Leadership is the essential resource for creating and sustaining organizations, communities, and societies. The primary goal of the O&L MA program is to bring before students a continuum of new knowledge and understanding that reflects current theories, research, and innovative practices. The Organization and Leadership Master’s program is composed of a diverse and unique faculty that draws upon a common ethic to teach and live leadership through commitment, academic excellence, and innovative practice.
The Master of Arts in Organization and Leadership (O&L) consists of 30 credits. The program gives students the opportunity to work with a diverse and unique faculty and focus their study
To meet the needs of working professionals, the program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See our Teaching Weekend schedule.
FOUNDATIONS | 3 CREDITS (REQUIRED)
RESEARCH METHODOLOGY | 3 CREDITS
O&L COURSEWORK - GENERAL OR FOCUS AREA | 15 CREDITS
ELECTIVES | 6 CREDITS
Choose 2 elective courses drawn from the following based on program adviser approval:
The Master of Arts in Higher Education and Student Affairs (HESA) combines a rigorous academic curriculum with practicum experiences in various areas of student life. Every HESA course is infused with an examination of equity and a passion for social justice. Class conversations and coursework focus on improving access to higher education for first generation and low-income students.
Each HESA student is connected to internship and practicum opportunities at USF or other Bay Area institutions. As part of their learning experience, they work in a student affairs division in a position that reflects their professional interests. These hands-on experiences and networking opportunities helped our last graduating cohort achieve 100% job placement in relevant student affairs positions.
Our faculty are passionate about empowering underrepresented professionals and students of color because they’ve overcome the same struggles. They’re well versed in complex issues of equality and race, inspiring dynamic classroom conversations that leverage real world situations.
Professors also take an individualized approach to their students: providing feedback on resumes and cover letters, conducting mock interviews, leveraging professional connections — providing a level of mentorship that’s increasingly rare in higher education. Meet our faculty.
Requirements include 24 credits of coursework, 3 credits of practicum and a 3 credit Masters Capstone.
Students completing the degree in HESA must complete three credits of practicum experiences during their program. The required practicum commitment is approximately 100 hours per semester or 10 hours per week.
See examples of past practicum placements that HESA students have completed.
Important objectives of the Higher Education & Student Affairs program are to train professionals who will:
The MSc Marketing - Integrated Marketing for the Digital World - provides an integrated approach to marketing that combines advanced knowledge in traditional and digital marketing with a strategic mindset. The perfect fit for students who strive to enhance their analytical and strategic skills in order to pursue a successful career where they can readily adapt to the ever-developing marketing world.
As France has long been recognized for its Fashion and Luxury industries, and its large number of premium brands (L’Oréal Paris, Pernod Ricard, etc.), it comes as no surprise that a key asset of HEC Paris has always been its expertise in the field of marketing. In fact, as the leading Business School in France, HEC Paris has constantly produced talented individuals with innovative ideas who have gone on to fuel the activities of leading global companies in these French areas of excellence.
The strong relationships between HEC Paris and prestigious companies are reflected notably in the organization of many events and competitions throughout the year, in which the program’s students actively take part:
The MSc Marketing students, therefore, benefit from close ties with business leaders, notably through the range of chairs and certificates they have access to, such as:
The MSc Marketing provides the students with a complete vision of the companies’ multiple issues. This truly strategy-oriented approach is reflected in the large variety of courses available within the program, such as Marketing Strategy Reinvented, Strategic Brand Management, and Pricing Strategy.
Moreover, Marketing is a constantly evolving area, which takes multiple forms: traditional, social, mobile and viral. The HEC MSc Marketing covers all these aspects by providing not only academic and operational knowledge but also a strategic mindset to high-potential students from all around the world. With this degree, graduates are equipped with a set of skills that allows them to contribute to the success and growth of the companies they work in. With the strategic vision and hands-on experience acquired throughout the program, they will be invaluable assets to recruiters and capable of evolving easily in this challenging and ever-developing environment.
Participants are given frequent opportunities to gain real “hands-on” experience and to interact with key players from the business world through conferences, workshops, projects, such as:
The students are also given the chance to put their newly acquired knowledge into practice through business cases provided by well-known companies, offering them an invaluable opportunity to enrich their skills.
Finally, the special relationship between HEC Paris and the business world allows its students to meet the most prestigious companies directly on campus and hence access high-level international career opportunities.
The curriculum of MSc Marketing is made up of a set of compulsory core and elective courses that provide our students with all the necessary tools and knowledge required to successfully address today’s main marketing challenges.
Between April and June, students have access to a wide portfolio of certificates to add a sectorial expertise on top of their curriculum (students already holding a Master’s degree can stop in April to finish their professional thesis and fulfill a professional experience).
Finally, all students must write a Master's Thesis and fulfill a 4-month professional experience requirement in order to graduate.
This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.
It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.
The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.
All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.
The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).
Example module listing
This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.
For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).
On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.
The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.
It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.
Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.
A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.
This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.
The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).
A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.
The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).
It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.
Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.
The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.
Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.
The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.
Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.
This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.
Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.
Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.
The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.
Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.
On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.
Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.
Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.
MathMods is a 2-year Joint MSc programme which can be taken in 5 EU universities: University of L’Aquila in Italy (UAQ), Vienna University of Technology in Austria (TUW), Autonomous University of Barcelona in Spain (UAB), Hamburg University of Technology (TUHH) & University of Hamburg in Germany (UHH), and University of Nice - Sophia Antipolis in France (UNS).
What makes MathMods so special is its peculiar mobility scheme, that is the fact that our students will be spending their postgrad years in two or even three different European countries. You'll be indeed studying in central Italy for your first semester, then move to Austria or Germany for the second term, and finally move again to 1 of our 5 partners for your second year, based on the mobility path you'll be assigned.
Upon graduation students will be awarded a Joint Master's degree (or double, depending on where they spend their Year2).
Since its establishement in 2008 MathMods was funded by the EU Commission firstly through the Erasmus Mundus programme action 1 A (project no. 2008-0100), and later through the Erasmus+ Key Action 1 programme, project no. 2013-0227. We're currently applying for the Erasmus+ Call for Proposals 2018 to continue awarding Erasmus Munuds scholarships to our future generations. No matter the outcome, MathMods will still be running with the aid of Consortium grants and other local grants. Visit the sections Apply and Program Structure to learn more.
Semester 1 focuses on Theory and is to be spend in L'Aquila (Italy)
Semester 2 focuses on Numerics and can be taken in Vienna (Austria) or Hamburg (Germany).
Then for Year2 each partner institution offers a specific curriculum or study path:
Semester4 is dedicated to thesis work.
Mathematical modelling refers to the use of mathematics and related computational tools to bring real-world, challenging and important socio-economic and industrial problems into a form simple enough so that a good solution can be found in a reasonable time, while keeping the relevant features of the problem. Constructing models requires knowledge of enough mathematical theory, methods of solution which are really effective and efficient, computational tools at hand to do it, some knowledge of the field of application, and communicative skills to understand the important elements from experts in that field. Our master's programme tries to put together all these elements to produce professionals able to work in different relevant fields with the highest intellectual level and state-of-the-art tools.
Effective modelling and simulation is an art that require a lot of practice, so that problem solving, project development and team work are aspects that should be highlighted in any training programme, as our Consortium knows perfectly. On the other hand, the abstraction behind the specific application is necessary to realise that the same base tools can be applied, with the needed changes, to very different situations in various engineering fields.
The language of the whole course is exclusively English at each of our five universities. Students must also attend (and acquire the relating credits of) a course of basic Italian language (first semester) and German language (second semester). Students will also have the opportunity to attend local language courses during their second year (spent at one of the five partners).
The area of applied mathematics on which this project is focused is a fundamental scientific field for a number of key technologies and sciences. The areas of the proposed tracks connect very well with various branches of the European high-tech industry, and one of the goals of the project is to enhance these connections by means of the release of well prepared professionals and researchers.
Career opportunities for graduates will typically arise in research and development laboratories, especially those defining and testing numerical models and procedures, either working for an specific sector or with a broader scope. Also, in big or medium size enterprises possessing their own research department or a division with an orientation towards research, in public or privately held Sector Technology Centres, and at computing centres involved in data processing or the creation of numerical codes for the industry.
Click here to view the results of a recent survey taken by our graduates about their overall experience in our MSc and their work experience after having graduated.
The graduates will be able to apply successfully for PhD programmes if they wish so, as has happened for the three already completed cycles. In all the countries of the Consortium members, the programme has been validated as enabling the holder of the MSc degree to enter a local PhD programme. A good percentage of our students seem indeed to prefer pursuing a PhD before going to the industry or returning to their countries of origin. The intended level of the programme, together with the initial selection of the students, allows affirming that most of them could follow a successful academic career, after a suitable PhD.
Study online or in class.
The program is targeted towards both working professionals and post- baccalaureate students seeking to develop administrative and analytical skills with a global comparative perspective.
Students who are enrolled full-time typically complete the degree in 21-24 months. Part-time students may take a longer period of time to complete the program’s 39 credits.
You can request more information here
Globalization and the increasing complexities of today’s interconnected world challenge the traditional functions and boundaries of government. There is a growing call to rethink the way public administration education is provided to appropriately train future generations of public administrators, analysts, and scholars.
The urgency of global issues calls for incorporating a global perspective in the design of courses within the public administration curriculum, including:
Public Administration education with a global perspective will:
International students will find the program helpful for career development in their home country, either in government or nonprofit organizations.
Graduates will be competitive public administrators, analysts, and scholars in the following careers:
International students will find the program helpful for career development in their home country, either in government or nonprofit organizations
You can request more information here
Pioneering and Distinctive
The McCormack Graduate School of Policy and Global Studies at UMass Boston offers the only Global Comparative Public Administration in New England.
High-quality and Affordable
U.S. News and World Report named our Global Comparative Public Administration Program as a 2017 Best Online Business Program (non-MBA). In 2016, they ranked our public administration programs #77 in the top 100 in its category. It is ranked #2 among public universities in New England. Learn more about UMass Boston rankings from U.S. News and World Report.
According to College Affordability Guide, our public administration programs are ranked the most affordable in New England and in the top 50 nationwide.
Using information from the Association for Public Policy Analysis and Management (APPAM) as its guide, BestValueSchools.com published its 2015 list of the 50 Most Innovative Public Service Schools in the United States. Noting the public service mission of the John W. McCormack Graduate School of Policy and Global Studies, the list ranks UMass Boston 29th.
Values-Driven and Impactful
At UMass Boston, we focus our teaching, research, and service on equity, community engagement, and serving underrepresented populations.
With an emphasis on social and economic justice and effective and innovative governance, the McCormack Graduate School’s public administration programs have an international reputation for values-driven research, award-winning interdisciplinary education, and services that impacts local and global communities.
Graduate Studies in Boston
UMass Boston’s beautiful waterfront campus is located in a leading city with a high density of world-renowned colleges and universities. New England’s premier urban public research university offers its diverse students an intimate learning environment and the rich experiences of a city known for ideas, politics, history, and transformation.
You can request more information here
Our established programme in Biotechnology, which has been extensively updated, includes a wide range of modern molecular biology techniques and how biotechnology can be used by today's society. You will complement your theoretical studies with hands on experience of fully controlled fermenters that are up to pilot-plant scale, and are linked to modern monitoring and control systems.
You will study a range of subjects in considerable depth, including bioactive compounds, industrial bioprocesses, microbial physiology and fermentation technology, microbial production of novel metabolites, monitoring and control of fermentation, topics in biotechnology, and types of bioreactors.
Our facilities include:
Students normally find employment in the biotechnology industry e.g.
We have links with Sekisui Diagnostics, an international company that manufactures enzymes for diagnostic purposes and students get the opportunity to visit their facilities and experience first-hand how an industrial scale bioprocess operates.