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IN BRIEF. Develop yourself within three areas. education; leadership; and service improvement, transformation and reform. Support your career progression within the field of educational leadership (NMC Practice Teacher, Teacher and Stage 1 Practice Educator (The College of Social Work). Read more

IN BRIEF:

  • Develop yourself within three areas: education; leadership; and service improvement, transformation and reform
  • Support your career progression within the field of educational leadership (NMC Practice Teacher, Teacher and Stage 1 Practice Educator (The College of Social Work)
  • Advance your personal growth as a leader of education so that you can deliver excellent health and social care now and in the future
  • A part-time only course

COURSE SUMMARY

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.

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.

COURSE DETAILS

This Masters course will provide you with real opportunities to develop your educational leadership skills and confidence for the benefit of practice; service; workforce development and themselves personally, professionally and academically. The strength of this course lies in its application to practice enabling you to apply new knowledge and skills to work. The range of knowledge, skills and attitudes required of an effective leader of health and social care education have been carefully developed into specialist modules.

You will be supported by an experienced leadership mentor who will help you analyse, reflect upon and develop as an educational leader. Your development will be targeted and evidenced against a recognised leadership quality framework and other educational frameworks such as NMC Practice Teacher (as applicable). We will also develop your skills of evidence based practice including searching for, appraising, implementing and evaluating the evidence. For added value, the course also offers master classes, giving you the opportunity to further explore and develop the knowledge, skills and qualities required to effectively lead within an education context.

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

TEACHING

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.

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

EMPLOYABILITY

  • Completing CPD is now an essential part of maintaining your professional registration.
  • By undertaking CPD modules and courses, students demonstrate to employers a commitment to the profession.
  • Undertaking modules leads to better career prospects and promotion.
  • Modules are aligned to the College of Social Work’s Professional Capabilities Framework ASYE, Social Worker, Experienced Social Worker, and Advanced social worker levels.
  • Successful completion of the course demonstrates your capability to become a Strategic level social worker.
  • The course supports The College of Social Work developmental pathways of Professional Social Work Educator, Advanced Social Work Practitioner and Social Work Manager.

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.

FURTHER STUDY

  • PGC Leading Education in Practice: NMC Stage 3 Practice Teacher Award


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IN BRIEF. Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher. Read more

IN BRIEF:

  • Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher
  • Teaching and learning techniques used will advance your personal growth as a leader of education and enable you to deliver excellent health and social education care now and in the future
  • Use this certificate as part of the MSc Leading Education for Health and Social Care Reform
  • Part-time study option

COURSE SUMMARY

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.

COURSE DETAILS

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.

TEACHING

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

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%)

EMPLOYABILITY

  • Completing CPD is now an essential part of maintaining your professional registration.
  • By undertaking CPD modules and courses, students demonstrate to employers a commitment to the profession.
  • Undertaking modules leads to better career prospects and promotion.
  • Modules are aligned to the College of Social Work’s Professional Capabilities Framework ASYE, Social Worker, Experienced Social Worker, and Advanced social worker levels.
  • Successful completion of the course demonstrates your capability to become a Strategic level social worker.
  • The course supports The College of Social Work developmental pathways of Professional Social Work Educator, Advanced Social Work Practitioner and Social Work Manager.

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.

LINKS WITH INDUSTRY

This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.



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IN BRIEF. 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. Read more

IN BRIEF:

  • 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
  • Part-time study option
  • International students can apply

COURSE SUMMARY

We know that effective leadership and management does not happen by chance. This practice-related course 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 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.

COURSE STRUCTURE

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

TEACHING

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.

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

Additional support is available through Blackboard, our Virtual Learning Environment (VLE) which can be used via the internet. Not only will you have easy access to course materials such as handbooks, lecture handouts, and videos it will also give you the opportunity to participate in discussion boards and online exchanges with staff and fellow students.

EMPLOYABILITY

Students have gone on to make a significant impact on patient care through their application of enhanced leadership and management skills, qualities and attitudes that they have applied to an existing managerial role.

Once qualified, you will be in a fantastic position to apply for roles in management or change direction in order to move up the career ladder.

CAREER PROSPECTS

Studying on the course will place you in a strong position to take on a leadership role and to further progress your career within the field of health care management. Similarly the content of the course will assist you in providing quality care for patients and lead service improvement utilising recognised tools and techniques.

Students already studying on the course report how their leadership development went hand in hand with the work-based and work- related learning that they have undertaken. Students describe how their leadership skills have been enhanced through application of learning within their own organisation. Self assessment of their own role as leader has revealed an enhanced level of understanding about the context of the organisation, decision-making, strategy development and implementation. Furthermore they learnt how strategic planning is undertaken within their own organisations.

Students realised that networking with people who could assist them deal with a leadership situation was so important to their role that they then purposefully sought out individuals in order to establish relevant links. For others the networking activity increased the students’ confidence to seek out work-based relationships with people in the organisation that they would never have considered in the past.

LINKS WITH INDUSTRY

This work-based learning course enables the student to contextualise learning within their own organisation and to:

  • Apply new knowledge and skissl to work, at work, for work
  • Utilise a contemporary leadership qualities framework to evidence knowledge, skills and leadership qualities
  • Work through real-world leadership and management issues
  • Develop knowledge and skills to support the increasing evidence based health culture care

Current students place great importance to the processes involved when work related, work-based learning is used to support leadership development. Elements of work-based learning include thinking and reflecting on work practices, reviewing and learning from experience, and problem-solving within a working environment. This in turn positively influenced leadership development whereby the students developed a conscious awareness of their role, skills, skill level and style of leadership that gets the best result.



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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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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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Summary. 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

Summary

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.

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.

About

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.

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 a 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.

Attendance

Full-time students are expected to attend the University for at least 2 days per week, with the remaining time allocated to Practice Learning. Full-time students are normally time-tabled for Mondays and Fridays.

Part-time students attend the University for 1 day per week during Term-Time. In Semester One this is normally a Monday and in Semester Two a Wednesday. Some Pathways have additional days ( i.e Emergency Care) but you will be informed of this at Induction. Practice Learning is organised on days that suit you and your Sign-off Mentor.

All students are expected to attend all classes associated with the programme and be punctual and regular in attendance. Attendance will be monitored both at the University and in the Practice Learning setting and Employers are informed of all absences.

Professional recognition

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (child)

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (adult)

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (learning disabilities).

Nursing and Midwifery Council (NMC) 

Recognised by the Nursing and Midwifery Council (NMC) for the purpose of recording as Specialist Practice Qualification (SPQ) (mental health)

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 Leadership positions. There is 100% Employability associated with this programme.



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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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This qualification will help you become an outstanding leader by providing you with the knowledge and tools to be able to make positive change in your organisation and the world around you. Read more

This qualification will help you become an outstanding leader by providing you with the knowledge and tools to be able to make positive change in your organisation and the world around you. You will learn not only how to lead, but how to release that potential in others.

Relevant learning

Massey University’s Master of Advanced Leadership Practice is a unique qualification in New Zealand. You will gain from Massey’s research-led approach, focusing on the latest findings in the fields of positive psychology and strengths-based leader development. Using internationally-tested and proven methods this programme has a strong focus on relevant, applied learning. We work hard to ensure your learning is relevant to your current situation, and career ambitions.

You are encouraged to bring challenges and current limitations from your workplace to the programme, ready for exploration and breakthrough solutions.

You will make the powerful shift from managing to leading, gaining a deep understanding of yourself, your performance and your impact on others. Learn how to motivate diverse teams and bring them with you. You can expect to emerge as an adept, authentic, self-aware and adaptable solution-seeker, who can think critically.

Who is it for?

The big question for organisations in all fields is: “Where are your leaders coming from?”. The answer is that many of those future leaders are already present in your staff.

You may be a mid-level or senior manager, or an employer who knows exceptional leaders are vital to an expanding and thriving organisation. 

The Master of Advanced Leadership Practice is specifically designed for those who are currently in full-time positions.

What will you learn?

This is an intensive programme where we will help you develop the wide range of in-depth skills you need to become not just a good, but an excellent leader. 

You will distinguish yourself not only by your communication, coaching, negotiation and influence skills. By your self-awareness and emotional and social intelligence, enabling you to ‘read’ and deal with a myriad of potential situations. You will learn how to negotiate difficult situations in governance, ethics and conflict resolution. To manage change and stress. To be entrepreneurial, strategic and inspirational. All the while maintaining a healthy work-life balance and thinking about your and the organisation’s future.

How will you learn?

Experiential workshops are an integral part of MALP learning. They cover all aspects of being an effective leader, from established and emerging leadership concepts to self-awareness, advanced negotiation and influence, talent and diversity management, sustainability, mentoring, succession and future thinking. 

Some will be centred around the engineering of peak performance, some include elements of sports and performing arts psychology, while others will focus on authenticity, power and politics. These focus on transforming any old inefficient behaviours into new more effective direction. 

Ongoing assessments over the course of the programme include monthly reports and conducting a larger Social Enterprise Project.

The workshops run from 8.30am - 5.00pm on a Friday and Saturday. They are held once a month (mid-month) on the Massey University Auckland campus or at a residential Auckland location over the course of 9 months. 

In the first year two of your courses are run concurrently. Upon successfully completing these you will undertake a research course focusing on leadership in your organisation.

Be inspired

The Master of Advanced Leadership Practice is led by international specialists in their fields.

You will learn from inspirational leaders, creative practitioners and Massey University’s own acclaimed staff. Guest speakers will bring confidential insights and wisdom about the challenges they have faced. You will gain from an intensive and outcome-focused experience.

World-leading business school

Massey Business School is one of the country’s leading and largest business schools - it is ranked among the top two per cent of business schools globally and is AACSB accredited. 

Massey University’s business and management studies rank in the top 250 (by QS (Quacquarelli Symonds) rankings). We are also ranked in the top 150 universities worldwide for business administration programmes by the ShanghaiRanking's Global Ranking of Academic Subjects.

The University recognises a growing global demand for engagement between business schools and organisations in defining future leaders capable of making both the big directional and daily changes needed for organisations - and countries - to thrive in uncertain economic times.

A challenging and rewarding programme

A masters programme is a challenging programme that involves a substantial time commitment. Participants will be supported every step of the way through mentoring and coaching. 

The MALP is 180 credits, meaning you can complete the programme in one and a half years.



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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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Our MSc Organisational Psychology course provides you with the necessary skills and knowledge to apply psychological principles, theories and methods to work organisations. Read more

Our MSc Organisational Psychology course provides you with the necessary skills and knowledge to apply psychological principles, theories and methods to work organisations. The course develops your understanding of psychology as well as equipping you with practical skills for working as a psychologist within organisations.

The course at Alliance Manchester Business School:

  • Is fully accredited by the British Psychological Society, providing the basis for achieving Chartered Psychologist status
  • Covers the seven core areas of organisational psychology, giving you a broad basis for future practice
  • Includes Test User: Occupational - Ability and Personality (Level A and B) qualifications for psychometric testing at work, enabling you to enroll on the British Psychological Society's Register of Qualifications in Test Use
  • Is delivered by research-active staff, who draw on their expertise to engage you with the most up-to-date psychological research and methods
  • Develops commercial awareness and business skills necessary in a competitive work environment

The course runs over one year (two years for part-time students) and comprises two taught semesters plus a research dissertation. The taught modules use a variety of teaching methods, including lectures, group work, case studies and practical exercises, and are assessed using a range of techniques, including examinations, essays, applied coursework and presentations.

Special features

MSc Organisational Psychology course was re-accredited by the British Psychological Society (BPS) for a further six years, with no conditions. We are only one of 20 schools in the UK to be accredited by the BPS to offer the Masters course that allows students to become a Chartered Occupational Psychologist. 

Additional course information

Read Sheena Davidson's article discussing older workers in the workplace.

Coursework and assessment

Assessment across the course units varies, and includes a combination of examinations, report, course work, practical assessments and presentations. A dissertation of around 15,000 words is normally undertaken.

Course unit details

The course provides psychology graduates who are intending to become Chartered Occupational Psychologists with the theoretical knowledge and practical skills required by the Division of Occupational Psychology of the British Psychological Society (BPS), in the following seven required areas: 

  • Psychological Assessment at Work
  • Learning, Training and Development
  • Leadership, Engagement and Motivation
  • Well-Being and Work
  • Work Design, Organisational Change and Development
  • Research Design, Advanced Data Gathering and Analytical Techniques
  • Applying Psychology to Work and Organisations

During the course you will be taking 180 credits in all. The eight taught modules during semester one and two total 120 credits which can be viewed in the list below.  

Over the summer period, you will carry out your Research Dissertation, worth 60 credits. Examples of recent dissertation project topics include:

  • Customers pay our wages: a diary study examining how to optimise customer interaction and employee wellbeing in the service sector
  • Client verbal aggression: an examination of emotional labour and associated outcomes for employees in the legal sector
  • Effects of job stressors, organisational commitment and individual attributes on Malaysian Chinese primary school teachers' burnout
  • Corporate psychopathy: the truth behind the hype
  • Improving safety using a combination of transformational and transactional leadership: a longitudinal study
  • Creativity in the workplace: a self-report measure and unanticipated costs
  • Leader effectiveness and leader-member relations: the role of interpersonal emotion regulation, follower attributions and leader empathy

Please contact us for more information on the part-time two-year route.

Career opportunities

The majority of graduates pursue the practical experience required to become Chartered Occupational Psychologists. This is usually carried out within consultancy firms or within specialist sections of large organisations. Graduates are employed as internal consultants in large commercial and industrial organisations, in HR departments, in the Police, the NHS and as management consultants. Recent recruiters include: Saville Consulting, Occupational Psychology Group, Civil Service and ORC International.

More details on our Careers Service.

Latest information on visa changes and opportunities in the UK for international students.

Accrediting organisations

MSc Organisational Psychology course was re-accredited by the British Psychological Society (BPS) for a further six years, with no conditions. We are only one of 20 schools in the UK to be accredited by the BPS to offer the Masters course that allows students to become a Chartered Occupational Psychologist. 



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

The course will benefit you if you are involved in public or community services in a professional or voluntary capacity and want to develop your skills and knowledge for personal or professional advancement.

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.

Our high quality teaching and research are renowned, and have an applied focus. We have established strong links with specialist practice educators to ensure the provision of support and guidance both within the university and in practice.

We have a dedicated team of academic staff who are actively engaged in internationalising the health and social care 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

Course structure

This course can be studied either full- or part-time 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.

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.

Areas of study

You will study a core research-related module from a selection of four titles. These are offered on different campuses and also online so that you can work in the way that best suits you.

Current students are from a 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

Modules totalling 100 m-level credits from a choice of over 100 in the School of Health Sciences postgraduate education programme. Find out more:
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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This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. Read more

This course has been developed for those who are currently working as special educational needs coordinators (SENCOs) and is mandatory for all SENCOs appointed since 2008. This course will enable you to meet the learning outcomes as prescribed by the government.

You about skills and approaches to leadership; and to develop and evaluate inclusive cultures, systems and approaches to education. These new skills help you to make a difference in your school and to the wellbeing, participation and achievement of children and young people who have special educational needs and disabilities.

You reflect on, analyse and respond to current issues of practice through professional learning in the workplace and you are supported by experienced local special educational needs and disability (SEND) professionals as well as a mentor in your own school.

You develop

  • a critical understanding of the values, principles and dilemmas of inclusive practices and policies
  • a specialist knowledge base enabling you to obtain, evaluate and communicate current information regarding special educational needs and disabilities.
  • an active community of practice with SENCOs and experienced SEN professionals supporting your leadership of change
  • the skills and practices of reflective practice to develop effective partnership working with pupils, families and colleagues
  • the skills and practices of professional enquiry to enable you to evaluate the impact of practice

You have access to current SEND practitioners and experts in the field who share up-to-date practice. Your university tutors specialise in SEND and have complementary experience across age phases and special and mainstream schools. Their expertise supports your understanding of inclusive principles and practice, using research and theory to support your reflections, enquiries and study skills.

You complete a number of assessments that are focused on the development of effective practice in your school. Assessments consist of two practice-based portfolios

Portfolio 1 – SENCO as manager

This consists of

  • an evaluation of school policy relating to special educational needs and disability in relation to current national policy and guidance. This involves engaging with parent's in order to inform policy.
  • an evaluation of the school’s additional provision for children and young people with special educational needs. This includes an analysis of school data and lesson study to inform effective provision mapping

Portfolio 2 – SENCO as leader

This consists of

  • developing the role of SENCO as leader through evaluating and developing effective partnerships with other stakeholders
  • engaging with pupil voice in order to inform professional learning developments and to support colleagues in making effective provision for children with particular SEN or disability

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Course structure

12 months part-time

You attend up to ten teaching/tutorial/study days which are spread over the course duration.

Core modules

  • SENCO as manager: evaluation and developing policy and provision

This module enables special educational needs coordinators (SENCOs) to engage critically with their management role evaluating, reporting on and developing policy, systems and provision in the context of national legislation and guidance, current knowledge on effective practice and wider equality and human rights agendas.

  • SENCO as leader: people, principles and partnerships

This module enables special educational needs coordinators (SENCOs) to engage critically with their leadership role in the context of the principles of inclusion, person centred planning and working in partnership with colleagues, children and young people and their families.

Modules

Modules cover • inclusive principles and values • social and medical modules of disability • the role of the SENCO in analysing organisational needs and managing change • the national policy context for SEN and disability including the SEN Code of Practice • equality and data protection requirements • formulating and reviewing policy • accessing and interpreting school data - tracking progression and participation • provision mapping • designing, evaluating and reporting on systems and provision • lesson study and action research methods • rights and duties under equality legislation • person centred planning and partnership working • the local context for the implementation of Child Assessment Framework (CAF), school support and Education Health Care Plans (EHCPs) • leadership • role of the SENCO in leading professional learning • holistic assessment • researching and evaluatiing current knowledge and debates regarding high incidence special educational needs and disabilities • theories of learning and development • identifying needs and barriers to learning and participation • systematic evaluation in professional contexts

Assessment

Portfolio 1 – evaluation and review of policy, and analysis of additional provision for children and young people with SEN.

Portfolio 2 – evaluation of partnership with stakeholders, and planning for strategic professional learning.

Employability

This course enhances your skills as a special educational needs co-ordinator so you can continue to improve the school experience for children with SENs or disability and to support the developing practice of other professionals working in your school or setting. It also develops your leadership skills, enabling you to explore whole issues and development. It is also suitable if you want to work in an advisory or support role in the area of SEND.

Academic credits gained by successfully completing this course can be used towards a masters degree.



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