The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.
Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.
WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.
There are four core awards available to students, focusing on enhancing professional practice:
There are 12 subject-specific ’named awards’ available to students:
Master of Arts (MA) in Work-Based Learning (Business Management)
Master of Arts (MA) in Work-Based Learning (Drama)
Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)
Master of Arts (MA) in Work-Based Learning (Health Mentor)
Master of Arts (MA) in Work-Based Learning (Heritage and Public History)
Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)
Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)
Master of Arts (MA) in Work-Based Learning (Youth and Community Work)
Master of Science (MSc) in Work-Based Learning (Applied Social Science)
Master of Science (MSc) in Work-Based Learning (Business Management)
Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)
Master of Science (MSc) in Work-Based Learning (Health Mentor)
The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:
There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:
PG Cert in Higher Education Practice
PG Cert in Heritage and Public History
PG Cert in Chaplaincy with Young People
PG Cert in Safeguarding
The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend.
In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.
Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.
For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.
Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.
Our blended learning PGCert Teaching and Learning in Biology, Medicine and Health course will give you the skills and knowledge to become a world-class educator in biology, medicine and healthcare.
You will develop the skills you need to educate future professionals who will go on to meet the health and social care needs of the most vulnerable people in our society.
Inter-professional learning is central to the ethos of the course and provides the added value of learning alongside colleagues from other disciplines. You will benefit from the wisdom and experience of your peers, as well as the expertise offered by healthcare teaching professionals.
You can take this PGCert on its own or as part of our 4 Year International PhD .
Each unit will use a blended learning approach, with a number of face-to-face teaching sessions, pre-sessional tasks and flip teaching.
Online learning will take place via the Blackboard platform.
There will be formative and summative assessments for each unit. Throughout the course, you will be asked to complete a reflective learning log.
Introduction to Reflective Teaching and Learning Practice
The course unit aims to:
Evidence-based Teaching and Learning
The course unit aims to:
Curriculum Development and Teaching Methodology
The course unit aims to:
Assessment and Feedback
The course unit aims to:
Delivering Teaching and Facilitating Learning in Practice
This course unit aims to:
Manchester has a range of facilities for students on our postgraduate taught courses.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
Individual units can be made available for CPD. Please contact us for further information.
The MSc Clinical Medicine (Teaching and Learning) has been developed by practicing NHS Consultants and Health Academics in consultation with National Health Service (NHS) Trust Partners. The course is designed for Medical Doctors and other Healthcare Professionals
who are looking to develop and refine their teaching and learning, research skills and develop understanding of effective teamwork and best practice. The MSc Clinical Medicine (Teaching and Learning) aims to enhance teaching, learning and research skills, thereby, facilitating personal and professional development and strengthening participants’ ability to bring about positive change, solve problems effectively, and ensure patient safety.
The Teaching and Learning Masters will be differentiated from the other Masters routes by its structure, by the demonstration of a deepening understanding of self-development as a reflective learner and as a clinical teacher utilising modules 7ED001 (Critical Reflection & Reflexivity in Professional Learning) and 7HR013 (Design and Deliver Medical Education) and within the Masters dissertation in module 7HW015.
This course has a strong emphasis on the evaluation and development of both clinical practice, research, and encourages participants to reflect critically on workplace experiences and learning. For participants, the course aims to provide a clear framework which supports CPD, recognition of prior learning and work based learning.
The course aims to provide a route for Doctors who wish to take a different speciality, to change medical career routes and for Doctors seeking further accreditation of subspecialty expertise.
Postgraduate Certificate
At the end of 60 credits at level 7 you, the student, will be able to:
1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:
2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.
3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.
5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
6. Demonstrate the qualities and transferable skills necessary for employment requiring:
Postgraduate Diploma
At the end of 120 credits at level 7 you, the student, will be able to
1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:
2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.
3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in Teaching and Learning.
4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.
5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
6. Demonstrate the qualities and transferable skills necessary for employment requiring:
Master’s Degree
At the end of 180 credits at level 7 you, the student, will be able to:
1. Critically apply knowledge, understanding, and skills appropriate to a professional clinical role within the healthcare context.
This Sustainable and Efficient Food Production postgraduate course centres on increasing efficiency and reducing environmental impact within the extensive pasture-based production sector. The programme provides flexible, accessible, postgraduate level training for people employed in the agri-food sector. Training comprises distance learning modules and work-based research projects. These are accessible as CPD or as credit-bearing units, which can be built towards a range of postgraduate qualifications.
Taught by experts at both Aberystwyth University (AU) and Bangor University (BU), the Sustainable and Efficient Food Production course offers you a highly vocational option. In the most recent joint submission to the Research Excellence Framework assessment (2014), the department was placed in the top 10 universities in the UK for research intensity and 78% of our research was world-leading or internationally excellent.
To achieve an MSc students must complete five optional modules (including up to three from BU) plus Research Methods and a Dissertation.
Two to five years to complete a full MSc. 14 weeks for one module by distance learning Three intakes per year (January, May, September). Students will be eligible for a UK Student Loan if the course is completed in 3 years.
Core modules:
Dissertation
Optional modules - Choose any 5 from:
We have designed our training to be as accessible as possible, particularly for those in full time employment. Each topic comprises a 12-14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the full five years.
There are no exams within this programme. Taught modules are assessed via course work and forum discussion.
This MSc teaches advanced analytical and computational skills for success in a data rich world. Designed to be both mathematically rigorous and relevant, the programme covers fundamental aspects of machine learning and statistics, with potential options in information retrieval, bioinformatics, quantitative finance, artificial intelligence and machine vision.
The programme aims to provide graduates with the foundational principles and the practical experience needed by employers in the area of machine learning and statistics. Graduates of this programme will have had the opportunity to develop their skills by tackling problems related to industrial needs or to leading-edge research.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (30 credits), four to six optional modules (60 to 90 credits), up to two elective modules (up to 30 credits) and a research project (60 credits). Please note that not all combinations of optional modules will be available due to timetabling restrictions.
Core modules
Optional modules
Students must choose 15 credits from Group One Options. Of the remaining credits, students must choose a minimum of 30 and a maximum of 60 from Group Two, 15 credits from Group Three and a maximum of 30 credits from Electives.
Group One Options (15 credits)
Group Two Options (30 to 60 credits)
Group Three Options (15 credits)
Please note: the availability and delivery of optional modules may vary, depending on your selection.
A list of acceptable elective modules is available on the Departmental page.
Dissertation/report
All MSc students undertake an independent research project, which culminates in a dissertation of 10,000-12,000 words.
Teaching and learning
The programme is delivered through a combination of lectures, discussions, practical sessions and project work. Student performance is assessed through unseen written examinations, coursework, practical application and the project assessment process.
Further information on modules and degree structure is available on the department website: Computational Statistics and Machine Learning MSc
There is a strong national and international demand for graduates with skills at the interface of traditional statistics and machine learning. Substantial sectors of UK industry, including leading, large companies already make extensive use of computational statistics and machine learning techniques in the course of their business activities. Globally there are a large number of very successful users of this technology, many located in the UK. Areas in which expertise in statistics and machine learning is in particular demand include: finance, banking, insurance, retail, e-commerce, pharmaceuticals, and computer security. Graduates have gone on to further study at, for example, the Universities of Cambridge, Helsinki, Chicago, as well as at UCL. The MSc is also ideal preparation for a PhD, in statistics, machine learning or a related area.
Recent career destinations for this degree
Employability
Scientific experiments and companies now routinely generate vast databases and machine learning and statistical methodologies are core to their analysis. There is a considerable shortfall in the number of qualified graduates in this area internationally. CSML graduates have been in high demand for PhD positions across the sciences. In London there are many companies looking to understand their customers better who have hired our CSML graduates. Similarly graduates now work in companies in, amongst others, Germany, Iceland, France and the US in large-scale data analysis. The finance sector has also hired several graduates recently.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
The Centre for Computational Statistics and Machine Learning (CSML) is a major European Centre for machine learning having coordinated the PASCAL European Network of Excellence.
Coupled with the internationally renowned Gatsby Computational Neuroscience and the Machine Learning Unit, and UCL Statistical Science, this MSc programme draws on world-class research and teaching talents. The centre has excellent links with world-leading companies in internet technology, finance and related information areas.
The programme is designed to train students in both the practical and theoretical sides of machine learning. A significant grounding in computational statistics is also provided.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Computer Science
96% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
The course is aimed at those involved in the support of teaching professional learning at all stages of a teacher’s career including:
It recognises a widening conception that the role of the teacher includes not only a central role in supporting pupil learning, but also recognises the important role that teachers can play in supporting each other’s learning. Previously, it was assumed that by virtue of knowing how to teach children teachers had also been equipped to support their colleagues’ learning. However, there is growing recognition (Donaldson, 2011; Kennedy et al., 2008) that this important role requires additional specific knowledge, understanding and skills, which form the basis of this Postgraduate Certificate.
The course can also be taken as three modules within a wider Masters programme.
You'll take three modules:
The Postgraduate Certificate in Supporting Teacher Learning has been accredited by the General Teaching Scotland for Scotland (GTCS) as enabling registered teachers who gain the award to qualify for automatic Professional Recognition from the GTCS.
A key condition of the award of Professional Recognition is that participants must ensure that their engagement with the course forms an integral part of their PRD process. This will be checked formally though submission of a written statement from the line manager as part of the assessment of the work-based project module. Only when this statement has been received, and the participant has passed all three modules, will their name be forward to GTCS for recommendation of the award of Professional Recognition in Supporting Teacher Learning.
The course is delivered as eight x three-hour sessions, timetabled ‘out of hours’ (evenings and weekends). These sessions will be face-to-face and will include workshops, lectures and tutorials. Participants will be expected to share experiences and engage with the thinking introduced. Sessions will be supplemented by MyPlace (the University's vitrual learning environment) to ensure access to peers, tutors and materials between class meetings.
Research into teacher learning (Cordingley et al. 2005) concluded that teacher learning is generally more effective when it is both collaborative and sustained over a period of time. The course is designed to enable students to discuss their own reflections as well as to learn from, and contribute to, the learning of their peers. This integration of theory and practice, supported and challenged by peers and tutors, adheres to the principles of learning built on a social constructivist perspective. While students will be learning about how to support the learning of other teachers, they will also be teacher learners themselves, and it will be important that learning and teaching choices made on the course reflect cutting-edge practice.
A vital component of the course, which will contribute towards the sustainability of learning, will be the engagement of students with the wider community of academics, policy-makers and practitioners involved in developing and supporting teacher learning.
You'll be assessed through a range of coursework activities, including a portfolio of reflective reading and reflective commentary (module 1), a poster and conference presentation (module 2), and a written report on a learning project undertaken in school (module 3).
You'll give and receive feedback in regular face-to-face sessions through sharing and discussing your thinking around assignments with peers and tutors.
Students embarking on this course are already established in their teaching/education careers.
Previous students have obtained promoted posts in schools, with others taking up secondments in universities and other education-related organisations.
As well as gaining valuable knowledge about supporting teacher learning, students report a general enhancement in their professional confidence and their abilities to articulate their views on professional matters.
The aims of the Health and Social Care Education course are to prepare and develop nurses and midwives who will facilitate, supervise and assess students and critically appraise and evaluate practice teaching from operational and strategic perspectives.
The course is designed to encompass key themes including establishing effective working relationships, creating and maintaining a learning environment, facilitating learning and assessment and evaluating learning by utilising evidence-based practice and leadership strategies within the context of contemporary practice.
Teaching and learning strategies reflect a range of approaches such as, key lectures, group discussion, seminars, reflection and analysis. Action learning sets will be used to allow students to actively engage in problem solving activities.
(NMC Portfolio development continuing throughout the course)
The course covers the following subject areas:
The course comprises of three modules:
The aim of this course is to prepare and develop nurses and midwives working within higher education and clinical practice to meet the UK professional standards framework for learning and teaching in higher education (Higher Education Academy 2006) and Nursing and Midwifery Council professional standards for teachers. The NMC has revised its standards to support learning and teaching in practice (NMC 2006) and as a result, UCLan has created new courses for mentors, practice teachers and teachers. This course focuses on the teacher standard, which is mandatory for those registrants who are teachers employed in higher education and who support students on NMC approved programmes in practice settings. The teacher course may also be accessed by clinical staff who would like to develop their careers in the direction of teaching in higher education.
The course is designed to enable students to demonstrate a thorough understanding of the student learning experience within the context of contemporary academic and practice settings, encompassing key themes including establishing effective working relationships, creating and maintaining a learning environment, facilitating learning and assessment and evaluating learning by utilising evidence-based practice and leadership strategies. On completion of the course, students will be able to:
This scheme aims to facilitate knowledge exchange between academia and industry. Students must complete three taught modules including research methods and a 120 credit work-based dissertation / research thesis (approximately 20,000 words in length).
While the primary academic focus is on the completion of an advanced piece of research, the collaborative route provided by a work-based research project provides an ideal opportunity to embed new knowledge in the work place and ensure that research is relevant to industry. As such, it is crucial that a student’s employer is supportive of both their research aims and the time commitment that the proposed research will involve. Self-employed students should aim to undertake research which will be closely aligned to their business.
Students may build on the MRes to work towards a Professional Doctorate.
An MRes can be completed in 2-5 years but we would expect most students to spend 1 year on their taught modules and 2 years on their work based dissertation. 12 or 14 weeks for one module by distance learning. Three intakes per year (January, May, September).
Students will be eligible for a UK Student loan if their course is completed within 3 years.
Core modules:
MRes Research Project
Optional modules:
The MRes comprises three taught modules (including Research Methodologies and Advances in Bioscience) followed by a 120 credit work-based dissertation (20,000 words).
We have designed our training to be as accessible as possible, particularly for those in full time employment. Each taught module comprises a 12 or 14 week distance learning module worth 20 credits which can be taken for your own continuing professional development or interest; or built towards a postgraduate qualification. The research elements of our qualifications are carried out in your work place with regular academic supervision. The training is web-based which means that as long as you have access to a reasonable broadband connection (i.e. are able to stream videos such as on YouTube), you can study where and when best suits you. Learning material includes podcast lectures, e-group projects, guided reading, interactive workbooks and discussion forums, as well as assignments and e-tutorials. By signing a re-registration form each year you will have access to e-journals and library resources for the duration of your registration.
There are no exams within this programme. Taught modules are assessed via course work and forum discussion. Research is monitored and assessed.