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Masters Degrees (Learning For Sustainability)

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This MSc is an opportunity to study international educational responses to global issues and benefit from Scotland’s position as one of the leading countries in the world in this field. Read more

Programme description

This MSc is an opportunity to study international educational responses to global issues and benefit from Scotland’s position as one of the leading countries in the world in this field.

The programme has been designed in response to recent policy declarations by the General Teaching Council for Scotland (Revised Professional Standards) and the Scottish Government.

It seeks to understand and contribute to the ways schooling, community and higher education respond to issues such as climate change, resource depletion, inequality and well-being, and ecological and economic stability.

It explores the relationships between learning and social and environmental change in complex, global circumstances, through local places and educational contexts.

Programme structure

For the Postgraduate Certificate (PgCert) programme you will study:

Introduction to Learning for Sustainability
Ecosystems for Educators
Outdoor Learning

For the Postgraduate Diploma (PgDip) programme you will study the PgCert courses plus the following:

Education for Environmental Citizenship
Environmental Philosophy and City-based Outdoor Learning
Experiential Education
The Sources of Knowledge (or Conceptualising Research)

For the Masters (MSc) programme you will study the PgCert and PgDip courses plus the following:

Planning Research
Dissertation

Career opportunities

The programme is designed to enhance career opportunities for practising teachers, education professionals, policy-makers and activists from informal, environmental, outdoor, community and NGO education providers and for Scottish, UK and international students who already work, or intend to work, in these and related areas.

The University of Edinburgh plays a key role in Scotland’s UN Recognised Regional Centre of Expertise in Education for Sustainable Development, and can offer strong collaborative links with other Scottish universities, non-governmental organisations, and third sector organisations within Scotland and internationally.

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Education for Sustainability (EfS) offers postgraduate courses from Continued Professional Development to Masters level. They provide personal and professional development for anyone involved in communicating sustainability, whatever the context. Read more
Education for Sustainability (EfS) offers postgraduate courses from Continued Professional Development to Masters level. They provide personal and professional development for anyone involved in communicating sustainability, whatever the context.

This course is designed for anyone interested in paving the way for a more sustainable world by way of understanding, educating or promoting sustainability. Although most of our students, present and past, are educators, teachers and NGO educational, training or campaigning staff we also draw students from many other backgrounds, such as, health, media, business, government, botanic and zoological work.

Our passion for a sustainable future

Developed in collaboration with World Wide Fund for Nature (WWF), Oxfam and the EU, It draws on the expertise of environmental and development NGOs as well as the academic and educational communities. It deals with the theory and practice of Education for Sustainability and enables you to explore and expand the role that EfS can play in educational, social, political and economic change.

Internationally recognised

As an internationally recognised pioneer in the field of EfS, we welcome and thrive on diversity and inclusion while offering a range of qualifications with flexible study modes, including distance learning. Since our launch in 1994, we have continued to grow steadily as a dynamic interface between theory and practice in EfS, both within and outside the UK. The EfS courses at LSBU offer many unique qualities that will enhance your international experience. The existence of the programme at LSBU has been instrumental in the development of LSBU as a United Nations Regional Centre of Expertise in Education for Sustainable Development.

Our roots lie in the 1992 UN Earth Summit in Rio, Brazil. There, a commitment was made to integrate environmental and development concerns in the emerging concept of sustainability while emphasising the importance of education's role in building a sustainable world. In response to this a group of development and environmental organisations – with the financial contributions from WWF-UK, Oxfam and the EU – got together with LSBU and the eventual result was our EfS programme, the first ever masters programme of this kind.

See the website http://www.lsbu.ac.uk/courses/course-finder/education-sustainability-msc

Modules

All modules make use of case studies and readings from a range of global regions and are designed to be applicable to any type of educational or country context.
- An Introduction to education for sustainability
- Values and participation in EFS; from local to global
- Leadership, learning and climate change: the sustainability revolution
- Theory and perspectives on environment and development
- Science and culture in education for sustainability
- Researching education for Sustainability
- Dissertation (MSc only)

Employability

Employers have found that the programme has enabled students to develop and enhance work practices in the light of current theories and debates. This has led to a number of organisations sponsoring their staff to do the programme as a means of capacity building and staff development. Many EFS graduates have gone onto gain promotion, career advancement or have made use of the course to change their career direction.

The course provides the following transferable skills, which are valued by employers:
- Effective communication
- Ability to apply theory to practice
- Understanding and managing change
- Problem solving and strategic planning
- Critical thinking
- Holistic thinking
- Curriculum leadership skills.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

- direct engagement from employers who come in to interview and talk to students
- Job Shop and on-campus recruitment agencies to help your job search
- mentoring and work shadowing schemes.

Professional links

The programme retains close links with experts and practitioners in the field, many of whom are EFS tutors, and the programme is greatly enriched by their contribution. The programme also continues to work closely with a range of NGOs on research and development projects.

The programme runs an annual conference with recognised key note speakers in the field of EFS. Recent contributors include:
- Ann Finlayson, education commissioner, UK Sustainable Development Commission;
- Dr Mae-Wan Ho, director, Institute of Science in Society;
- Alan Simpson, MP;
- Professor Stephen Sterling;
- Professor Charles Hopkins, Unesco Chair in ESD York University, Toronto;
- Dr Dorcas Otieno Director Regional centre of expertise in ESD, Nairobi, Kenya.

Teaching and learning

We aim to help you become an effective agent for positive change in learning and education relevant for sustainability. We do so by enquiring into the kind of learning for change in personal, social and ecological spheres that is needed to help understand, develop and promote sustainability. When you complete our programme, you will have achieved the personal and professional development required to be an effective agent for change.

Flexible study options

The course may be studied either full-time at LSBU, or part-time by distance/flexible learning. The part-time distance learning mode is particularly suitable if you are living overseas or working or who find it difficult to attend a traditional course. Students studying part-time by distance/flexible learning based in their home country are not required to apply for a visa. It is also possible to start by signing on for a short course (two modules). Many students start with the short course and then decide to continue for a further award.

Course structure

Sessions are delivered through distance learning and web activities with optional - Monthly Saturday day schools Fast Track - Monthly Saturday day schools.

Learning resources

In an emerging field like EfS the interface between theory and practice is even more important. Theory informs practice and practice in turn nourishes theory. That's why our course materials undergo continuous review and updating. Networking is an essential element for us to consolidate our premier position as a theory-practice interface in EfS. The Blackboard e-learning system used by our programme's provides a platform for students and tutors to learn, discuss and debate various aspects related to EfS, regardless of their location.

You'll receive all the materials they need for independent study within a set timescale, which includes:
- a Study Guide to introduce the key themes, debates and theories
- a Course Reader with specialist key texts
- supplementary material (e.g. additional written material or DVD)
- access to the EFS blackboard website for online learning opportunities

Assessments

All assessment is through written coursework. For example, essay writing, report writing, programme design or research studies.

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If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you. The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning. Read more
If you are intrigued by the acquisition, processing, analysis and understanding of computer vision, this Masters is for you.

The programme is offered by Surrey's Department of Electrical and Electronic Engineering, recognised for world-leading research in multimedia signal processing and machine learning.

PROGRAMME OVERVIEW

This degree provides in-depth training for students interested in a career in industry or in research-oriented institutions focused on image and video analysis, and deep learning.

State-of-the-art computer-vision and machine-learning approaches for image and video analysis are covered in the course, as well as low-level image processing methods.

Students also have the chance to substantially expand their programming skills through projects they undertake.

PROGRAMME STRUCTURE

This programme is studied full-time over 12 months and part-time over 48 months. It consists of eight taught modules and a standard project.

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Digital Signal Processing A
-Object Oriented Design and C++
-Image Processing and Vision
-Space Robotics and Autonomy
-Satellite Remote Sensing
-Computer Vision and Pattern Recognition
-AI and AI Programming
-Advanced Signal Processing
-Image and Video Compression
-Standard Project

EDUCATIONAL AIMS OF THE PROGRAMME

The taught postgraduate degree programmes of the Department of Electronic Engineering are intended both to assist with professional career development within the relevant industry and, for a small number of students, to serve as a precursor to academic research.

Our philosophy is to integrate the acquisition of core engineering and scientific knowledge with the development of key practical skills (where relevant). To fulfil these objectives, the programme aims to:
-Attract well-qualified entrants, with a background in Electronic Engineering, Physical Sciences, Mathematics, Computing and Communications, from the UK, Europe and overseas.
-Provide participants with advanced knowledge, practical skills and understanding applicable to the MSc degree
-Develop participants' understanding of the underlying science, engineering, and technology, and enhance their ability to relate this to industrial practice
-Develop participants' critical and analytical powers so that they can effectively plan and execute individual research/design/development projects
-Provide a high level of flexibility in programme pattern and exit point
-Provide students with an extensive choice of taught modules, in subjects for which the Department has an international and UK research reputation

Intended capabilities for MSc graduates
-Know, understand and be able to apply the fundamental mathematical, scientific and engineering facts and principles that underpin computer vision, machine learning as well as how they can be related to robotics
-Be able to analyse problems within the field computer vision and more broadly in electronic engineering and find solutions
-Be able to use relevant workshop and laboratory tools and equipment, and have experience of using relevant task-specific software packages to perform engineering tasks
-Know, understand and be able to use the basic mathematical, scientific and engineering facts and principles associated with the topics within computer vision, machine learning
-Be aware of the societal and environmental context of his/her engineering activities
-Be aware of commercial, industrial and employment-related practices and issues likely to affect his/her engineering activities
-Be able to carry out research-and-development investigations
-Be able to design electronic circuits and electronic/software products and systems

Technical characteristics of the pathway
This programme in Computer Vision, Robotics and Machine Learning aims to provide a high-quality advanced training in aspects of computer vision for extracting information from image and video content or enhancing its visual quality using machine learning codes.

Computer vision technology uses sophisticated signal processing and data analysis methods to support access to visual information, whether it is for business, security, personal use or entertainment. The core modules cover the fundamentals of how to represent image and video information digitally, including processing, filtering and feature extraction techniques.

An important aspect of the programme is the software implementation of such processes. Students will be able to tailor their learning experience through selection of elective modules to suit their career aspirations.

Key to the programme is cross-linking between core methods and systems for image and video analysis applications. The programme has strong links to current research in the Department of Electronic Engineering’s Centre for Vision, Speech and Signal Processing.

PROGRAMME LEARNING OUTCOMES

The Department's taught postgraduate programmes are designed to enhance the student's technical knowledge in the topics within the field that he/she has chosen to study, and to contribute to the Specific Learning Outcomes set down by the Institution of Engineering and Technology (IET) (which is the Professional Engineering body for electronic and electrical engineering) and to the General Learning Outcomes applicable to all university graduates.

General transferable skills
-Be able to use computers and basic IT tools effectively
-Be able to retrieve information from written and electronic sources
-Be able to apply critical but constructive thinking to received information
-Be able to study and learn effectively
-Be able to communicate effectively in writing and by oral presentations
-Be able to present quantitative data effectively, using appropriate methods

Time and resource management
-Be able to manage own time and resources
-Be able to develop, monitor and update a plan, in the light of changing circumstances
-Be able to reflect on own learning and performance, and plan its development/improvement, as a foundation for life-long learning

Underpinning learning
-Know and understand scientific principles necessary to underpin their education in electronic and electrical engineering, to enable appreciation of its scientific and engineering content, and to support their understanding of historical, current and future developments
-Know and understand the mathematical principles necessary to underpin their education in electronic and electrical engineering and to enable them to apply mathematical methods, tools and notations proficiently in the analysis and solution of engineering problems
-Be able to apply and integrate knowledge and understanding of other engineering disciplines to support study of electronic and electrical engineering

Engineering problem-solving
-Understand electronic and electrical engineering principles and be able to apply them to analyse key engineering processes
-Be able to identify, classify and describe the performance of systems and components through the use of analytical methods and modelling techniques
-Be able to apply mathematical and computer-based models to solve problems in electronic and electrical engineering, and be able to assess the limitations of particular cases
-Be able to apply quantitative methods relevant to electronic and electrical engineering, in order to solve engineering problems
-Understand and be able to apply a systems approach to electronic and electrical engineering problems

Engineering tools
-Have relevant workshop and laboratory skills
-Be able to write simple computer programs, be aware of the nature of microprocessor programming, and be aware of the nature of software design
-Be able to apply computer software packages relevant to electronic and electrical engineering, in order to solve engineering problems

Technical expertise
-Know and understand the facts, concepts, conventions, principles, mathematics and applications of the range of electronic and electrical engineering topics he/she has chosen to study
-Know the characteristics of particular materials, equipment, processes or products
-Have thorough understanding of current practice and limitations, and some appreciation of likely future developments
-Be aware of developing technologies related to electronic and electrical engineering
-Have comprehensive understanding of the scientific principles of electronic engineering and related disciplines
-Have comprehensive knowledge and understanding of mathematical and computer models relevant to electronic and electrical engineering, and an appreciation of their limitations
-Know and understand, at Master's level, the facts, concepts, conventions, principles, mathematics and applications of a range of engineering topics that he/she has chosen to study
-Have extensive knowledge of a wide range of engineering materials and components
-Understand concepts from a range of areas including some from outside engineering, and be able to apply them effectively in engineering projects

Societal and environmental context
-Understand the requirement for engineering activities to promote sustainable development
-Relevant part of: Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk issues
-Understand the need for a high level of professional and ethical conduct in engineering

Employment context
-Know and understand the commercial and economic context of electronic and electrical engineering processes
-Understand the contexts in which engineering knowledge can be applied (e.g. operations and management, technology development, etc.)
-Be aware of the nature of intellectual property
-Understand appropriate codes of practice and industry standards
-Be aware of quality issues
-Be able to apply engineering techniques taking account of a range of commercial and industrial constraints
-Understand the basics of financial accounting procedures relevant to engineering project work
-Be able to make general evaluations of commercial risks through some understanding of the basis of such risks
-Be aware of the framework of relevant legal requirements governing engineering activities, including personnel, health, safety and risk (including environmental risk) issues

Research and development
-Understand the use of technical literature and other information sources
-Be aware of the need, in appropriate cases, for experimentation during scientific investigations and during engineering development
-Be able to use fundamental knowledge to investigate new and emerging technologies
-Be able to extract data pertinent to an unfamiliar problem, and employ this data in solving the problem, using computer-based engineering tools when appropriate
-Be able to work with technical uncertainty

Design
-Understand the nature of the engineering design process
-Investigate and define a problem and identify constraints, including environmental and sustainability limitations, and health and safety and risk assessment issues
-Understand customer and user needs and the importance of considerations such as aesthetics
-Identify and manage cost drivers
-Use creativity to establish innovative solutions
-Ensure fitness for purpose and all aspects of the problem including production, operation, maintenance and disposal
-Manage the design process and evaluate outcomes
-Have wide knowledge and comprehensive understanding of design processes and methodologies and be able to apply and adapt them in unfamiliar situations
-Be able to generate an innovative design for products, systems, components or processes, to fulfil new needs

Project management
-Be able to work as a member of a team
-Be able to exercise leadership in a team
-Be able to work in a multidisciplinary environment
-Know about management techniques that may be used to achieve engineering objectives within the commercial and economic context of engineering processes
-Have extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately

FACILITIES, EQUIPMENT AND SUPPORT

To support your learning, we hold regular MSc group meetings where any aspect of the programme, technical or non-technical, can be discussed in an informal atmosphere. This allows you to raise any problems that you would like to have addressed and encourages peer-based learning and general group discussion.

We provide computing support with any specialised software required during the programme, for example, Matlab. The Faculty’s student common room is also covered by the University’s open-access wireless network, which makes it a very popular location for individual and group work using laptops and mobile devices.

Specialist experimental and research facilities, for computationally demanding projects or those requiring specialist equipment, are provided by the Centre for Vision, Speech and Signal Processing (CVSSP).

CAREER PROSPECTS

Computer vision specialists are be valuable in all industries that require intelligent processing and interpretation of image and video. This includes industries in directly related fields such as:
-Multimedia indexing and retrieval (Google, Microsoft, Apple)
-Motion capture (Foundry)
-Media production (BBC, Foundry)
-Medical Imaging (Siemens)
-Security and Defence (BAE, EADS, Qinetiq)
-Robotics (SSTL)

Studying for Msc degree in Computer Vision offers variety, challenge and stimulation. It is not just the introduction to a rewarding career, but also offers an intellectually demanding and exciting opportunity to break through boundaries in research.

Many of the most remarkable advancements in the past 60 years have only been possible through the curiosity and ingenuity of engineers. Our graduates have a consistently strong record of gaining employment with leading companies.

Employers value the skills and experience that enable our graduates to make a positive contribution in their jobs from day one.

Our graduates are employed by companies across the electronics, information technology and communications industries. Recent employers include:
-BAE Systems
-BT
-Philips
-Hewlett Packard
-Logica
-Lucent Technologies
-BBC
-Motorola
-NEC Technologies
-Nokia
-Nortel Networks
-Red Hat

INDUSTRIAL COLLABORATIONS

We draw on our industry experience to inform and enrich our teaching, bringing theoretical subjects to life. Our industrial collaborations include:
-Research and technology transfer projects with industrial partners such as the BBC, Foundry, LionHead and BAE
-A number of our academics offer MSc projects in collaboration with our industrial partners

RESEARCH PERSPECTIVES

This course gives an excellent preparation for continuing onto PhD studies in computer vision related domains.

GLOBAL OPPORTUNITIES

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

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

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This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.
It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level
-You will be expected to develop an autonomous learning style and become self-directed as a learner.

Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care. Read more
This programme is designed to prepare nurses and a range of health and social care professionals for new and challenging roles in advancing and shifting the professional boundaries in critical care.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme is suitable for healthcare professionals working in community practice or mental health practice. Read more
This programme is suitable for healthcare professionals working in community practice or mental health practice. The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context. Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012.

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020.

This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

Experienced nurses, midwives and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills. Read more
This programme offers registered midwives an opportunity to engage in postgraduate education, in order to deepen and enhance their practice through acquisition, extension and critical appraisal of their knowledge and skills.

The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.
Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context.

The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

[[Learning activities and assessment
Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes.

The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

[[Career support and prospects
The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs.

Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake Master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

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The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor. Read more
The Advanced Practice programme at the University of Bradford offers students the opportunity to apply knowledge to a range of clinical and professional situations through reflection and practice experience, supported by an experienced mentor.

It develops skills designed to meet the challenges of delivering and advancing quality healthcare within a global context.

Learning and teaching is designed to equip students with skills in using a range of information, data, tools and techniques to improve the quality of patient care and health outcomes as well as demonstrate impact and value. There is a focus on patient safety, risk assessment and risk management within a clinical governance context. The programme is intended to:
-Provide a flexible educational framework that is vocationally relevant, which meets your professional development needs, as well as the organisational needs of employers
-Provide opportunities for inter-professional teaching and learning to share the knowledge, skills and experience common to a range of different health and social care disciplines
-Provide a framework within which the curriculum, where required, meets the regulatory needs of professional bodies such as the NMC, GPhC and HCPC and recognised National benchmarks
-Stimulate you to become a self-directed learner who is motivated to sustain and advance your own continuous professional learning
-Develop your clinical skills, knowledge and critical understanding to an advanced level, applicable to your own field of practice
-Further develop your cognitive and practical skills to undertake data synthesis, complex problem solving and risk assessment
-Prepare you to become an autonomous practitioner, to work in advanced and specialist roles with high levels of accountability
-Develop you as a practitioner who will innovate, promote evidence informed practice and improve service user outcomes
-Develop you as a leader with skills and confidence, to act as a role model, supporting the professional development of colleagues and the work of your organisation
-Develop you as a critically reflective, competent leader who will manage service development towards effective, sustainable, inclusive, fair and ethically sensitive service provision

Professional Accreditation

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2020. This is the only Nationally recognised quality marker, and is therefore a portable qualification and a quality marker for Advanced Nurse Practitioners programmes in the UK. The accreditation demonstrates that our Advanced Practice programmes have been rigorously evaluated against 15 standards and associated criteria (RCN, 2012) and judged to prepare Advanced Nurse Practitioners to an advanced level commensurate with the RCN guidance (RCN, 2012).

Why Bradford?

This programme is part of the interdisciplinary Specialist Skills and Post Registration Development (SSPRD) Framework within the Faculty of Health Studies. The Framework enables you to undertake a named award or create an individualised programme of study that will meet either your needs and/or your employer’s needs for a changing diverse workforce within a modern organisation.

The SSPRD Framework offers a structure within which students undertaking the MSc Advanced Practice and named awards have a wide choice of modules. Whilst some students can build their own awards by choosing their own menu of module options the module choice on specialist, named award pathways is more clearly defined. If you are a UK student your programme of study will not only focus on research informed knowledge and understanding but will also extend your skills and competence in practice. International students will focus on modules that assess application to practice through a more reflective approach. The module choice for international students and UK students who are not working in a healthcare setting is restricted to those modules with an ‘international’ version.

Your programme of study and the collection of modules you may choose to study will contextualise your learning by addressing the Aims and Learning Outcomes for the programme which are outlined in the next section of this document. Modules such as the research or work based project modules, for example, enable you to shape your own focus of study within the modules aims and learning outcomes by learning the principles being taught and applying them to your own professional/employment area.

The flexibility offered by the Faculty of Health’s framework will enable you to take forward your current experience whatever the area of your work in collaboration with the University of Bradford. If you are not currently working in a UK healthcare setting you will have your choice limited to those modules with an ‘international’ version. An academic advisor will discuss with you and support your choices.

The Faculty of Health Studies is a major provider of education and training for individuals working within the health, social, independent and community/voluntary sector organisations across the Yorkshire and Humber Region and wider. The Faculty focus on excellence though knowledge, practice, research, leadership and management aims to support the future sustainability of the individuals, through lifelong learning and improved employability and thereby influencing the future adaptability of individual organisations and service delivery to promote change.

Learning activities and assessment

Whilst following this programme of study, you will engage with learning through a range of teaching methods. These methods will be dependent on modules studied, however student-centred approaches to learning are a feature of the modules and you will be expected to take responsibility for your learning as you develop your academic skills.

There are a number of approaches to the manner in which modules are delivered and these include block attendance, study day attendance, distance learning and blended learning. When devising your study plan with your academic advisor, you will be informed regarding which delivery methods are utilised for which module.

The aims of the teaching and learning strategies have been designed so that you will be given the opportunity to develop theoretical understanding, research informed knowledge and critical thinking to develop a range of skills appropriate to your professional field, your organisation and workplace setting. You will also develop your skills and knowledge of research and application to your practice area.

Your course of study will expose you to a range of different teaching, learning and assessment strategies required to achieve the learning outcomes. The teaching approaches that are used across the Faculty of Health Studies are informed by the University and Faculty core values which are for teaching and learning to be: Research informed, Reflective, Adaptable, Inclusive, Supportive, Ethical and Sustainable. You may experience these across your choice of modules in order to meet both the aims of the programme and your learning outcomes which may include any number of the following:
-Research informed lectures: to a group of students where information will be presented and discussed
-Facilitated seminars and group discussion: where learning will be through the interpretation and critical application of information and group learning
-Tutorial: where small group number of students reflect and discuss issues related to their learning
-Work-based learning: where learning is directed at consolidating skills in relation to theory and best practice, enabling students to advance their competence in their field of practice
-Use of Web based virtual learning environments: such as Blackboard, to access information and to interact with other students undertaking group work or developing wikis
-Distance learning packages where clearly defined directed study and tasks are available for the student to undertake
-Directed reading: where set reading may be recommended
-Self-Directed learning: Where student are expected to develop their own learning by identifying areas of interest and areas in which knowledge needs to be developed
-Undertaking a work based project or a research module which is shaped by your own self-directed learning needs and the learning outcomes at MSc level

You will be expected to develop an autonomous learning style and become self-directed as a learner. Your learning will be assessed against the learning outcomes and programme aims through the use of a range of different assessment techniques which may include one or more of the following approaches:
-Written essay
-A Reflective Case study
-The development of a reflective portfolio
-Completion of set number of competencies
-Completion of a set number of clinical contacts
-Practical examination
-Computer based Multiple Choice Question examination
-Computer based open book examination
-Seminar Presentation
-Objective structured clinical examination (OSCE)
-Written project report
-Completion of a Dissertation
-Research paper/executive summary

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

Experienced nurses and healthcare practitioners now have the opportunity to take on challenging roles, working across professional, organisational and system boundaries to meet diverse patient needs. Healthcare practitioners working towards these advanced practice roles, often at the forefront of innovative practice, are expected to undertake master’s level education. The programme is designed to develop the skills in complex reasoning, critical thinking and analysis required to undertake these roles.

Read less
Are you interested in how businesses engage with communities? Are you curious about how corporate governance mechanisms lead to responsible business? Have you wondered how organisations think about the natural environment and the impact this has? Or are you just passionate about all things sustainability? If so, then the MSc in Sustainability and Management is for you!. Read more
Are you interested in how businesses engage with communities? Are you curious about how corporate governance mechanisms lead to responsible business? Have you wondered how organisations think about the natural environment and the impact this has? Or are you just passionate about all things sustainability? If so, then the MSc in Sustainability and Management is for you!

This programme explores the challenges and opportunities that social and environmental issues create for organisations. We will uncover the thinking behind, and tools of corporate social responsibility and sustainability, that help managers improve the long-term survival of their organisations within increasingly dynamic global markets. We will debate some of the core assumptions of business and consider the changes needed to bring organisations more in line with the broader expectations of society. We will investigate the challenges for managerial decision-making that arise from the imperative to improve the sustainability of the firm and its relationships with communities, society and the natural environment. Our programme is 12 months long, with two 11-week semesters of taught content, and the summer period, where you can choose between a research dissertation and a practice track.

Visit the website http://www.bath.ac.uk/management/msc-sustainability-management/

Why the Msc in Sustainability and Management?

The programme will:
*Deepen and advance your understanding of corporate sustainability
*Provide you with a comprehensive knowledge and appreciation of significant contemporary issues in business and management research with a particular emphasis on issues relating to corporate social responsibility and environmental sustainability
*Enable you to balance theory with practical application
*Develop your key business skills including group working skills, project management and presentation skills
* Leverage the expertise of nationally and internationally recognised faculty who have successfully published in the world’s top journals
* Prepare you for a wide variety of business/ management roles

Structure and Content

Our MSc in Sustainability and Management is an intensive full-time programme lasting 12 months. The programme is divided into two 11-week semesters of taught content, and the summer period, where you can choose between a research dissertation and the practice track. The dissertation allows you to focus on a specific aspect of sustainability that is interesting to you, using theory and robust research methods to investigate and generate a much deeper understanding of this area of interest. The practice track allows you take all you have learned about sustainability, and use this knowledge within your team to come up with a solution for an organisation’s problem.

Semester 1
During the first semester you will study the following five modules:
-Business Economics
-Business Ethics
-Marketing
-Human Resource Management
-Operations Management

Semester 2
During the second semester the modules are:
-Methods of Management Research
-Strategies for Sustainability
-Principles of Corporate Social Responsibility
-Environmental Management
-Global Governance and Accountability

Please note that modules and unit content are subject to change. Please see the latest programme catalogue for information on courses currently available.

Summer period
During the summer period you will be able to choose between two tracks: (1) dissertation track and (2) practice track.
The dissertation track gives you the opportunity to do a piece of substantial work on your own, demonstrating originality, innovation, drive, and determination. The dissertation also enables you to plan and execute your own project, giving you complete choice and flexibility.

The practice track allows you to undertake a number of tasks, both working in teams with other members of your cohort and working individually. The practice track is designed to allow you to apply learned concepts and theories to practical problems and issues, including a management problem which will be presented to you by an organisation. This track also provides opportunities for gaining practical experience in running team projects.

Both tracks allow you to demonstrate critical insight and reflective thinking about business/management/policy issues. The tracks also help develop your written and presentation skills, and your ability to develop effective arguments. All of these attributes are transferable skills relevant to the workplace and your future career.

Teaching & Learning Methods

You will be exposed to a variety of teaching and learning methods that could include: interactive lectures, case studies, seminar presentations and group project work. As this is a Masters level course, we place a significant emphasis on independent, directed, private study that is often conducted in learning sets or groups.

Assessment

A variety of individual and group assessment methods are used throughout the degree including assignments, exams, presentations, reports and exercises.

Career development and Support

We recognise that enhancing your employability is a primary goal for undertaking a Master's degree at Bath. We have a successful track record and extensive experience of working with a wide range of global organisations to develop the right skills and competencies that our students will need to achieve their career goals.

Destinations of our MSc in Sustainability and Management graduates (2014):

100% of 2014 MSc Sustainability and Management graduates were employed within 6 months of graduation. Our outstanding record for employability is reflected in the companies and organisations where these graduates now work:

Recruiters include:

AB Inbev
AnTech
DAI (USAID project)
Mitsubishi
Total
The Carbon Trust
University of Bath
Williams Advanced Engineering

Career Development Programme

Our expert careers team is dedicated to providing first class careers support exclusively for School of Management MSc students.
We offer a Comprehensive Career Development Programme and provide an individual service by working with you on a one-to-one basis to identify your career goals and help you to plan your job search.

Our Career Development programme is integrated into your MSc timetable and includes;

- An overview of career opportunities in different sectors
- Workshops on the recruitment process including: CVs, cover letters, application forms and interview advice
- Mock interviews and assessment centres
- Opportunities to network with graduate recruiters, sector specialists and alumni
- Guest speakers, company visits and presentations, employer-led skills sessions
- Development of employability skills by participating in company sponsored community projects
- Week-long business immersion week - The Future Business Challenge
- Additional support for international students and those seeking global job opportunities

A highly ranked business school

We have established ourselves as one of Europe’s leading business schools and 2016 marks the 50th Anniversary of the University of Bath, celebrating our past achievements and looking forward.

The School of Management is one of the UK's leading business schools. Currently ranked 1st for Student Experience (Times Higher Education 2015) (http://www.bath.ac.uk/management/about/rankings.html#NSS) and 1st for Business & Management (The Complete University Guide 2016) (http://www.thecompleteuniversityguide.co.uk/league-tables/rankings?s=Business+%26+Management+Studies), we are a leading centre for management research - placed 8th in the UK in the latest REF2014 (http://www.bath.ac.uk/management/about/rankings.html#ref) for business and management studies, confirming the world-class standing of our faculty.

Find out about the department here - http://www.bath.ac.uk/management/faculty/

Find out how to apply here - http://www.bath.ac.uk/management/msc-operations-logistics-supply-chain/how-to-apply

Government Loans

A new system of postgraduate loans for Masters courses is being developed for students at English universities. There will be loans of up to £10,000 available for Masters students starting a course in 2016/17. More information is available on the study site (http://www.bath.ac.uk/study/pg/funding/taught/government-loans/index.html) and the government website external website.

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This is a masters degree focuses on the key strategic and leadership challenges brought about by climate change and broader environmental issues. Read more

MSc Sustainability and Adaptation Planning

This is a masters degree focuses on the key strategic and leadership challenges brought about by climate change and broader environmental issues. From spatial master-planning to politics and economics, this MSc gets to the heart of the how the environment must be brought into decision-making. It is among the first such programmes in the UK to put adaptation transformation at the heart of the teaching.

Future environmental change and the effectiveness of solutions are both uncertain. We teach students to integrate risk assessment into decision-making. Theoretical concepts are reinforced with applied projects in landscape planning, design and case studies. The MSc course covers a variety of themes including land use, cities and communities, politics and economics, ecosystem function, water and waste management. Optional modules in the built environment, energy, sustainable materials and renewable technologies can also be taken.

How is the course taught?

Taught either by distance learning or through residential blocks in one of the most imaginative environmental buildings in the UK (or a mixture of the two). The programme draws on our expert staff (https://gse.cat.org.uk/index.php/postgraduate-courses/msc-sustainability-and-adaptation/sa-staff-profiles) and a wide selection of specialist guest lecturers; people who have made exceptional contributions to thinking and action in the environmental and built environment sectors.

The Sustainability and Adaptation Planning masters degree gives you the knowledge and skills to plan for adapting to environmental change. It also gives you the tools to drive sustainability strategy and transformation across a range of organisations and government. This includes skills for incorporating risk assessment into decision making and dealing with uncertainty.

What qualification will you receive?

Successful completion of the programme MSc Sustainability and Adaptation Planning at the Centre for Alternative Technology leads to the award of Master of Science (MSc) by UEL

Modules include

- Adaptation and sustainability: concepts and planning
- Ecosystem services, land use and water and waste management
- Environmental adaptation, sustainability, politics and economics
- Cities and communities
- Energy flows and energy efficient design in buildings
- Sustainable materials in the built environment

Why study at CAT?

Studying at the Centre for Alternative Technology (CAT) is a truly unique experience. For the past 40 years CAT has been at the forefront of the environmental movement, pioneering low-carbon living and renewable technology. At the Graduate School of the Environment (GSE), students benefit from our extensive practical and academic knowledge, graduating with the skills needed to become leading players in the sustainability sector. Find out more about our facilities here: https://gse.cat.org.uk/index.php/postgraduate-courses/msc-sustainability-and-adaptation/sa-site-and-facilities

Hands-on learning

At CAT, hands-on learning takes place side by side with academic study. Residential on-site block learning weeks are taught at the Centre for Alternative Technology (CAT), a truly unique and inspiring learning environment. Nestled in a disused slate quarry on the edge of the Snowdonia National Park, CAT is a living laboratory for paractical, sustainable solutions. It contains some of the most innovative and renowned environmentally conscious buildings in the country, as well as one of the most diverse range of installed renewable technologies, on site water and sewage treatment, sustainably managed woodland and acres of organic gardens.

Flexibility

It is a flexible degree, taught in blocks taken either with an intensive residential stay of five or six nights at the centre, or by distance learning. MSc students are free to choose between these teaching modes for every module. There is a choice of modules, taken over one year or two – meaning the degree can be part time. It is a masters degree designed to give you the best possible experience whilst also meshing neatly with the pressures of modern professional and family life.

Immersive learning environment

Optional residential module weeks include lectures, seminars, group work and practicals. Applied work tends to dominate later in the week once we have laid the theoretical groundwork. These module weeks provide a truly immersive environment to escape daily life and apply yourself to new learning. Many eminent experts give guest lectures or hold seminars during these modules, as it is a course which seeks to draw on the expertise and learning of the whole environmental sector.

Is this the course for you?

If you would like to visit for an overnight stay during a module, where you can attend lectures and workshops and meet staff and students, please contact Shereen Soliman:

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Sustainability has emerged as a defining issues of the 21st century. Achieving enduring and fairer societies requires viable economies, sound science and good governance. Read more
Sustainability has emerged as a defining issues of the 21st century. Achieving enduring and fairer societies requires viable economies, sound science and good governance. This course provides training in theory and critical analysis along with the practical skills to facilitate the transformation needed to deliver low carbon futures.

Why study Sustainability at Dundee?

The MSc in Sustainability is being introduced in recognition of the challenges of water, food, energy and health security facing the planet. The portfolio of environmental disciplines is exceptionally strong in the University as are its traditions of cross-disciplinary collaboration and cooperation.
Along with the flagship MSc in Sustainability, there are four specialised pathways:

MSc in Sustainability and Water Security
MSc in Sustainability and Climate Change
MSc in Sustainability and Low Carbon Living
MSc in Sustainability and the Green Economy

What's so good about Sustainability at Dundee?

There is a strong postgraduate culture which Sustainability students can enjoy.
The Graduate School of Natural Resources Law, Policy and Management includes both the Centre for Energy, Petroleum and Mineral Law Policy and the Centre for Water Law, Policy and Science (under the auspices of UNESCO) both of which have long standing international reputations. Specialist high-level speakers sourced from international organisations are invited to present throughout the year, these sessions provide a vital opportunity for students to become connected with industry so continued communication is encouraged after the events.

The School of the Environment and CECHR similarly have an extended programme of guest lectures and speakers and through xcechr there are multiple events bringing Masters and PhD students together by a common interest in environmental change research. Examples of the activities that result include Student-Supervisor-Seminar-Series, ‘change-maker workshops’ and a national show-case ‘Facing the Future’ Symposium.

Who should study this course?

This course is suitable for a wide range of graduates from;
Environmental backgrounds (e.g. geography, planning, environmental studies) looking to upskill and achieve a deeper understanding
Natural science graduates (e.g. chemistry, maths) and engineers looking to develop a more rounded understanding of environmental issues, especially in relation to regulation and policy.
Arts and social science students wishing to use their social, economic and political perspectives to take on the challenges associated with complex environmental systems and their management.

How you will be taught

The course is taught as a collection of 20 credit modules amounting to a total of 180 Masters (SHE M, SCQF 11) credits. The delivery style and assessment requirements for each module varies as we believe a diversity of practice provides strength. Nevertheless all modules combine a mixture of formal lecture, small group seminar, practical/field classes and individual tutorials depending on need and the particular learning objectives of each module. The study load corresponds to one third in each of the first two teaching semesters and one third for independent study for the dissertation the summer recess.

What you will study

There are a choice of four specialist pathways in addition to the MSc in Sustainability: See above.

Each of the five MSc pathways contains a common core comprising ‘Principles of Sustainability’ and ‘Transformation for Sustainability’, along with the ‘Research Training’ module. Each named pathway then comprises a specialised core module and then options drawn from a wide range of electives (c. 30 available from contributing academic Schools). All five MSc pathways feature a 60 credit individual research project, the weighting of which reflects the importance of independent investigation and permitting students to develop expertise in their chosen area through effectively four months of dedicated research.

Each of the MSc in Sustainability pathways is geared around the following learning outcomes:

Knowledge and Understanding:
Achieve a critical understanding of key sustainability principles and perspectives informing actions in pursuit of sustainable development, inclusive of environment, economy and equity considerations;
Demonstrate knowledge of approaches to evaluating and measuring sustainability;
Apply different concepts of transformation and change to enable individual and societal shifts towards more sustainable practices;

Skills:
Ability to analyse, evaluate and critically review theory and policy debates relating to sustainability;
Ability to draw on international perspectives and examples of best practice in relation to methods of evaluation and assessment of sustainability;
Ability to design and plan interventions for creating change to promote greater sustainability across different scales;
Design and undertake a substantial independent research project to address significant areas of theory and/or practice.

Capabilities:
Critique and synthesis theory and evidence drawing on a variety of sources;
Ability to communicate evidenced based reports relevant to a range of stakeholders, including policy makers;
Ability to work independently and as part of a team tackling complex environmental problems to tight deadlines;
Ability to design and evaluate transformative change leading to improved sustainability strategies, processes and plans

Transferrable skills, including building arguments, synthesis, reflexivity and making presentations.

How you will be assessed

Assessment follows a variety of styles including individual essays and practical assignments along with formal written examinations; to group exercises and peer group assessment – this is particularly important where oral presentations are involved. The independent research project (dissertation) is an excellent opportunity for a candidate to achieve deep insight into a topic of their own choice. Masters level dissertations can be very diverse, and include formal hypothesis-led research projects; theory or literature-based projects; case-study assessment and advanced professional practice evaluations. Choice of dissertations is negotiated between the student and his or her academic supervisor.

Careers

The environmental sector is one of the key growth areas in the global economy and in UK terms is comparable in size to the pharmaceutical and aerospace sectors combined. An MSc in Sustainability is designed to equip our graduates to take up a wide range of careers in policy, practical management, training and research across a spectrum of organisations from local to international and within the public and private sectors.

International Agencies and NGOs
Civil Service
Governmental environmental and conservation agencies (e.g. SNH, SEPA, EA)
Environmental management and policy sectors (private and public sector)
Environmental consultancy
Management consultancy
Public affairs
Built environment sustainability
Local planning authorities
Research and development
Preparation for PhD research

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A flexible Master’s degree designed to develop a rigorous understanding of transformational responses to climate change. Read more

Masters in Environmental Science and Policy

A flexible Master’s degree designed to develop a rigorous understanding of transformational responses to climate change. Taught at the Centre for Alternative Technology (CAT), which pioneered sustainability practice and theory in the UK, this is the first MSc course to properly integrate and the social, political, economic and practical aspects of living with environmental change.

This Master’s degree tackles these themes through a combination of academic study, discussion and hands-on practical work. We give our MSc students the knowledge, skills and experience needed to develop a career in the environmental sector and make an impact. The programme draws on our expert staff (https://gse.cat.org.uk/index.php/postgraduate-courses/msc-sustainability-and-adaptation/sa-staff-profiles) and a wide selection of academics and specialist guest lecturers; people who have made exceptional contributions to environmental thinking and action.

The MSc course uses the concepts of sustainability and adaptation transformation to frame an analysis of environmental and climate change policy and its implications for society. Students can then choose modules from a wide range that covers politics and economics, urbanisation, communities, biodiversity and ecosystem services, energy in buildings, sustainable materials, environmental assessment and renewable energy.

How is the course taught?

Our MSc programme is taught either by distance learning or through residential blocks in one of the most imaginative environmental buildings in the UK, or in a mixture of the two.

What qualification will you receive?

Successful completion of the programme MSc Sustainability and Adaptation at the Centre for Alternative Technology leads to the award of Master of Science (MSc) by UEL.

Modules include

- Sustainability and Adaptation Concepts and Planning
- Environmental Politics and Economics
- Ecosystem Services, Land use and Water and Waste Management
- Adaptation Transformation Politics and Economics
- Cities and Communities
- Energy Flows in Buildings – Parts A and B
- Energy Provision (Renewable Energy)
- Building Performance Assessment and Evaluation
- Sustainable Materials in the Built Environment
- Built Environment Applied Project or Built Environment Practice Based Project

Why study at CAT?

Studying at the Centre for Alternative Technology (CAT) is a truly unique experience. For the past 40 years CAT has been at the forefront of the environmental movement, pioneering low-carbon living and renewable technology. At the Graduate School of the Environment (GSE), students benefit from our extensive practical and academic knowledge, graduating with the skills needed to become leading players in the sustainability sector. Find out more about our facilities here: https://gse.cat.org.uk/index.php/postgraduate-courses/msc-sustainability-and-adaptation/sa-site-and-facilities

Hands-on learning

At CAT, hands-on learning takes place side by side with academic study. Residential on-site block learning weeks are taught at the Centre for Alternative Technology (CAT), an inspiring learning environment. Nestled in a disused slate quarry on the edge of the Snowdonia National Park, CAT is a living laboratory for practical, sustainable solutions. It contains some of the most innovative and renowned environmentally conscious buildings in the country, as well as one of the most diverse range of installed renewable technologies, on site water and sewage treatment, sustainably managed woodland and acres of organic gardens.

Flexibility

It is a flexible degree, taught in blocks taken either with an intensive residential stay of five or six nights at the centre, or by distance learning. MSc students are free to choose between these teaching modes for every module. There is a choice of modules, taken over one year or two – meaning the degree can be part time. It is a masters degree designed to give you the best possible experience whilst also meshing neatly with the pressures of modern professional and family life.

Immersive learning environment

Optional residential module weeks include lectures, seminars, group work and practicals. Applied work tends to dominate later in the week once we have laid the theoretical groundwork. These module weeks provide a truly immersive environment to escape daily life and apply yourself to new learning. Many eminent experts give guest lectures or hold seminars during these modules, as it is a course which seeks to draw on the expertise and learning of the whole environmental sector.

Is this the course for you?

If you would like to visit for an overnight stay during a module, where you can attend lectures and workshops and meet staff and students, please contact Shereen Soliman:

Read less
With the rising importance of creating a sustainable environment, an increasing number of people are finding that enhancing and ensuring sustainability has become part of their job role. Read more
With the rising importance of creating a sustainable environment, an increasing number of people are finding that enhancing and ensuring sustainability has become part of their job role.

If you are from a project management, finance or legal background, this course offers an ideal way for you to gain a greater understanding of sustainability in the management of construction. You will find out more about the new technology that can make a difference to the environmental impact of organisations and look at processes that could make your company more sustainable.

Our teaching team combine industry experience with cutting-edge research, meaning you can be sure of returning to your job with the most up-to-date information, relevant to your working environment.

Whether sustainability is a new part of your role or you are looking for new skills that would make you attractive to employers, this course will give you the knowledge to make better, more informed decisions about managing sustainability in the workplace.

Visit the website http://courses.leedsbeckett.ac.uk/managingsustainability_apd

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Building on your existing knowledge of the built environment, this course will give you the tools to plan and manage sustainable projects at work. Whether you are established in your role, a recent graduate with an engineering background or you are looking to get back into the construction industry, we will help you develop the specialist skills you need to set you apart.

- Sustainability Manager
- Facilities Manager
- Project Manager
- Values Manager

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

This course offers a great way to learn something that can advance your career without having to put it on hold. Study at your own pace, around your day job at one of the leading centres for sustainability in the UK.

You will learn from a teaching team who have been instrumental in changing UK regulations, contributing to a vast reduction in the carbon emissions produced by the built environment. Visiting consultants from industry, project managers, engineers and sustainability experts, will ensure you benefit from the latest academic research combined with practical experience of managing sustainability in the workplace.

The research findings of our Leeds Sustainability Institute will feed into the course and ensure your learning always reflects the latest sector developments. You will be invited to guest lectures from industry professionals as they discuss topics such as the benefits of a green economy to stimulating economic growth. Previous speakers have included Jonathan Porritt, founder of Forum for the Future, the UK's leading sustainability development charity. Our virtual learning environment will also give you access to the latest reports about sustainability written for industry associations and government bodies.

Core Modules

Project Management with Sustainability
Learn about managing projects taking into account the 'triple bottom line' of environmental, social and economic factors, with a particular focus on an environmental perspective.

Work-Based Learning
Apply your learning about sustainability project management to your workplace or a simulated project and look at how new technologies could benefit this project.

Professor Chris Gorse

Professor of Construction and Project Management

"Engineers, managers and future professionals are not only expected to have an understanding of sustainability, but to ensure that decisions made are effective and considerate of social, economic and environmental needs. The knowledge gained through this course will expose you to key issues and how they can be managed responsibly."

Chris Gorse is Professor of Construction and Project Management and Director of Leeds Sustainability Institute. He leads projects in the areas of sustainability, low carbon and building performance and has an interest in domestic new builds, commercial buildings and refurbishment. Chris is an established author and has consultancy experience in construction management and law.

Facilities

- Northern Terrace
Based at our City Campus, only a short walk from Leeds city centre, Northern Terrace is home to our School of Built Environment & Engineering.

- Leeds Sustainability Institute
Our Leeds Sustainability Institute's facilities include the latest drone and thermal imaging technology to provide new ways of measuring and evaluating building sustainability.

- Library
Our Library is open 24/7, every day of the year. However you like to work, we have got you covered with group and silent study areas, extensive e-learning resources and PC suites.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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