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What is becoming increasingly apparent is the correlation between the highly skilled health and social care workforce that has the right skills, behaviours and education, and the delivery of excellent health and social care and an ability to transform services. Read more
What is becoming increasingly apparent is the correlation between the highly skilled health and social care workforce that has the right skills, behaviours and education, and the delivery of excellent health and social care and an ability to transform services. There is clear recognition of how the educated workforce can effectively contribute towards the transformation of services and support the implementation of health and social care reform.

This UK and internationally dynamic course is aimed at all professionals including allied health professionals, health care scientists, nurses, midwives, doctors, and social workers who want to develop the knowledge, skills, qualities and behaviours to be effective leaders of health and social care education. The course combines education, leadership and service improvement and reform.

By the end of the course you will be able to: horizon scan and undertake educational leadership roles within a changing and complex health and social care environment; base your education and leadership practices on sound research and evidence based practice; lead an education based project for the benefit of service user and or service improvements; and advance your personal growth and self- belief as a leader of health and social care education. You will learn the skills to empower yourself and others to deliver health and social care reform and transformation through the leadership of health and social care education. You will develop in confidence and have the ability to try new and creative approaches to the work place, deal with complex educational leadership situations and provide effective educational /service outcomes.

Visit the website: http://www.salford.ac.uk/pgt-courses/leading-education-for-health-and-social-care-reform

Suitable for

This course is suitable for all UK and international health and social care professionals: Allied health professionals, health care scientists, nurses, midwives and doctors who want to develop the knowledge, skills and qualities to be an effective leader of health and social care education. Job roles include: professional development leader, organisational development manager, clinical educator, mentor, sign off mentor, clinical tutor, managers of continuing professional development, healthcare professionals who have an education remit (staff and patients), such as consultant and specialist practitioner.

• Health and social care organisations who prefer an organisational approach to the development of its educational leader
• Health Education England
• Deaneries

Course detail

The strength of the course is that it can be attended on a full or part-time basis and there are options for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards the masters programme.

If you want to implement education focused quality improvements that are locally led, patient-centred and clinically driven, this course will help you:

• Explore the challenges and opportunities to influence educational policy that impacts on patient and service outcomes
• Understand yourself as a leader of education and to enhance your knowledge, skills and qualities
• Develop the skills to manage an education focused change in complex and changing health care settings
• Develop project management skills and implement an education focused change management project

Format

The mode of delivery is via:

• Master classes
• seminars
• Action learning Sets
• Peer teaching
• Flipped classroom approach
• Student –centred approach
• Techniques that support you to discuss and manage real life educational leadership issues

The course design is flexible enough to align with the specifics of your own particular area of educational practice and /or subject focus. This helps you tailor your study and learning directly around your own interests and specific goals.

Modules

• Leading Education in Practice (30 Credits):
• Leading Education in Academic Practice (30 Credits):
• Enabling Change through Educational Leadership for Patient and/ or Service Improvement (30 Credits):
• Project Management and Methods of Inquiry (30 Credits):
• Dissertation

Assessment

Assessment strategies reflect the real world recognising that you as educational leader have to present, report, justify, reflect, defend and write critically. You will be given opportunities to develop these skills throughout the programme. The programme therefore allows for a variety of assessments, depending on the module you will be undertaking, and include:

• Patchwork Text Assessment that demonstrates the skills required to plan for an educational change
• Compilation of an E-portfolio which demonstrates critical analysis of teaching in an academic context
• Poster Presentation to critically explore an aspect of clinical teaching and learning in education
• Production of an evidence based business plan relating to an educational change
• Develop and lead an education focused project

Career Prospects

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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Which came first, the chicken or the egg? A definitive answer has never been reached. How about followers and leaders? Followers need leaders, and a leader without followers will not be very effective. Read more
Which came first, the chicken or the egg? A definitive answer has never been reached. How about followers and leaders? Followers need leaders, and a leader without followers will not be very effective. In many cases, an effective and strong leader emerges out of a group of loyal followers. But what does it take for that individual to stand out and assume a leadership role? Studies indicate that an effective leader must be task- and relationship-oriented and demonstrate active participation. It takes a person with special skills to create or preserve a structure within an organization and focus simultaneously on tackling the job, motivating the team to do their part, and jumping into the trenches alongside his or her subordinates. The strong leader puts the needs of the team before his own, and the successful leader makes sure that all eyes are on the task at hand—a job well done.

The Master of Science (M.S.) in Management is offered by the Department of Management in the Jennings A. Jones College of Business. This program, with three concentrations, offers students planning, communication, and ethical decision-making skills through experiential learning in which they will find themselves in the trenches of the real-world work environment. Each concentration—Organizational Leadership, Social Innovation and Not-for-Profit Management, and Supply Chain Management—includes a capstone project in which students will partner with an organization in the industry or non-profit sector.

Career

There will always be a need for effective leaders, those who have the vision to see farther down the road than most others. Most workers are concerned with doing a good job and being thought of as a competent team member. The leader of an organization is less concerned about his or her individual performance and more concerned about the direction of the enterprise and the ability of the team to work together to fulfill both the mission and the vision. Examples of career opportunities for individuals choosing the Organizational Leadership concentrations include areas such as:

Administration
Banking
Corporate upper-level management
Corporate recruiting
Customer support
Facilities management
Government
Healthcare
Human resources
Insurance
Inventory control
Logistics
Manufacturing
Performance management
Politics
Public policy
Real estate
Retail management
Talent management
Training

Because this program is relatively new, employer information is still being compiled. Following are examples of employers of Management graduates and Career Fair participants:

American Cellular
Automatic Data Processing
CalsonicKansei North America
Chick-Fil-A Murfreesboro
Consolidated Electrical Distributors, Inc.
Enterprise
Ettain Group
Insight Global, Inc.
Internal Data Resources
Liberty Mutual
Modern Woodmen of America
Nissan North America
Northwestern Mutual Financial Network
PepsiCo Foodservice
Sherwin-Williams
State Farm Insurance
Target Stores
Tennessee Valley Healthcare System (VA)
The Hershey Company
Walter Meier Manufacturing

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This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher. Read more
This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.

This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.

This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.

There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.

Visit the website: http://www.salford.ac.uk/pgt-courses/leading_education_in_practice_nmc_stage_3_practice_teacher_award

Suitable For

This course is suitable for nurses registered with the UK Nursing and Midwifery Council who are looking to pursue a career in practice based education and is specifically targeted at those wanting to work in the role of NMC Stage 3 Practice Teacher.

An NMC Practice Teacher is a registrant who normally will have previously fulfilled the NMC requirements to become a mentor, and has received further preparation to achieve the knowledge, skills and competence required to meet the NMC defined outcomes for a Practice Teacher. Practice Teachers must have met NMC requirements defined in this standard, or be supervised by a Practice Teacher who has met them (NMC 2008).

Course detail

The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.

Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.

The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.

Format

A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:

• Seminars
• Work based learning
• Workshops
• Practice profile evidence building and shadowing experienced health and social care educational leaders.
• Sharing of work based and learning experiences and personal and group reflections on educational leadership and Practice Teacher 'real life' scenarios
• Attendance of action learning sets provide more focused opportunities for peer review and feedback and provide a safe environment to resolve 'real life' leadership and Practice Teacher issues and to develop you into the role of Practice Teacher
• Assessment in practice by your Practice Teacher Mentor

Modules

• Leading Education in Practice (30 Credits)
• Leadership and Preparation for Practice Teacher (NMC Stage 3) (30 Credits)

Assessment

The course allows for a variety of assessments, depending on the module you will undertake, and include:

• Poster presentation to critically explore an aspect of clinical teaching and learning in education
• Practice profile summary demonstrating your achievement of the 8 domains within the NMC Stage 3 Practice Teacher Standard
• Development of a simulated clinical teaching and learning scenario and clinical viva (100%)

Career Prospects

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway. Indeed this is a real strength of attending the programme.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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We offer the exciting opportunity to gain a new qualification that shows national recognition of your development and professional achievement as a middle leader. Read more
We offer the exciting opportunity to gain a new qualification that shows national recognition of your development and professional achievement as a middle leader. If you're responsible for leading a team, perhaps as a subject leader, the head of a department or a pastoral leader, then our course is perfect for showing you have the skills to be a big success in your line of work.

Our award is assessed by the National College, focusing on tasks linked to school improvement activities taken in the workplace. We offer a flexible programme that combines core topics with your choice of modules, allowing you to focus on your own professional interests. Complete the course at a pace that suits you, working around home and work commitments to ensure studying doesn't cut into your busy lifestyle. Prove yourself as a fully qualified leader and advance to new heights in your career!

Course outline

You'll complete 2 essential modules and 1 elective module, focusing on driving successful team performance and improving classroom practice. Each module requires up to 50 hours of blended learning, typically involving 20 hours of workplace learning and practice activities, face to face teaching methods including facilitated and peer learning, and using online learning resources.

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The Mechanical and Systems Engineering MPhil allows you to deepen your theoretical understanding of your chosen topic but also improve your technical skills and analytical capabilities. Read more
The Mechanical and Systems Engineering MPhil allows you to deepen your theoretical understanding of your chosen topic but also improve your technical skills and analytical capabilities. Research degrees are offered through four research groups: Bioengineering, MEMS and Sensors, Fluid Dynamics and Thermal Systems, and Design, Manufacture and Materials.

The School of Mechanical Engineering is one of the top 10 Mechanical Engineering research schools in the UK (RAE 2008). As a postgraduate researcher you will be welcomed as a junior academic colleague rather than a student. In this role we ask you to play a full and professional role in contributing to the School’s objective of international academic excellence.

The School, the Faculty of Science, Agriculture and Engineering, and your supervisory team will support you to develop your research capabilities. We will help you progress with your higher degree and attain a unique skill set, through international conference attendance and research paper submissions.

Research in the School falls into four main fields. You can find more detailed information regarding each research group and suggested PhD projects on the School website:
-Bioengineering - group leader Professor Thomas Joyce
-MEMS and Sensors - group leader Professor Peter Cumpson
-Design, Manufacture and Materials – group leader Professor Kenneth Dalgarno
-Fluid Dynamics and Thermal Systems – group leader Professor Nilanjan Chakraborty

NewRail

NewRail is our centre for railway research at Newcastle and is part of the design, manufacture and materials research group. Through this centre you have the opportunity to research the organisation, management and economics of train movement. The subject looks at innovative concepts for sustainable rail transport with a particular focus on system services, production patterns and rail system designs.

Your scientific work will contribute to the modernisation of the rail sector as a whole, integrating knowledge from a variety of disciplines such as systems engineering, economics and marketing. You will have the opportunity to work with railway experts from local and international rail-focused organisations, such as Network Rail, Railfuture, Tyne and Wear Metro, Port of Tyne and the Tyne and Wear Freight Partnership. Our research areas include
-Demand patterns and models
-Supply patterns and models
-Grants and contracts
-Service execution
-Customer satisfaction
-Business generation

Delivery

Our research programmes are based in the Stephenson Building on the central Newcastle campus.

Attendance is flexible and depends on the requirements of the research project and is subject to our School Safety policy. You are expected to undertake 40 hours of work per week with annual holiday entitlement of 35 days (this includes statutory and bank holidays)

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We know that effective leadership and management does not happen by chance. This practice-related programme is aimed at all health care professionals who want to develop the knowledge, skills and qualities to be an effective health care leader. Read more
We know that effective leadership and management does not happen by chance. This practice-related programme is aimed at all health care professionals who want to develop the knowledge, skills and qualities to be an effective health care leader. This leadership and management programme is designed to give you the confidence to try new and creative approaches to the workplace, deal with complex leadership situations and provide effective patient and service outcomes.

Key benefits:

• Transform patient and service outcomes at a local level
• Understand your organisation and become an effective leader
• Explore the challenges and opportunities to influence policy which impact on patient and service outcomes

Visit the website: http://www.salford.ac.uk/pgt-courses/leadership-and-management-for-healthcare-practice

Suitable for

Health care professionals including nurses, midwives, doctors, physiotherapists, radiographers and health care scientists.

Programme details

This leadership and management course is designed to give you the confidence to try new and creative approaches to the workplace, deal with complex leadership situations and provide effective patient and service outcomes.

If you want to implement quality improvements that are locally lead, patient-centred and clinically driven, this Masters course will help you:

• Transform patient and service outcomes at a local level
• Understand your organisation and become an effective leader
• Explore the challenges and opportunities to influence policy that impacts on patient and service outcomes
• Understand yourself as a leader and enhance your knowledge, skills and qualities
• Develop the skills to manage change in complex and changing health care settings
• Develop project management skills
• Implement a change management project

The full course runs full-time or part-time over one year giving you the chance to exit with the following awards:

Full-time

• Postgraduate Certificate: two modules over four months
• Postgraduate Diploma: four modules over eight months
• Masters: four modules plus a dissertation over one year

Part-time

• Postgraduate Certificate: two modules over nine months
• Postgraduate Diploma: four modules over two years
• Masters: four modules plus a dissertation over three years

[Format]]

This course is delivered on a modular basis. You will attend study days throughout the duration of the module. You will be provided with opportunities to contextualise all leadership learning to your own health care organisation. You can study the course on a part-time or full-time basis (international students are only able to apply for the full-time route). If you study full-time, you will study more than one module at a time.

Module titles

• Leading and Managing in Health Care Organisations (30 credits)
• The “Me” in Leadership for Health Care Practice (30 credits)
• Leading Change for Patient and/or Service Improvements (30 credits)
• Project Management and Methods of Enquiry for Health Care Practice (30 credits)
• Dissertation (60 credits): Implement a project in your own workplace

Assessment

The course allows for a variety of assessments, depending on the module you will be undertaking, and include:

• Written assignments
• Patchwork text assessment
• Presentations
• Writing of a business case
• Vica voco (presentation and justification of the business case)
• Critical commentary to understand own leadership and management personal development

Career potential

Past students have gone on to make a significant impact on patient care through their application of enhanced leadership
and management skills, qualities and attitudes.

How to apply: http://www.salford.ac.uk/study/postgraduate/applying

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Our Health and Education MSc gives you the opportunity to explore specialist topics that match your personal and professional aspirations, in depth and at an advanced level. Read more
Our Health and Education MSc gives you the opportunity to explore specialist topics that match your personal and professional aspirations, in depth and at an advanced level.

You will benefit from the course if you are involved in teaching for a minimum of 15 hours per week within a health and social care setting. The course will develop your skills and knowledge for personal or professional advancement, with an emphasis on education.

The programme is extremely flexible, and is designed to meet the needs of health graduates in their continuing education and professional development. Each student designs, in consultation with the course leader, their own plan of study choosing from our wide range of modules.

You will be assigned a personal tutor and be able to consult with the course leader before choosing your modules and pathways. This ensures that you have a clear focus on your intended direction before you start the course.

We have a dedicated team of academic staff who are actively engaged in internationalising the nursing and midwifery curriculum.

Scholarships

Scholarships are available for this course. Please click the link below for more information.
https://www.brighton.ac.uk/studying-here/fees-and-finance/postgraduate/index.aspx

This course is registered with the Nursing and Midwifery Council.

Course structure

This is a part-time course and the modules are delivered at different times throughout the year. The course is delivered in a variety of ways, and is flexible enough to meet the needs of part-time students. Delivery is typically via e-learning, lectures, seminars, and workbooks for work-based learning.

Each module has approximately 30 hours' lecturer contact and approximately 170 hours of individual study. Individual modules employ varying learning and teaching strategies.

Alongside your choice of education modules which make up the PGCert, you will choose a further two modules from our Postgraduate Education Framework and earn the full MSc by completing the dissertation, which will normally have an education component. Alongside your personal tutor, you will review your module choices, according to a career planning framework.

At the start of the course you will consult with the course leader and agree a tailored study plan of module choices for the course. This will be created from the choice of modules available on our Postgraduate Education Framework, to suit your individual professional, academic and personal needs.

You will be able to review your current achievements and then highlight areas for further development throughout the course with use of the University of Brighton's E-folio, that you can use to keep a record of your personal development, educational attainment and career planning.

You will also be provided with an annual review tutorial with the course leader to affirm your progress and direction.

This course is part of our School of Health Sciences postgraduate education programme. The programme allows you to sign up for one module at a time and build your qualification as you go. It also gives you access to a range of interdisciplinary modules across a broad selection of health and social science subjects. Find out more:

https://www.brighton.ac.uk/Studying-here/Find-a-course/CPD-in-health-sciences/postgraduate-education/index.aspx

Areas of study

Current students are from range of backgrounds and choose an academic route that accelerates their professional and personal development. For example, a health professional may decide to study a range of clinical modules but a student from a social care background may choose a range of social and health-focused modules.

The dissertation project is an exciting element of this course and again is guided by your career route or employer requirements. This is an opportunity for you to put into practice the transferable masters-level skills gained from the taught modules. These include analysing and interpreting data from a range of sources, evaluating and problem solving, and developing research skills and project management skills, in order to produce a science-based project appropriate to your chosen pathway.

Syllabus

One research module from the following:

Research Theory and Practice
Research Methods and Critical Appraisal
Research Methods for Health Professionals
Qualitative Research.

plus

Health and Social Care Education PGCert (three modules)

plus two further modules from the School of Health Sciences postgraduate education programme. See website for details:

https://www.brighton.ac.uk/studying-here/find-a-course/cpd-in-health-sciences/postgraduate-education/index.aspx

Study abroad

The School of Health Sciences offers an opportunity to add a European dimension to your learning and development within the context of nursing or midwifery through our international work-based learning module.

If you have a particular clinical interest, for example public health nursing, and are interested in how this is delivered and practised in Scandinavia we can arrange for you to access a placement area with one of our partners in Sweden or Denmark. We can also help structure your experience through establishing focused learning outcomes and detailed preparation.

Our courses are vibrant and many of our academic staff have international health and education experience. Some are members of groups such as Sigma Theta Tau and the Florence Nightingale Scholars.

Careers and Employability

On course graduation, you will be equipped with skills that are directly transferable to health and social care-focused employment. Many of our previous course graduates have progressed into senior positions in their organisations.

During the periodic review of the course a range of local health-related employers are consulted, to ensure that the course content complements the priorities of employers as well as students.

The career planning framework that is integral to this course guides students towards choosing an appropriate and personal route through the programme.

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The Post Graduate Diploma Specialist Nursing (with pathways) is aimed at preparing Nurses for Leadership roles in a field of Nursing of their choice. Read more
The Post Graduate Diploma Specialist Nursing (with pathways) is aimed at preparing Nurses for Leadership roles in a field of Nursing of their choice. There are a range of Pathways to suit all Nurses including District Nursing, Mental Health Nursing, Learning Disability Nursing, and Community Children’s Nursing. The full range of Adult Nursing Specialisms include, Palliative Care, Stroke Care, Diabetes Care and Emergency Care.

Key benefits

- The programme leads to more than one qualification. You will obtain a degree from Ulster University and a professional qualification from the United Kingdom Nursing and Midwifery Council (NMC).

- Students of District Nursing also obtain a further professional qualification in Nurse Prescribing.

- Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (child/ adult/ learning disabilities/ mental health)

Visit the website: https://www.ulster.ac.uk/course/pgdip-specality-nursing-with-pathways-ft-jn
or part time https://www.ulster.ac.uk/course/pgd-specialist-nursing-with-pathways-pt-jn

Course detail

- Description -

The term, ‘Specialist Nursing’ refers to, the exercising of higher levels of judgment and decision-making in relation to the nursing care of individuals, families and communities. As a future Leader you must display this higher level of decision-making across four areas; clinical practice, care and programme management, clinical practice development and clinical practice leadership.

- Format and assessment -

At Ulster we focus on developing you as a Leader and help you achieve academic and professional competence in all these areas. This programme is a 50-50 programme, meaning that 50% of the programme is university-based and 50% based in the practice learning setting. In the Practice Learning setting you will be allocated to a Sign-Off Mentor. This Sign-Off Mentor who is an established Specialist Nurse and Leader in Clinical Care will supervise you throughout the Programme. He/she will assess you and sign off your competencies prior to recording the professional qualification with the NMC. You will also be allocated to a Pathway Leader who will supervise your academic development and provide support throughout.

The academic component of the programme consists of four 30-credit modules:

- Research Module
- Leadership Module
- + Two Specialist Focus Modules, depending on your selected pathway.

District Nursing students have an additional 20 credits to complete in order to evidence outcomes related to Nurse Prescribing.

A range of assessment methods including OSCEs, Reflective and Academic Essays, Case studies and Portfolio are used. Patients and families are involved in the assessment process.

- Work placement / study abroad -

All students must complete 75 days Practice Learning in an aproved setting. Students must have direct interaction with patients and families during this period. Supervision by an expert Specialist Nurse (Sign-Off Mentor) will occur during Practice Learning. A Specialist Practice Qualification (SPQ) Portfolio is required to evidence achievement of professional outcomes.

Career options

Graduates of this programme take up posts as Specialist Nurses. Most are in Team Leadershippositions. There is 100% Employability associated with this programme.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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This course is designed for health professionals who use diagnostic imaging and interventions in their current role, including. -Diagnostic and therapeutic radiographers. Read more
This course is designed for health professionals who use diagnostic imaging and interventions in their current role, including:
-Diagnostic and therapeutic radiographers.
-Radiation technologists.
-Physiotherapists.
-Nurses.
-Advanced nurse practitioners.
-Junior doctors.
-Dentists.
-Podiatrists.

It is available worldwide as you don't have to attend the university. You complete your learning at a time and place that suits your own personal and employment circumstances.

You learn in a variety of areas and formats, tailoring the content to your individual circumstance and need. There are opportunities to develop your theoretical knowledge in and around diagnostic imaging, or to specialise in a particular area.

Modules relate to diagnostic imaging as well as wider health practice, and take place in a multi-disciplinary and international environment. The core topics covered include:
-Image interpretation (musculoskeletal, chest, abdominal, CT head).
-Cross-sectional imaging (CT / MRI).
-Interventional.
-Research.
-Education in health care.

As this is a distance learning course, you use various online platforms and technologies to support your learning, such as our virtual learning environment (SHUspace) and PebblePad. Learning takes place in various formats including:
-Online presentations and live collaborative sessions with tutors.
-Discussion forums with peers and tutors.
-Imaging case studies.
-Access to a wide range of online resources and textbooks.
-Ongoing formative activities (e-tivities).

You are supported by an expert team of academics and tutors, all of whom are experienced registered health professionals. Current clinical practitioners also help develop and deliver resources. The course team has a range of specialist expertise including:
-Image interpretation.
-Cross-sectional imaging.
-Interventional radiology.
-Research.
-Higher education.
-Professional issues.
-Advanced practice.

You have a course leader and a named academic advisor to support your learning. Each module has a module leader to aid you specifically in that area, and we have dedicated student support officers who support all aspects of your time on the course.

This course allows you to apply masters level thinking to your practice and boost your confidence in your judgement. This can enhance your job prospects and career progression wherever you choose to work.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/mscpgdippgcert-diagnostic-imaging

Study individual modules

You can study individual modules from this course and gain academic credit towards a qualification. Visit our continuing professional development website for more information: http://www.shu.ac.uk/faculties/hwb/cpd/modules.html

Professional recognition

This course is accredited by the Society and College of Radiographers.

Course structure

Distance learning. Starts September and January.

Course structure
The Postgraduate Certificate (PgCert) is achieved by successfully completing 60 credits. The Postgraduate Diploma (PgDip) is achieved by successfully completing 120 credits. The masters (MSc) award is achieved by successfully completing 180 credits.
The combination of modules studied on this course is tailored according to your own areas of interest, aims and goals. You discuss your individual study route with the course leader.

Core modules
-Awareness of error in diagnostic imaging (15 credits)
-Research methods for practice (15 credits)
-Dissertation (60 credits)

Optional modules
-Chest radiographic image interpretation (15 credits)
-Appendicular musculoskeletal radiographic image interpretation (15 credits)
-Axial musculoskeletal radiographic image interpretation (15 credits)
-Abdominal imaging (15 credits)

Optional modules continued
-Cross-sectional imaging (15 credits)
-Computed tomography head image interpretation: acute and emergency care (15 credits)
-Introduction to healthcare education (30 credits)

Assessment
The approach to assessment is varied and we use both formative (not formally marked) and summative (formally marked) assessments in each of the modules. The assessment pattern is designed to encourage your personal, professional, and academic development.Short online formative activities (e-tivities) are used to promote engagement with the distance learning materials, provide support for the final assignment and facilitate online discussion with fellow students on the module. Final summative tasks to assess your completion of the modules are varied but include methods such as:
-Traditional written coursework assignments.
-Online computer-based exams.
-Electronic poster or powerpoint presentations.
-Research proposals and projects.

Other admission requirements

If English is not your first language you will need an IELTS score of 6.5 with a minimum of 5.5 in all skills, or a recognised equivalent. If your level of English language is currently below IELTS 6.5 we recommend you consider an appropriate Sheffield Hallam University Pre-sessional English course which will enable you to achieve the required level of English.

You also need:
-Access to and the ability to use IT software such as Word and PowerPoint.
-Regular access to a computer with reliable internet access.
-Confidence in accessing and using web-based materials.
-Access to diagnostic images in practice.

We determine your suitability for the course and your ability to complete it through your application, references and personal statement. You may also have an advisory interview/email communication with the course leader to:
-Ascertain your needs and aspirations.
-Decide on potential routes and modules of study.
-Give you guidance to prepare for any claims for credit through our accreditation of recognised prior learning (RPL).

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This award is made up of 60 Credits of one Core Module of Principles of Physical Assessment (15 Credits at Level 7). For students intending to continue onto the Masters Stage they will have to undertake the Research Methods and methodology Module (15 Credits at Level 7). Read more
This award is made up of 60 Credits of one Core Module of Principles of Physical Assessment (15 Credits at Level 7). For students intending to continue onto the Masters Stage they will have to undertake the Research Methods and methodology Module (15 Credits at Level 7).

The remaining modules are option Modules which can be undertaken at Staffordshire University or other Universities as appropriate. However, it should be noted that the Learning Outcomes of these modules must match the learning Outcomes of the Award and agreed with the Award Leader prior to enrolment.

Postgraduate Diploma in Advanced Forensic Practice(Custody Health) 60 Level 7 Credits (Masters Level).
-Physical Assessment (DL or F-F) 15 Credits at Level 7
-Optional Module 15 Credits at Level 6 or 7
-Optional Module 15 Credits at Level 6 or 7
-Research Methods and Methodologies (DL or F-F) 15 Credits at Level 7

Course content

Core Module; Principles of Physical Assessment which can be undertaken either via Distance Learning or Face to Face Attendance (1 Afternoon a week for 12 weeks)

Research Methods and Methodology Module is a Pre-Requisite for Project Based Change and Research Dissertation Modules and therefore mandatory if you intend to continue onto the Masters Stage of the Award. Attendance is either 3 days Face to Face or via Distance Learning) 30 Credits of this stage can be utilised in a number of different ways:
-Level 6 or 7 Credits from Staffordshire University or other Universities modules which match the Award Learning Outcomes (to be agreed by Award Leader).
-Level 6 or 7 Credits previously gained from Staffordshire University or other Universities within the previous 5 years which match the Award Learning Outcomes (to be agreed by Award Leader).

APEL via the APEL procedure, Level 7 Credits previously gained from Staffordshire University or other Universities over 5 years old which match the Award Learning Outcomes (to be agreed by Award Leader).

Other admission requirements

It is expected that you will have a minimum academic qualification of a First Degree or equivalent. If you do not have a first degree you will need to demonstrate you have evidence of recent study at this level.

For those whose first language is not English you need to demonstrate a minimum of:
-A minimum score of 7.0 in IELTS (International English Language Testing System) as administered by the British Council in most countries.
-A minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. [TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English) or Cambridge Proficiency Grade C.

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This award is the following stage of the Postgraduate Certificate in Advanced Forensic Practice (Sexual Assault Health Professionals). Read more
This award is the following stage of the Postgraduate Certificate in Advanced Forensic Practice (Sexual Assault Health Professionals). However, there is the option to complete with a Postgraduate Diploma. The option modules of this stage allow you to undertake modules which will meet your individual learning needs to support you in your role within a Sexual Assault Setting.

This award is made up of 60 Credits of one Core Module of Principles of Physical Assessment (15 Credits at Level 7)
For students intending to continue onto the Masters Stage they will have to undertake the Research Methods and methodology Module (15 Credits at Level7)

The remaining modules are option Modules which can be undertaken at Staffordshire University or other Universities as appropriate. However, it should be noted that the Learning Outcomes of these modules must match the learning Outcomes of the Award and agreed with the Award Leader prior to enrolment.

-Postgraduate Diploma in Advanced Forensic Practice (Sexual Assault) 60 Level 7 Credits (Masters Level)
-Physical Assessment (DL or F - F) Core Module - 15 Credits at Level 7
-Optional Module15 Credits at Level 6 or 7
-Optional Module15 Credits at Level 6 or 7
-Research Methods and Methodologies(DL or F-F)Core Module - 15 Credits at Level 7

Course content

Core Module; Principles of Physical Assessment which can be undertaken either via Distance Learning or Face to Face Attendance (1 Afternoon a week for 12 weeks).

Research Methods and Methodology Module is a Pre-Requisite for Project Based Change and Research Dissertation Modules and therefore mandatory if you intend to continue onto the Masters Stage of the Award. Attendance is either 3 days Face to Face or via Distance Learning).

30 Credits of this stage can be utilised in a number of different ways:
-Level 6 or 7 Credits from Staffordshire University or other Universities modules which match the Award Learning Outcomes (to be agreed by Award Leader).
-Level 6 or 7 Credits previously gained from Staffordshire University or other Universities within the previous 5 years which match the Award Learning Outcomes (to be agreed by Award Leader).

APEL via the APEL procedure, Level 7 Credits previously gained from Staffordshire University or other Universities over 5 years old which match the Award Learning Outcomes (to be agreed by Award Leader).

Other admission requirements

It is expected that you will have a minimum academic qualification of a First Degree or equivalent. If you do not have a first degree you will need to demonstrate you have evidence of recent study at this level.

For those whose first language is not English you need to demonstrate a minimum of:
-A minimum score of 7.0 in IELTS (International English Language Testing System) as administered by the British Council in most countries.
-A minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. [TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English) or Cambridge Proficiency Grade C.

The MSc is delivered on a part time basis with the option of exiting with a Postgraduate Certificate or Diploma. You will normally enrol onto the Postgraduate Certificate in the first instance. On successful completion of the Postgraduate Certificate you may then proceed onto the Diploma stage; on successful completion of the Diploma you may then proceed onto the Masters stage.

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The different ways in which systemic leadership and consulting practices respond to organisational challenges and personal, relational and development issues is a key element of this course, which will help you develop insights into systemic organisational practice and theory. Read more
The different ways in which systemic leadership and consulting practices respond to organisational challenges and personal, relational and development issues is a key element of this course, which will help you develop insights into systemic organisational practice and theory.

Developed for corporate and business leaders in health or care settings, social and community workers, religious leaders and other professionals, it will enable you to take a step-change in your leadership practice.

Intermediate qualifications available:
• Postgraduate diploma – 120 credits at Masters level

Why choose this course?

• Study how different paradigms influence ways of leading, consulting, coaching, organising and managing change and development in organisations
• Explore current research and advanced scholarship in systemic and related fields, including a range of theoretical frameworks and approaches in relation to systemic practice and research methodologies
• Develop systemic coaching and consultation techniques so that you can ethically engage with, explore and expand possibilities for communication and action in an organisational context
• Gain reflexive leadership skills so you can observe, discuss, critique and draw learning from your own practice, with a particular focus on issues surrounding power, diversity and social difference
• Benefit from the creative use of a range of inquiry techniques in leadership and consulting situations in ways that serve to ethically intervene in unfolding possibilities in organisations.

Course detail

This course on systemic leadership and organisational development is distinctive in its approach to learning, the transformational experience it offers, the development of practical skills and its ethos. To point to some of these features more specifically the course offers:

• Comprehensive and practical systemic frameworks that help you to orientate in complex organisational situations and work effectively and ethically as leader or consultant from within such situations.

• Development of relational sensibilities and skills in listening and talking with others in ways that invite understanding, orientation, direction and commitment.

• An opportunity to make practical ethical contributions to your organisation whilst you are studying, and in the process developing your role and position in relation to others.

• A transformational experience that changes your way of making sense of your organisational `reality and your contribution from within it. The course is likely to also change your sense of professional identity and agency in the world.

• Development of scholarship in systemic social constructionist approaches which are increasingly recognised as contributing to cutting edge thinking and practising in the field of organisation studies and development.

• An opportunity to take stock of the resources and resourcefulness you bring to the course and build them into your learning practice and experience.

Modules

• Designing, Facilitating And Sustaining Systemic Organisational Development (ASS054-6) Compulsory
• Dissertation In Systemic Organisational Practice (ASS056-6) Compulsory
• Systemic Leadership And Organisational Development - Principles And Applications (ASS051-6) Compulsory
• Systemic Research Methods: Positions, Actions And Interventions (ASS055-6) Compulsory
• The Leader And Consultant As Systemic Coach (ASS052-6) Compulsory
• The Reflexive Leader/Consultant Within Organisational Complexity (ASS053-6) Compulsory

Assessment

Central to the learning on the course are assignments for systemic practice which relate directly to the content focus of the respective units. Assignments provide you with a structure to make your learning relevant to your work place, using systemic approaches to make sense of situations, engaging with or collaborating with others, supporting others, facilitating developments and so forth. The course structure facilitates you in the development of your assignments through teaching, practice and formative exercises and tutorials.

Assignments create possibilities to learn from action and reflection and provide the opportunity for valuable feedback for your learning. You will account for assignments in seminar papers, presentations or performances that explore how the assignment connects to the course unit, how systemic practice and theory have been applied, provide insight into the specific practice, explore the developments that emerge from it and the learning it creates.

Assessments of seminar papers and presentations provide an opportunity to consolidate and share learning from the course and practice and provide another level of feedback, reflection and discussion on practice learning.

Careers

The course helps your employability and career management in developing your abilities:

• to account for your practice as leader or consultant facilitating the development of organisations and the achievement of objectives
• to engage with and make sense of a job opportunity from a wider contextual awareness and mindfulness of the organisation as whole.
• to engage with the emergent possibilities rather than only the set properties of a particular job or position
• to use your reflective skills to account for your own practice, abilities and experience and how these contribute to developments in coherent and compelling ways.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Become a Change Agent with Education for Sustainability. The Master in Education with a focus on Sustainability, Creativity and Innovation (SCI) provides educators with the core competencies to become leaders in sustainability education. Read more
Become a Change Agent with Education for Sustainability.

The Master in Education with a focus on Sustainability, Creativity and Innovation (SCI) provides educators with the core competencies to become leaders in sustainability education. The program will provide you with the knowledge and skills to create transformative learning opportunities for others.

The M. Ed. (SCI) is designed for both formal and non-formal educators, administrators, innovators, classroom teachers, and environmental, community, and sustainability leaders. This M. Ed. (SCI) utilizes the competencies for Education for Sustainable Development (ESD) that have been defined by the United Nations and emphasizes the significance of utilizing a holistic approach that enables the learner to envision change and engage in personal and professional transformation. Applying these sustainability principles with creativity and an entrepreneurial orientation contributes to well-being for all, sustainably.

Program Overview

-Flexible online course delivery
-Designed for part-time study
-Can be completed in 36 months
-Option of course work only (non- thesis) or a thesis route. See program layout and course descriptions here.
-Non-thesis students complete seven core graduate courses (21 credits) and three graduate elective courses (3 credits per course)
-Thesis students complete five core graduate courses (3 credits each); two graduate electives (3 credits each), and a thesis (9 credits)
-Curriculum is a total of 30 credits

Why an M. Ed. in SCI?

-Become a stronger, more empowered leader for sustainability education
-Affirm, clarify, and enhance your sustainability knowledge and skills to create transformative opportunities for teaching and learning
-Deepen your knowledge with engaging content and innovative ideas
-Inspire others to create positive, powerful learning strategies designed to foster well-being for all, sustainably
-Enhance your skills as well as your resume with field-based research experiences and practical project design and implementation in your own setting
-Position yourself as a leader and change agent in a the emerging fields of sustainability scholarship and the Green Economy

Why CBU?

-Our Education Department has a core focus on Education for Sustainability with all students completing a core course Teaching and Learning for a Sustainable Future
-Our Education programs offer students groundbreaking courses related to sustainable happiness, sustainability education, aboriginal culture and language, positive mental health, and Living Schools
-Our faculty are committed to teaching excellence and undertaking original research to support the sustainability scholarship
-CBU is committed to being a leader in developing programing and providing opportunities that foster sustainability creativity, and innovation
-CBU is home to the Verschuren Centre for Sustainability in Energy and the Environment, a research, development leader for clean technology

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You are passionate about working with babies and young children (birth-5 years) and supporting their learning and development. This employment route course prepares you to be an outstanding Early Years teacher. Read more
You are passionate about working with babies and young children (birth-5 years) and supporting their learning and development. This employment route course prepares you to be an outstanding Early Years teacher.

The course prepares you to deepen your engagement with this valuable work and influence others to develop their practice.

This course is accredited by the National College for Teaching and Leadership.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/early-years-teaching-with-recommendation-for-eyts#entry

Course detail

You will be guided by experienced teachers and practitioners in the workplace. You will learn about appropriate pedagogies for the Early Years, study different theoretical perspectives and deepen your own subject knowledge for teaching children from birth to five years.

On completion of this course you are likely to become a leader of Early Years practice in your school or setting. You will have the ability to influence others in your own and wider contexts and thereby improve the quality of education and care for very young children.

Modules

• The Professional Early Years Practitioner
• High Quality Practice in the Early Years

Assessment

You will be assessed through a range of tasks, including presentations, portfolios, development of resources, written tasks and a substantial evaluative web portfolio against the Teacher Standards (Early Years).

You will also complete a case study research project in an area of particular interest.

In all your assessments, you will be encouraged and supported to make links between your developing practice in the workplace and your unit assessments.

Careers

You will already be working in the Early Years sector. This course enables you to become a leader of practice in your own setting and aspire to becoming a leader in the field more broadly, and in future roles.

You will be encouraged to present your learning to peers and other professionals and develop improvement projects that you may use as evidence in future applications.

You may be required to carry out a six-week placement in another setting to gain appropriate breadth of experience.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The MSc Business & Management (MBM) is a 12-month full-time programme. The MBM is accredited by the Association of MBAs (AMBA) as a Pre-Experience Masters in Management. Read more

Why this course?

The MSc Business & Management (MBM) is a 12-month full-time programme. The MBM is accredited by the Association of MBAs (AMBA) as a Pre-Experience Masters in Management.

The degree provides you with a solid understanding of how organisations work. You’ll enhance the skills and awareness needed to operate effectively in different types of organisations. The MBM is an excellent choice as a path into business management. It’s also for those looking to gain a competitive edge in today’s job market.

The programme has consistently featured in the Financial Times global masters in management ranking. The current ranking is fifth in the UK and 36th in the world.

The MBM is designed to help you reach your potential as a manager or leader in the organisations of today and tomorrow. We place emphasis on self-development and self-discovery, not just classroom teaching.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/businessmanagement/

You’ll study

There are three areas of focus for study:
1. Understanding the Business – through a sequence of taught classes you’ll gain an insight into the major functional areas of most organisations. You’ll explore what they do and learn the language and techniques they employ in describing their area of the business. Our emphasis is on giving you managerial-relevant insight.

2. Developing Management Potential – the Professional Management Practice class will help you understand the key skills needed to be successful in your career. It introduces key skills required for a career in management and helps you to identify and address your development needs.

3. Building a Career Focus – individual classes give you exposure to different areas of the business. The elective classes and the MBM project allow you to decide what kind of focus you’re going to take in your degree and beyond. The Spring and Summer School elective classes bring together postgraduates from across the business school helping you to build networks and knowledge.

Study abroad

The MBM programme includes a number of elective classes from which students will choose. For those who are interested in studying abroad, the 'Managing in Europe' elective class provides the opportunity to do this with classes taught at Toulouse Business School, France.

Facilities

The MBM is delivered in our award-winning building on Cathedral Street in the heart of Glasgow's city centre. Designed to meet the demands of corporate clients and those studying at a postgraduate level, it’s purpose-built to facilitate study, interaction and work.

A modern lecture room in the Business School building will be your base for the year. With good social space conveniently located next to where you’re taught, you’ll find this a comfortable area from which to work. There’s campus-wide Wi-Fi and good quality catering facilities nearby.

Our Business School provides a number of services including:
- a free printing allowance
- a dedicated IT support team

The School's Business Information Service ensures that you can keep up-to-date with the latest trends and issues affecting the business world. The databases available are a particularly powerful tool, providing a rich array of information including:
- market reports
- financial analysis
- international news
- trade journals

Accreditation

The MBM is accredited by the Association of MBAs (AMBA) as a Pre-Experience Masters in Management.

Student competitions

Each year, the programme runs the ‘Best project award’ where the best final project wins a monetary award. The Dean also awards letters of commendation to other top projects selected by supervisors.
Individuals are also encouraged to participate in university and international competitions. For example, previous students have competed and won key awards at the G20 Youth Summit and Strathclyde Enterprise Pathway competition.

Conversion to the MBA

As a graduate of the MBM, you’ll be offered the opportunity to convert your qualification to the prestigious Master of Business Administration (MBA) degree.

To take advantage of this opportunity you must apply within five years of graduating and have acquired sufficient work experience and exposure to management processes and issues.

The conversion syllabus can be completed through any route of the MBA. That includes studying in Strathclyde Business School’s centres around the world and the flexible learning option. Most people choose to undertake the conversion while continuing their career by undertaking self-study supported by weekend workshops.

For those who started their MBM after September 2010, the conversion syllabus is:
- The Reflective Practitioner
- Exploring the International Business Environment Strategy Analysis & Evaluation
- Making Strategy
- Strategic Consulting in Practice
- Two elective classes
- MBA Project

Conversion generally takes 18 months on a part-time basis.

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at the University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.

To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form , or to ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

Classes differ significantly from traditional formal lectures. Academic staff maximise opportunities for class discussion and debate about how organisations are tackling real-life business issues and whether their approaches are appropriate in other contexts.

You’ll often be given individual or group-based research tasks to be fed back in class. This emphasis upon practical skills gives you a greater understanding of what’s happening in a wide range of organisational contexts. It also helps you to be able to formulate relevant, practical, responses to the complex issues.

Our teaching is focused on helping you to develop the high level of personal and interpersonal skills that employers are looking for. You’ll find that, from your very first day, we’ll be there helping you to find effective ways to manage yourself, while getting the best from those you're working with.

Through workshops, and in classes, we’ll help you to perfect your ability to communicate the insights you get from the analytical techniques we teach and the research you undertake.

- Living case study
The Living case study is an innovative way of bringing participants to an understanding of what it means to deal with organisational issues at a managerial level. The exercise casts participants in the role of a graduate trainee who has been asked by the management director to analyse the behaviours in the company and present to the board a way forward.
Management consultancy firm Accenture regularly attend the final presentations. These presentations showcase the professionalism of the cohort and the analytic skills they have acquired through this and the other classes that make up the syllabus. Accenture’s experienced consultants recognise the type of issues and behaviours recreated in the simulation and provide hints and tips on dealing with problem situations and communicating ideas to executives.

Guest lectures

All classes on the MBM programme have a number of guest speakers from industry. You're also regularly invited to Business School industry lectures and networking events.

Assessment

The course is assessed through written assignments, group and individual projects, exams and presentations.

Careers

The degree opens up a range of exciting career possibilities. In broad terms, our graduates’ career paths follow one of four directions:
1. Entry into a management programme within national and multi-national organisations. Recent graduates have joined organisations such as: Accenture, KPMG, Morgan Stanley, Deloitte, Facebook, Google, Eon, PricewaterhouseCoopers.

2. Entry into a more specific programme where it’s the combination of first degree, or work experience, and the MBM that distinguishes them from the competition. Graduates have been recruited by such prestigious firms as: Ford Motor Company, Royal Bank of Scotland, Ubisoft, Cisco Systems, BSkyB, Schlumberger.

3. Many have taken up an opportunity within their family’s business, developing the business to take advantage of the opportunities presented by today’s environment.

4. Others are pursuing their dream of becoming an entrepreneur and building their own successful business.

How can I fund my course?

MBM full-time scholarships offered by the department of Strategy and Organisation include:
- One scholarship of £6,000 – Female Leader of the Future
- One scholarship of £6,000 – European Visionary Scholarship (for those who are prepared to test new ideas, to go beyond the status quo and make a difference to industry and society)
- Two scholarships of £6,000 – International Leader of the Future Scholarships

£2,000 partial scholarships for Strathclyde graduates may also be available for eligible candidates.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/index.jsp

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