ends up being almost exclusively on data practices and computational tools, the MA in Big Data and Quantitative Methods provides you with a knowledge and understanding of the central and innovative quantitative approaches in political science, the debates they have generated, and the implications of different approaches to issues concerning big data and public policy. The MA also draws on the considerable expertise which Warwick now has in quantitative methods located in PAISSociology, the Centre for Interdisciplinary Methodologies (CIM) and the Q-Step Centre.

Given that a noteworthy part of big data is actually social data, this MA programme seeks to attract students from a variety of social science-related disciplines, including politics, sociology, philosophy and economics; you do not need a background in statistics to be eligible for the course. Students are required to take three core modules: Fundamentals in Quantitative Research Methods (previously Quantitative Data Analysis and Interpretation); Big Data Research: Hype or Revolution?, and Advanced Quantitative Research, and have a range of optional modules to choose from in PAIS or from other departments across Warwick including Law, Philosophy, Sociology and the CIM. Graduates of this degree will be able both to engage technically with data released at a new scale and to keep a critical expertise on their relevance and quality, skills which are increasingly required in the competitive global job market.

In addition to regular modules, the Warwick Q-Step Centre is offering a range of different masterclasses. Topics include Reproducibility, Quantitative text analysis, Web data collection, Geostatistics, Inferential network analysis, Machine learning, Agent-based simulation and Longitudinal data analysis. All masterclasses are designed as comprehensive but gentle introductions to methods that are not covered at length in core method modules. They are intended to broaden your horizons and provide concepts and tools to be applied in your future research.



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This module on research methods and statistics, particularly relevant to social and healthcare sciences, intends to help students become informed recipients of research evidence and able to understand its application to practice. Read more

This module on research methods and statistics, particularly relevant to social and healthcare sciences, intends to help students become informed recipients of research evidence and able to understand its application to practice. The module will afford students the opportunity to experience data analysis and to hone their critical appraisal skills.

Module Aims

The aims of this module are (1) to facilitate the development of lifelong learning with respect to the research process by introducing you to research approaches and methodology; and (2) to prepare you for Master’s-level research projects.

Learning Outcomes

Having successfully completed this module you will be able to:

  • Explain the main methods used for qualitative and quantitative research in health and social care, methods used for gathering and recording data, and statistical methods for analysis (including the concept of statistical power)
  • Design and critically evaluate a viable research study in audiology
  • Identify, carry-out and critically evaluate a strategy for descriptive and inferential statistical analysis of data
  • Critically evaluate the output from commonly used analysis methods to draw conclusions based on a combination of the results and the underlying science
  • Critically evaluate evidence and research literature in audiology science, considering for example potential sources of bias and alternative designs and analyses
  • Demonstrate mastery of effective self-directed learning and scientific communication

Syllabus

• Research concepts

• Research audit and service improvement,

• Research Governance,

• Risk assessment in research protocols,

• Evidence Based Research

• Literature searching and reference managing,

• Practical collection of data

• Principles of qualitative and quantitative research, samples and populations, scales and categories of measurement, validity, errors and bias, control groups and matched controls.

• Between-subject and within-subject designs,

• Defining experimental hypotheses,

• Statistical methods for description and hypothesis testing,

• Concept of statistical power,

• Calculation of sample size,

• Measures and tests of association,

• Reading research publications critically,

• Writing a critical review of the research literature

• Interpretation and evaluation of qualitative data

• Principles of safety and ethics in research.

• Writing a critical review of the research literature

• Succinct reporting of findings



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