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Develop the skills necessary to appraise evidence based care and conduct research on issues of palliative care to inform clinical practice and service development. Read more
Develop the skills necessary to appraise evidence based care and conduct research on issues of palliative care to inform clinical practice and service development. MSc and PG Diploma: six modules plus research study project for MSc. PG Certificate: three modules.

Key benefits

- The programme has a national and international reputation attracting students from all over the world.

- The programme is focused strongly on evidence and on understanding how to conduct research in palliative care and related areas.

- Teaching staff are key academics, practitioners and policy-makers in the field of palliative care. Visiting lecturers are drawn from across the UK and internationally.

- The programme is based at the Cicely Saunders Institute, a WHO Collaborating Centre for palliative care and rehabilitation which is at the heart of national and international research and academic-clinical collaborations.

Visit the website: http://www.kcl.ac.uk/study/postgraduate/taught-courses/palliative-care-msc-pg-dip-pg-cert.aspx

Course details

- Description -

Our primary aim is to improve the ability, competence and confidence of students to care for patients with advanced disease and their families. This relies heavily on critically appraising existing evidence of the effectiveness, appropriateness and acceptability of existing interventions (both medical and psychosocial) and services.

The programme is multi-disciplinary - palliative care professionals from all disciplines learn alongside each other. It is jointly run with St Christopher's Hospice, which is widely regarded as the pioneer institution of the modern hospice movement with a reputation for excellence in clinical practice, research and education.

This multi-professional MSc is a joint development between Guy's, King's & St Thomas' School of Medicine and St Christopher's Hospice. We aim to develop the skills you need to appraise research and evidence in issues of palliative care to inform your clinical practice and service development.

You will develop a deeper knowledge and understanding of the many clinical, social, psychological, and ethical issues in palliative care and their assessment and management. You will also acquire the skills required to critically appraise the evidence of both existing and new treatments and carry out your own research.

- Purpose -

To develop the skills necessary to appraise evidence-based care and conduct research on issues of palliative care in order to inform clinical practice and service development in the field of palliative care.

- Course format and assessment -

MSc and PG Diploma students take four core and two optional modules. In addition, MSc students complete a research study project. PG Certificate students study two core and one optional module. Assessment is by examinations and coursework, and for MSc students, completion of a research study project.

Career prospects

We are aware that many former students have become experts in their field making notable contributions to patient and family care and influencing palliative care policy locally, nationally and internationally. Specifically, many former specialist training registrars in palliative medicine have progressed their careers to assume challenging and exciting consultant posts in hospital, hospice and community settings. This is also true for a growing number of clinical nurse specialists who are now nurse consultants. Increasing numbers of former students have gone on to successfully conduct PhDs in palliative care related areas. Further, the course has provided many students with exciting opportunities to conduct high quality research which has successfully been disseminated at scientific meetings or high quality peer-reviewed journals.

How to apply: http://www.kcl.ac.uk/study/postgraduate/apply/taught-courses.aspx

About Postgraduate Study at King’s College London:

To study for a postgraduate degree at King’s College London is to study at the city’s most central university and at one of the top 20 universities worldwide (2015/16 QS World Rankings). Graduates will benefit from close connections with the UK’s professional, political, legal, commercial, scientific and cultural life, while the excellent reputation of our MA and MRes programmes ensures our postgraduate alumni are highly sought after by some of the world’s most prestigious employers. We provide graduates with skills that are highly valued in business, government, academia and the professions.

Scholarships & Funding:

All current PGT offer-holders and new PGT applicants are welcome to apply for the scholarships. For more information and to learn how to apply visit: http://www.kcl.ac.uk/study/pg/funding/sources

Free language tuition with the Modern Language Centre:

If you are studying for any postgraduate taught degree at King’s you can take a module from a choice of over 25 languages without any additional cost. Visit: http://www.kcl.ac.uk/mlc

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This distinctive programme allows you to think about the critical and creative relationships between film, photography and the media, while developing your skills to produce projects of your own. Read more

Overview

This distinctive programme allows you to think about the critical and creative relationships between film, photography and the media, while developing your skills to produce projects of your own.

A major independent project sits at the heart of the course, supported by modules that put your practice into the context of contemporary debates. You’ll explore the different critical approaches to the making and consumption of photography and film, allowing them to inform the short film and photography projects you’ll work on.

It’s a flexible programme which allows you to choose from a range of optional modules to focus on topics that suit your own creative and critical interests. You could study cultural policy, international film industries, film and TV writing, feminism in the media and more.
You’ll be taught by leading researchers and practitioners in the field, and our cutting edge research will inform all your teaching.

The degree is also available to study part-time over 24 months. The part-time MA may be of special interest to those who are working in related fields as part of their career development.

Specialist Facilities

Our School has a range of fantastic facilities to support your studies. The 58-seat Phil Taylor Cinema is equipped with Dolby Digital sound and high-definition projection facilities, as well as projectors for 16mm and 35mm film.

You can also work on your own projects in our 44 editing suites, equipped with Avid Media Composer editing software and Adobe Creative Cloud. The fully equipped TV studio also has a large green screen area, lighting and photo-flash facilities. We also have a track and dolly, sliders, Glidecam and various cranes, and you’ll have access to a new photographic dark room.

We also run a loans service where you can borrow a range of HD digital camcorders and various Canon stills cameras to help with your project work.

Course Content

The whole programme is based around a major independent project. You can choose to complete a dissertation and take classes developing your knowledge of research methods to support your work. Alternatively, you can complete a short film or photography project that you’ll exhibit at the end of the programme.

The modules you study throughout the year give you the theoretical and contextual knowledge you need to inform your project, as well as developing your skills in filmmaking and photography.

You’ll study two core modules. One will explore the links between photographic creativity, optical science and the nature of cinema and allow you to work on a short film project. The other will look at the historical development of photographic practice, contemporary issues and debates.

Alongside these modules you’ll choose from a range of options to focus on topics that interest you, from film industries around the world to new media, cultural policy, communication and development, television narrative and more. You could even choose to undertake a work placement in a media organisation.

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MA Material Futures explores the intersection of craft, science and technology encouraging students to look beyond existing boundaries to anticipate future needs, desires, and challenges. Read more

Introduction

MA Material Futures explores the intersection of craft, science and technology encouraging students to look beyond existing boundaries to anticipate future needs, desires, and challenges. Taking materiality as the starting point of the design process we integrate high and low technological materials and processes, pursuing relevant applications across fashion, architecture, product design, and communication & critical design.

Observing and analysing how we live today allows us to consider how we can live better tomorrow. Considering the current and future context of design decisions is core to our ethos, combining social, political and economic inquiry to inform future, sustainable design applications.

Content

The 21st century marks the beginning of a new textile revolution - one we believe is smart, invisible, sustainable, ethical and poetic.

MA Material Futures is part of the Jewellery and Textiles programme. The MA Material Futures ethos is to approach textile design as a form of industrial design but with a focus on the language and codes inherent to textiles. By exploring key contextual questions to interrogate, critique and propose new design concepts, we invite our designers to engage fully with the challenges of designing for the 21st century. How do we reconcile ecology and smart technology? With current progress in nanotechnologies, how do we engineer invisible functions with new aesthetics? How can biomimicry principles inform the design of resilient textiles? Will scientists become designers? With digital fabrications becoming mainstream, what future for craft? How can textiles lead to the development of smart interactive interface? Can textiles inform a new way to imagine architecture? These are examples of questions MA Material Futures will consider over the two year postgraduate programme.

Smart textiles, invisible performance, sustainable and ethical issues as much as poetics and aesthetics call for new design perspectives. Crossover with other design disciplines as well as with science and socio-economics are more pertinent than ever. Rapid changes in culture, economics and technology need dynamic designers who can propose and realise intelligent, responsible innovations with strategic thought, leadership and personal vision. The MA Material Futures course aims at equipping designers with critical skills to design for our future selves and provides a 'think-tank' in which to cultivate ideas, reflect on individual practice, and challenge the boundaries of textile design.

Structure

MA Material Futures lasts 60 weeks structured as two consecutive periods of 30 weeks each (i.e. two academic years) in its 'extended full-time mode'.

MA Material Futures is credit rated at 180 credits, and comprises 2 units:

Unit 1 (60 credits) lasts 20 weeks
Unit 2 (120 credits) runs for 10 weeks in the first year and 30 weeks in the second year.

Both units must be passed in order to achieve the MA, but the classification of the award of MA derives from your mark for Unit 2 only.

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Surrey is a leading UK university for nursing education – students of our Postgraduate Diploma in Nursing Studies (Adult Nursing) programme are taught by staff with internationally recognised expertise. Read more
Surrey is a leading UK university for nursing education – students of our Postgraduate Diploma in Nursing Studies (Adult Nursing) programme are taught by staff with internationally recognised expertise.

The programme focuses on the importance of caring and compassion and will prepare you to respond to the complex, diverse and evolving nature of healthcare.

PROGRAMME OVERVIEW

Our programme offers you the opportunity to gain professional registration in adult nursing, together with an academic postgraduate qualification.

It will develop you as an autonomous, reflective practitioner who has empathic qualities, is committed to delivering high-quality care and can empower individuals to maximise their own independence.

Clinical, decision-making and leadership skills are developed progressively throughout the programme. Biosciences and psychosocial, spiritual, ethical and legal aspects of care inform a holistic approach to care, alongside a strong emphasis on interprofessional learning.

In contemporary healthcare, collaborative practice is vital in meeting the complex needs of individuals and their families.

PROGRAMME STRUCTURE

This programme is studied full-time over two academic years; over this period students must gain 2,300 hours of theory and 2,300 hours of practice for NMC registration. The programme is divided into modules.

On successful completion of the programme students may apply for registration with The Nursing and Midwifery Council as a Registered Nurse. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Practice Module
-Transitions in Care
-Care Provision in Long-Term Conditions
-Innovation and Leadership
-Managing Physical and Mental Health Challenges
-Research for Professional Practice
-Immediate Care
-Effective Decision Making from Fundamental to Complex Care
-Clinical Leadership and Consolidated Practice

WHO IS THIS PROGRAMME FOR?

Individuals who have an undergraduate or higher degree in a relevant subject, normally obtained within the last five years, and experience of working in a health care environment.

Applicants are required to demonstrate that they have worked for a minimum of 575 hours within a paid healthcare role, gained within a year of commencing the programme. This is equivalent to 16 weeks of full-time work and may be achieved through part time-work over a longer period of time.

Applicants also need to be ambitious and passionate about a career in nursing, with the ability and drive to complete the programme in two years.

CAREER OPPORTUNITIES

Nursing is the largest healthcare profession in the country and nurses play a role in the delivery of most healthcare services. Although many qualified nurses work in hospitals, they can also work in general practice surgeries, community settings, home healthcare, outpatient day surgeries, nursing homes, schools, mental health agencies, hospices, the military and industry.

Many of our graduates are initially employed by the NHS Trust in which they had their practice experience, before going on to further studies and employment opportunities. Some nurses develop careers in education or research, promoting advances in many areas of healthcare and health promotion practice.

EDUCATIONAL AIMS OF THE PROGRAMME

The programme aims to:
-Develop confident, competent and critically responsive practitioners with the knowledge, skills and behaviours required to deliver and lead high quality nursing care across a range of health and social care environments
Enable students to act with professional integrity and demonstrate achievement of the professional standards required by the NMC (2010) to register as a nurse
-Prepare students to deliver and analyse the impact of safe and compassionate evidence based care, whilst demonstrating the values and attitudes in keeping with anti-discriminatory practice and an orientation towards holistic care
-Foster and facilitate partnership working with health and social care professionals, service users, carers and families, acknowledging and promoting the contribution of a collaborative approach to care and the importance of education for health to practice as a registered nurse
-Enable students to contribute to the planning, design and delivery of care by leading, delegating, supervising, evaluating and challenging other nurses and health care professionals’ practice
-Develop the capacity to adapt to change and identify, initiate and lead innovations in practice whilst working within the governance framework
-Facilitate the development of higher level clinical, analytical and reflective thinking skills with the ability to distil research impacts, integrate and combine sources of knowledge and identify new directions for research
-Nurture a commitment to life long and independent learning
-Enable students to critically appraise, plan and lead teams in the application of research to nursing practice

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Knowledge and understanding
-Demonstrate a comprehensive and critical understanding of the knowledge and research evidence that underpins practice thus enabling an appropriate response to a wide range of health and dependency needs
-Critically apply knowledge and skills based upon best available evidence in the planning, delivery and evaluation of safe and effective care, accessing or referring to specialist services as required
-Demonstrate an ability to meet complex and co-existing needs of people in their own field of nursing in any setting
-Demonstrate and appraise knowledge of the relationship between common physical and mental health problems in both acute and long terms conditions
-Critically appraise and apply high quality evidence to support and develop practice whilst identifying and proposing areas for further investigation
-Demonstrate the importance of and be able to evaluate safe practice, which is informed by best available evidence and through a critical understanding of risk management strategies, local and national guidelines
Intellectual / cognitive skills
-Demonstrate an advanced level of critical thinking and decision making skills in the assessment, documentation and interpretation of a comprehensive systematic nursing assessment that takes account of relevant physical, psychological, social, cultural, spiritual, genetic and environmental factors
-Applies knowledge, synthesises ideas and information in order to generate and evaluate solutions in planned and uncertain situations across a range of health care environments
-Be capable of innovative and creative thinking and develop the ability to improve professional practice and quality outcomes by using a range of methods and clinical governance processes
-Critically apply relevant theoretical and research evidence in the evaluation of nursing interventions and health care provision and evaluate and ensure the use of findings help to improve peoples’ experience in order to shape future services
-Critically appraise the evidence and research base of new and emerging health care technologies to advise about their appropriateness and use
-Evaluate own performance and need for personal and professional development demonstrating learning from experience, feedback and reflection

Professional practical skills
-Act to care for and safeguard the public practicing in a compassionate and respectful manner whilst working within professional, ethical and legal frameworks in order to maintain, improve, and lead on high standards of care
-Practice autonomously and be responsible for the delivery and leadership of high quality evidenced based care, whilst maximising peoples’ ability to care for themselves
-Communicate safely and effectively and ensure decisions about care are shared when working across health and social care environments and in partnership with other professionals and agencies, service users, carers and families
-Act upon an understanding of how peoples’ lifestyles, cultures, environments and choices influence their health and wellbeing and adapt practice to meet the changing needs of service users
-Demonstrate excellence in team working and the ability to lead the co-ordination, delegation and supervision of care, whilst remaining accountable for care given
-Use leadership skills to support and manage others and make significant contributions to the planning, designing, delivering and improvement of future services
-Work innovatively and act as change agents, using leadership skills to challenge practice in order to enhance people’s wellbeing and experience of health care

Key / transferable skills
-Demonstrate a range of highly effective communication and interpersonal skills, including the use of communication technologies
-Build high quality partnerships and therapeutic relationships with service users, carers, families and other professionals in order to ensure safe, effective and non-discriminatory communication
-Accurately communicate and document using appropriate and plain language both verbally and in written and electronic formats
-Manage health information and information systems in order to search for valid and relevant information to inform nursing practice
-Abstract, analyse and interpret data using a range of techniques including assessment monitoring, audit and the use of research data to inform and develop the delivery of high quality care
-Demonstrate safe and effective medicines management

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

Read less
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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Surrey is a leading UK university for nursing – students of our Postgraduate Diploma in Nursing Studies (Mental Health Nursing) programme are taught by staff with internationally recognised expertise. Read more
Surrey is a leading UK university for nursing – students of our Postgraduate Diploma in Nursing Studies (Mental Health Nursing) programme are taught by staff with internationally recognised expertise.

The programme focuses on the importance of caring and compassion and will prepare you to respond to the complex, diverse and evolving nature of healthcare.

PROGRAMME OVERVIEW

Our programme offers you the opportunity to gain professional registration in mental health nursing, together with an academic postgraduate qualification.

It will develop you as an autonomous, reflective practitioner who has empathic qualities, is committed to delivering high-quality care and can empower individuals to maximise their own independence.

Clinical, decision-making and leadership skills are developed progressively throughout the programme. Biosciences and psychosocial, spiritual, ethical and legal aspects of care inform a holistic approach to care, alongside a strong emphasis on interprofessional learning.

In contemporary healthcare, collaborative practice is vital in meeting the complex needs of individuals and their families.

PROGRAMME STRUCTURE

This programme is studied full-time over two academic years; over this period students must gain 2,300 hours of theory and 2,300 hours of practice for NMC registration. The programme is divided into modules. On successful completion of the programme students may apply for registration with The Nursing and Midwifery Council as a Registered Nurse.
-Practice Module
-Concepts of Engagement: Empowerment and Recovery
-Ways of Working and Building Bridges
-Innovation and Leadership Core
-Managing Physical and Mental Health Challenges
-Research for Professional Practice
-Effective Care Provision in the Crisis Situation
-Effective Decision Making from Fundamental to Complex Care
-Clinical Leadership and Consolidated Practice

WHO IS THIS PROGRAMME FOR?

Individuals who have an undergraduate or higher degree in a relevant subject, normally obtained within the last five years, and experience of working in a health care environment. Applicants are required to demonstrate that they have worked for a minimum of 575 hours within a paid healthcare role, gained within a year of commencing the programme.

This is equivalent to 16 weeks of full-time work and may be achieved through part time-work over a longer period of time. Applicants also need to be ambitious and passionate about a career in nursing, with the ability and drive to complete the programme in two years.

EDUCATIONAL AIMS OF THE PROGRAMME

The programme aims to:
-Develop confident, competent and critically responsive practitioners with the knowledge, skills and behaviours required to deliver and lead high quality nursing care across a range of health and social care environments
-Enable students to act with professional integrity and demonstrate achievement of the professional standards required by the NMC (2010) to register as a nurse
-Prepare students to deliver and analyse the impact of safe and compassionate evidence based care, whilst demonstrating the values and attitudes in keeping with anti-discriminatory practice and an orientation towards holistic care
-Foster and facilitate partnership working with health and social care professionals, service users, carers and families, acknowledging and promoting the contribution of a collaborative approach to care and the importance of education for health to practice as a registered nurse
-Enable students to contribute to the planning, design and delivery of care by leading, delegating, supervising, evaluating and challenging other nurses and health care professionals’ practice
-Develop the capacity to adapt to change and identify, initiate and lead innovations in practice whilst working within the governance framework
-Facilitate the development of higher level clinical, analytical and reflective thinking skills with the ability to distil research impacts, integrate and combine sources of knowledge and identify new directions for research
-Nurture a commitment to life long and independent learning
-Enable students to critically appraise, plan and lead teams in the application of research to nursing practice

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Knowledge and understanding
-Demonstrate a comprehensive and critical understanding of the knowledge and research evidence that underpins practice thus enabling an appropriate response to a wide range of health and dependency needs
-Critically apply knowledge and skills based upon best available evidence in the planning, delivery and evaluation of safe and effective care, accessing or referring to specialist services as required
-Demonstrate an ability to meet complex and co-existing needs of people in their own field of nursing in any setting
-Demonstrate and appraise knowledge of the relationship between common physical and mental health problems in both acute and long terms conditions
-Critically appraise and apply high quality evidence to support and develop practice whilst identifying and proposing areas for further investigation
-Demonstrate the importance of and be able to evaluate safe practice, which is informed by best available evidence and through a critical understanding of risk management strategies, local and national guidelines

Intellectual / cognitive skills
-Demonstrate an advanced level of critical thinking and decision making skills in the assessment, documentation and interpretation of a comprehensive systematic nursing assessment that takes account of relevant physical, psychological, social, cultural, spiritual, genetic and environmental factors
-Applies knowledge, synthesises ideas and information in order to generate and evaluate solutions in planned and uncertain situations across a range of health care environments
-Be capable of innovative and creative thinking and develop the ability to improve professional practice and quality outcomes by using a range of methods and clinical governance processes
-Critically apply relevant theoretical and research evidence in the evaluation of nursing interventions and health care provision and evaluate and ensure the use of findings help to improve peoples’ experience in order to shape future services
-Critically appraise the evidence and research base of new and emerging health care technologies to advise about their appropriateness and use
-Evaluate own performance and need for personal and professional development demonstrating learning from experience, feedback and reflection

Professional practical skills
-Act to care for and safeguard the public practicing in a compassionate and respectful manner whilst working within professional, ethical and legal frameworks in order to maintain, improve, and lead on high standards of care
-Practice autonomously and be responsible for the delivery and leadership of high quality evidence-based care, whilst maximising peoples’ ability to care for themselves
-Communicate safely and effectively and ensure decisions about care are shared when working across health and social care environments and in partnership with other professionals and agencies, service users, carers and families
-Act upon an understanding of how peoples’ lifestyles, cultures, environments and choices influence their health and wellbeing and adapt practice to meet the changing needs of service users
-Demonstrate excellence in team working and the ability to lead the co-ordination, delegation and supervision of care, whilst remaining accountable for care given
-Use leadership skills to support and manage others and make significant contributions to the planning, designing, delivering and improvement of future services
-Work innovatively and act as change agents, using leadership skills to challenge practice in order to enhance people’s wellbeing and experience of health care

Key / transferable skills
-Demonstrate a range of highly effective communication and interpersonal skills, including the use of communication technologies
-Build high quality partnerships and therapeutic relationships with service users, carers, families and other professionals in order to ensure safe, effective and non-discriminatory communication
-Accurately communicate and document using appropriate and plain language both verbally and in written and electronic formats
-Manage health information and information systems in order to search for valid and relevant information to inform nursing practice
-Abstract, analyse and interpret data using a range of techniques including assessment monitoring, audit and the use of research data to inform and develop the delivery of high quality care
-Demonstrate safe and effective medicines management

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

Read less
Our new and innovative MFA Acting will train future generations of internationally renowned performers and teachers. Read more
Our new and innovative MFA Acting will train future generations of internationally renowned performers and teachers.

Delivered by Guildford School of Acting (GSA), one of the most highly regarded theatre schools in the UK, this programme provides world-class training alongside a sterling reputation and excellent industry links.

PROGRAMME OVERVIEW

Our new and innovative MFA Acting builds on the success of GSA’s current postgraduate programme by extending the high-quality, intensive training currently offered on our one year MA Acting programme. The MFA Acting programme is highly selective and intensive: students train for four semesters over two years, taking classes in acting, voice, movement and professional development, exploring a wide range of theatre traditions and performance styles in rehearsal projects and public productions.

This unique programme is delivered by expert teachers with extensive first-hand experience in the professional theatre sector in both the UK and the US.

Our beautiful campus boasts strong transport links to London, meaning our students can easily benefit from GSA’s proximity to the heart of UK theatre; London’s West End. This means our students not only receive world-class training, but are also heavily exposed to London theatre, cultural activities and highly beneficial industry networks.

This programme is studied full-time over four consecutive semesters and two academic years.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Industry Practice 1
-The Integrated Body 1
-Acting
-Contextual Practice 1
-Industry Practice 2
-The Integrated Body 2
-Contextual Practice 2
-Public Production
-Advanced Practice

EDUCATIONAL AIMS OF THE PROGRAMME

Our MFA in Acting will provide graduates with:
-The ability to employ a broad range of acting knowledge and skills in the creation and presentation of roles
-The ability to perform in plays of various types and from various periods
-The acquisition of advanced understanding and capabilities in voice and speech, movement, and play analysis
-A working knowledge of historical, critical, and theoretical content and the ways they inform playwriting and dramatic writing, the creation of roles, and other aspects of production

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Knowledge and understanding
-An experiential and theoretical knowledge of key practical acting methodologies
-An advanced understanding, which will inform ongoing skill attainment, of the physical and vocal techniques required to maintain an expressive body and the optimum functionality of the voice
-A critical understanding of key theoretical and methodological developments in the practice of acting
-An advanced understanding, which will inform ongoing skill attainment, of the application of technique to differing theatrical forms, styles, genres and historical contexts
-A comprehensive understanding of current industry practice

Intellectual / cognitive skills
-Recognise, interpret and contextualise approaches to performance texts
-Identify and develop an individual methodological approach to rehearsal
-Select vocal and physical techniques appropriate to voice, person and situation
-Recognise and respond appropriately to the demands of different performance media
-Critically analyse and reflect on their own and others’ practice

Professional practical skills
-Successfully apply integrated vocal and psycho-physical techniques to the practice of acting in differing media
-Sustain and develop an effective and creative individual rehearsal process
-Demonstrate creative and imaginative work in performance
-Contribute effective and appropriate practices and concepts to an ensemble process
-Demonstrate evidence of practical research and effective preparation for entry into the current performance industry

Key / transferable skills
-Be disciplined and consistent in a professional context
-Conduct themselves constructively, positively, and sensitively towards others
-Able to lead and collaborate as part of the team on practical and research projects
-Communicate effectively and at an advanced level in both verbal and written form
-Seek out, critique, and employ information appropriately
-Recognise and develop commercial and artistic career opportunities

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. Read more
You follow this specialist route if you are a practitioner working or intending to work in the early years sector. You draw on your own personal and professional experience, practice and interests to explore an area of early childhood studies that is particularly relevant to you and your career development. If you have previously studied this area at undergraduate level, you can build on the knowledge you have already gained.

Course details

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules; Using the Literature to Inform Educational Research and the Dissertation. You choose your topics which should be around current debates and issues in early childhood studies.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You share experiences and perspectives on aspects of practice. You study with students from other programmes who are from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. You can develop a sense of belonging to the programme while being able to discuss and explore your own area of interest.

Peer-led discussion on research and practice issues raised in sessions provides the opportunity for interprofessional discussion and debate, and the opportunity to consider relevant issues from the perspective of other professional educational groups which supports you to integrate and synthesise a diverse range of knowledge. You share taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions as well as encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development. Read more
If you are an experienced educational professional in a leadership role this course is for you. You explore an aspect of leadership relevant to your own interests and career development.

Course details

You reflect on practice in your own organisation, identify areas of professional concern and explore your own approach to leadership using a range of diagnostic tools for self-assessment.

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation.

The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.

You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

What you study

This MA has a full-time and a part-time route. Both routes have taught sessions which are scheduled to enable working professionals to attend. You study 180 level 7 credits made up of four modules plus a final dissertation. The core modules enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. There is a strong emphasis on the application of your studies to your professional context.
You study two modules, Using the Literature to Inform Educational Research and the Dissertation. These modules are pieces of extended supervised work and the topic, which is chosen by you, must be in an area of leadership. By opting for this named route you achieve a qualification which showcases this specialism clearly to employers.

Core modules
-Combining Professional and Academic Practice
-Contextualising Education
-Dissertation
-Educational Research: Practice and Planning
-Using the Literature to Inform Educational Research

Modules offered may vary.

Teaching

You are encouraged to share your experiences and perspectives on aspects of practice within taught sessions and through discussions on the University’s virtual learning environment. You study with students from a variety of educational settings and backgrounds – this sharing gives you the opportunity to develop a systematic and critical understanding of the breadth and depth of knowledge in educational research and practice. Peer-led discussions in workshop and seminar sessions on a range of research and educational practice issues, both home and international, provide you with the opportunity for interprofessional discussion and debate. You consider relevant issues from the perspective of other professional educational groups which, in turn, supports you to integrate and synthesise a diverse range of knowledge. You share some of your taught sessions with the Education Doctorate, enhancing the range and type of discussions held within sessions and encouraging you to consider your progression after the programme.

Staff have a wide range of educational backgrounds and specialist interests to support for your cross-disciplinary interests and multi-agency working. Another important element is how we support your transition to studying at level 7. You are offered academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching. The assessment allows you to reflect on your own practice and context, and produce assessed work that benefits your working context. Student feedback on the programme has consistently highlighted the level of support from the staff as a major contributor to their success.

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The PGCE Secondary (Religious Education) is an innovative and intensive nine-month course preparing graduates for the demands of teaching in the secondary sector. Read more
The PGCE Secondary (Religious Education) is an innovative and intensive nine-month course preparing graduates for the demands of teaching in the secondary sector.

As a PGCE religious education student teacher you’ll explore the space between the ‘facts of religion’, the minds that perceive, filter and interpret them and the beliefs, motivations or convictions that inform people’s perceptions. This will allow you to ensure you are able to research, prepare and teach all aspects of the curriculum effectively. You will be awarded a PGCE and recommended for Qualified Teacher Status, enabling you to teach in schools. The course is organised in partnership with Schools where you spend a total of 24 weeks teaching within the 36 week long course.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/pgce-secondary-religious-education.aspx

Course detail

All PGCE courses cover three main areas: Curriculum Studies, Professional Studies and Enhanced Studies. However, all learning on the course is designed to complement professional practice and the academic study will be informed by and inform practice.

PGCE students will be placed in two schools for a mixture of blocked time and serial (e.g. one day a week) time adding up to meet the current Government requirement for a minimum 120 days in school.

You can exit the PGCE courses with one of two awards. The Professional Graduate Certificate in Education (PGCE) is awarded to those students who gain less than 40 Level 7credits, but who pass all modules, gaining 100 or 120 Level 6 credits. If you achieve 40 or 60 Level 7 credits and pass all the modules, you will be awarded a Postgraduate Certificate in Education (PGCE). All students completing a PGCE will also be recommended for QTS.

Suitability

The course is for people who want to become qualified teachers.

Content

• Professional Studies
Professional Studies sessions aim to inform you about aspects of professional practice which are central to your work, whatever your subject, including how do we learn, how do we include all children, how is teaching a professional activity, how can education be organised and how can learning be assessed.

• Curriculum Studies
This module involves work in studying key concepts that underpin the various curricula and syllabi for your subject. The sessions allow discussion of different pedagogies and allow reflection on differing school approaches to the subject.

• Enhanced Studies
The module enables you to choose an area of personal interest to you to study this in more depth through a research project based in a school.

Format

Across the PGCE year there is an equivalent of 12 weeks of taught input which take place at university on the Canterbury Campus. The teaching on these days will be a mixture of seminar and workshop activity. There will also be a small number of lecture inputs.

Across the PGCE year there is the equivalent of 24 weeks spent in school. Student teachers will learn in a variety of ways in school, including from experienced mentors, through observing others and through experience. There is also a degree of individual support for learning offered in this course provided by mentors in school and the university tutors.

Tutors and mentors who lead the learning on this course are all qualified teachers.

Assessment

You will be assessed in two main ways­ via academic assignments and assessment of your teaching.

You will submit academic assignments for 20 credits in each curriculum, professional and enhanced studies modules. Each submission will include a written element, but you may also be assessed via presentations or practical performances as relevant to your chosen subject options.

What can I do next?

Upon successful completion of the course students can teach in schools as qualified teachers.

How to apply

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

Funding

-Masters Loans-

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

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

-2017/18 Entry Financial Support-

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

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The increased understanding and use of textiles as both a decorative and technical material has led to a rapid expansion of the industry into areas such as architecture and engineering. Read more
The increased understanding and use of textiles as both a decorative and technical material has led to a rapid expansion of the industry into areas such as architecture and engineering.

This merging of textiles technology and aesthetics is complex and requires designers who are able to converse with engineers and scientists, handling technical information as well as expressing conceptual design ideas.

Through established links with the DR-i (Design Research Initiative) and Brighton's School of Pharmacy and Biomolecular Sciences, this MA is designed to stimulate such diversity in textile design thinking. We are seeking talented students who are keen to push the boundaries and perception of what we understand textiles to be.

This course is suitable both for recent graduates interested in furthering their skills or exploring new areas and markets, and for experienced designers who want to challenge their practice in a creative environment.

Due to the open and explorative nature of the course, students from non-textiles backgrounds such as 3D craft design, fine art, materials development, engineering and science are welcome to bring a fresh viewpoint and build on their existing specialist knowledge.

Semester 1

The first semester is made up of three modules and serves as a foundation to your learning experience, imparting key research skills, exploration beyond your discipline and initial explorative practice-based enquiry.

• Practice-Based Enquiry (Part One)
Spanning semesters one and two, this module provides a reflective environment for rigorous explorative practice-based enquiry and the development of design concepts identified in the self-initiated project proposal submitted at interview. Increasingly informed by research and critical awareness skills developed in the supporting modules, you will explore and reflect on novel design concepts and the application of practice-based research methods. You will also be encouraged to engage with live research, industry contacts and collaborative projects.

• Research Skills and Training
Through a series of lectures and seminar groups with active researchers, you will explore the value of research within a practice-based design context. You will develop research skills and an understanding of different methodologies and how research can be used as a design tool.

• Options module
Placed in the first semester to maximise the potential areas of study, the options module takes advantage of the range of subjects and learning experiences available from across the college. This module allows you to tailor your study and learning experience to complement and inform your specific area of interest from an early stage. Learning alongside students from varied disciplines, you will be able to explore areas of personal interest from subjects including design history, sustainable design, professional practice, and historical and critical studies.

Semester 2

The second semester encourages you to explore diverse cross-disciplinary sources to inform and contextualise your research project before focusing on your final proposal.

• Practice-Based Enquiry (Part Two)
Continuing from initial explorations in Practice-Based Enquiry (Part One), you will develop an increasingly focused, reflective body of work that demonstrates applied research methodologies and an understanding of their position within a broader textiles and industry context. You will conclude the module with a final 500-word proposal to define the area of study that you will undertake in your thesis.

• Creative and Contextual Enquiry
Informed by the learning undertaken in semester one, you will critically engage with and reflect on your subject area, exploring diverse cross-disciplinary influences that inform your practice. Through the use of relevant research methods, this creative contextual enquiry will stimulate awareness and rigorous critical evaluation of cultural, technological and research debates, both within and outside of your discipline.

Semester 3

In the third semester, you will fully integrate your previous learning into the realisation of your thesis.

• Practice-Based Textile Design Thesis
During this self-directed module, you will put into practice the skills acquired throughout the programme of study, working towards the realisation of the final proposal submitted at the end of semester two. You are expected to rigorously explore and fully resolve a body of practice-based textile design inquiry, which should be positioned at the forefront of your academic or professional discipline and advance design thinking within your stated field.

The module contains planned lectures, group seminars and individual tutorials delivered by lecturers who are active researchers or innovative design practitioners. You will have access to a diverse range of lecture series and conferences held at the university as well as exhibitions and trade fairs relevant to your study.

You will have the opportunity to extend your skills through advanced textiles technology, working closely with expert technical demonstrators. Relevant placements or access to external study are negotiable on an individual basis, determined by the requirements of your proposal.

Facilities

Our facilities range from traditional hand looms, screen printing equipment and knitting resources to advanced industrial textile technologies, including a Mimaki TX2 digital printer, Dornier industrial 20 shaft electronic dobby, twin rapier Powerloom, TC1 Electronic Jacquard Loom and Shima Seiki industrial knitting machine. We also make use of Scotweave design software.

Other resources that you can use include a 3D body scanner, laser cutter, rapid prototyping machine, CNC router and plasma cutter, and 5 axis milling machine. You will have access to our facilities through specialist workshops in knitted, printed and woven textiles, which are run by a highly skilled team of technical demonstrators.

Careers and employability

Successful completion of the course signifies specialist and transferable skills in design and research, and will prepare you for work across the textiles and allied design industries. You could also choose to pursue research in the commercial sector or continue your studies at doctoral level.

Many graduates of the Textiles MA hold high-level design and trend forecasting positions at international companies including Abercrombie and Fitch, Donna Karan, DKNY, Burberry, Alexander McQueen, Cath Kidston, H&M, WGSN and Forpeople.

Others have forged independent careers in the industry, from establishing design labels such as Marchesa, (Keren Craig), Eley Kishimoto (Mark Eley) and Julien Macdonald to textile design studios and consultancies (Larch Rose and Woven Studios).

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The course has been designed for teachers and other education professionals, working in a range of educational settings. Read more
The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Special features

The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Teaching and learning

The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (a leading expert in school improvement and school effectiveness).

The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning. Comprehensive training is provided in the use of electronic resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced teachers, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.

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This unique multi-disciplinary course is taught by architects, engineers and physicists involved in practice and research. It focuses on the theory and practice of developing low carbon and sustainable buildings. Read more
This unique multi-disciplinary course is taught by architects, engineers and physicists involved in practice and research. It focuses on the theory and practice of developing low carbon and sustainable buildings.

The course includes a number of interlinked modules that simulate the design and development of a sustainable project. This enables students from different disciplines to develop skills and understanding relevant to their own discipline, be it design or consultancy, and in relation to a national and international context.

Why choose this course?

The course is run by the School of Architecture, which is recognised as one of the country's leading schools of architecture and is consistently ranked by The Architect's Journals one of the five best schools in the UK. You will gain an advanced understanding of the key sustainability issues related to buildings enabling them to strategically influence feasibility and design processes within the built environment. The course attracts some of the best students in the field from a diverse range of ages, backgrounds, gender and nationalities. This offers opportunities for interdisciplinary, globally aware teaching and learning.

The range of subjects draws on the research strengths of the teaching staff and enables research to inform the teaching modules. You are encouraged where possible to take part in staff research projects. You will have the opportunity to go on an annual field trip. This is an opportunity to directly experience some of the very best of sustainable design projects in another culture. Previous field trips have been to Germany, Scotland and Denmark. Students from this course have gone on to work in a wide range of occupations from architectural and engineering practices and research consultancies to development work, furniture design, owning and operating electricity utilities, and even carbon trading.

This course in detail

The course is organised on a modular credit system, 60 credits for postgraduate certificate, 120 credits for the postgraduate diploma (9 months full-time, 20 months part-time) and 180 credits for the master's degree (12 months full-time, 24 months part-time).

Modules combine a ratio of taught to self-led study. For example, a module of 20 credits approximates to 200 hours of student effort, up to 36 hours of which will normally be devoted to lectures, seminars, individual tutorials or other staff contact. The remainder of the time is devoted to student-led study and assessment.

Please note: as courses are reviewed regularly, the module list you choose from may vary from that shown below.

The core modules for the MSc and PGDip are:
-Building Physics (20 credits)
-The Sustainable Built Environment (20 credits)
-Post-occupancy Building Evaluation (20 credits)
-Advanced Low Carbon Building Technologies (20 credits)
-Modelling and Passive Strategies (20 credits)
-Sustainable Design in Context (20 credits)

The compulsory modules for the MSc are:
-Research Methods and Design (10 credits)
-MSc Dissertation (50 credits)

Teaching and learning

The teaching and learning methods reflect the wide variety of topics and techniques associated with sustainability, low-carbon and resource efficient design.

Staff-led lectures provide the framework, background and knowledge base, and you are encouraged to probe deeper into the topics by further reading and review. Analysis, synthesis and application of material introduced in the lectures are achieved through professional and staff-led workshops, group and one-to-one tutorials, student-led seminars, case studies, and practical work that anticipates the design project.

The course attracts students from a diverse range of ages, backgrounds, gender and nationalities. This offers opportunities for interdisciplinary, globally aware teaching and learning. You are exposed to a variety of cultural perspectives and issues through the use of international case studies and draw on their diverse strengths through peer learning and group work.

An annual field trip is an opportunity to directly experience some of the very best of sustainable design projects in another culture. Previous field trips have been to Germany, Scotland and Denmark.

The range of subjects draws on the research strengths of the teaching staff and enables research to inform the teaching modules. You are encouraged where possible to take part in staff research projects.

We attract some of the best students in the field, drawn by the integrating basis of the programme and its solid theoretical foundation on expertise within the University.

Careers and professional development

Graduates will possess an advanced understanding of the key sustainability issues related to buildings enabling them to strategically influence feasibility and design processes within the built environment. They will be familiar with a range of models, tools and methods with which to quantify, predict, evaluate and manage building performance, and will be able to use them and switch to other tools based on an understanding from first principles.

Drawing on a working knowledge of how to minimise energy, carbon emissions and resource consumption in buildings through the various stages of their life cycles, they will be able to take account of changing, incomplete and uncertain information related to the environment. They will also have well developed skills in auditing, analysis, reporting and presentation and a thorough understanding of the interdisciplinary subject area.

Students from this course have gone on to work in a wide range of occupations from architectural and engineering practices and research consultancies to development work, furniture design, owning and operating electricity utilities, and even carbon trading.

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“Why do I do this and you do that?”. MA Fine Art is an opportunity to look at the familiar with a fresh, perhaps oblique perspective in order to explore how “detour” permits “access”(Jullien 2004) to more subtle yet more complex interpretations. Read more
“Why do I do this and you do that?”

MA Fine Art is an opportunity to look at the familiar with a fresh, perhaps oblique perspective in order to explore how “detour” permits “access”(Jullien 2004) to more subtle yet more complex interpretations. What constitutes a meaningful and useful research methodology in one culture may be considered unknown, unnecessary or redundant in another. These differences are at the very fabric of the Fine Art course; establishing deliberate cross-cultural dialogues with students from International and UK backgrounds and providing a vehicle for highlighting differences in working practices and methodologies.

As an International student, you are not here simply to gain a UK education at Masters level, but to lend your voice, practice and ideas to an environment that celebrates the cross-pollination of countries and cultures in the discourse and creation of work. You will work alongside fellow International and UK students in a way that’s essential the course’s delivery and structure.

As a UK student, this is an opportunity to test your practice within a broader European or non-western context, and contingent upon the composition of the cluster of students selected. You will reflect upon the determinants that inform your practice amongst the broadest student voice available. You will explore what it means to adopt particular working strategies and methods, and the contexts that inform these. These might be self-imposed, institutional or cultural.

By taking advantage of the diversity of the course’s cohort, comprised of both UK and International students, you will be able to explore cultural and educational differences delivered through practice, discourse, workshops, and collaborations with a range of MA courses across the Faculty of Art, Design, and Architecture. Fine Art at Arts University Bournemouth not only acknowledges the contribution of International students, but also puts centre stage this dialogue created with UK students in the course.

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This programme is designed for professionals in health and related areas, such as pharmaceuticals and biotechnology, who wish to acquire knowledge and understanding of molecular biology and its impact on biomedicine and related disciplines. Read more
This programme is designed for professionals in health and related areas, such as pharmaceuticals and biotechnology, who wish to acquire knowledge and understanding of molecular biology and its impact on biomedicine and related disciplines. It introduces you to recent advances made in the study of disease, with the emphasis on how advanced molecular technologies inform and impact upon clinical practice.

The theory is delivered using the online Blackboard virtual learning environment that provides the flexibility of studying at your own pace and from any location in the world. You will interact with other students on the course through online discussion groups and receive excellent support from your tutors who are only an email or phone call away.

Workshops at our Stoke-on-Trent campus enable you to put your learning into practice by applying molecular techniques to diagnostic and analytical practice in our state-of-the-art laboratory facilities.

The full programme incorporates the PgC Molecular Basis of Disease and PgD Molecular Biology for Health Professionals as qualifications in their own right or as step-off points on the way to achieving the MSc. Undertaking the full-time distance learning route to the MSc should take around 18 months.

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

The programme comprises postgraduate certificate, diploma and masters courses and is aimed at professionals in health and related areas such as pharmaceuticals and biotechnology, who wish to acquire knowledge and develop understanding of molecular biology and its impact on biomedicine. The programme explores current understanding of molecular biology and techniques within a clinical context.

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