Part time distance learning
Lead academic 2018: Dr Charlotte Codina
This is a part-time distance learning course for practising orthoptists and other eye care professionals.
It's taught online (supported by two residential weekends, an introductory day for Low Vision and virtual tutorials), so you can study for a higher degree without having to leave your current post.
As this is a distance learning programme, attendance in Sheffield is only required for two residential weekends (Year 1 and Year 2), and for the Low Vision module option only, for an Introductory Day and clinical examination. Modules with no residential weekend or introductory day are supported by virtual tutorials. Modules are accessed online, therefore broadband internet access is required.
Please visit our webpages for further information.
Teaching is by distance learning, supported by two weekend residentials that take place in Sheffield and virtual tutorials using e-technology.
The MSc in Clinical Optometry has an international reputation for quality and is at the forefront of continuing education in clinical optometry - you will acquire cutting-edge skills and knowledge from leading UK experts in a dynamic learning environment.
The programme will provide you with an opportunity to enhance your career prospects in this field through gaining both an academic qualification and a professional qualification with either the General Optical Council or the College of Optometrists (where appropriate).
The MSc in Clinical Optometry has been designed to provide optometrists with up-to-date research-based and theoretical knowledge of a wide range of fields, particularly in primary care optometry.
It is a flexible, taught postgraduate modular based programme, delivered on an intensive three-day modular programme design.
Emphasis is placed on 'shared-care' or 'co-management' of patients with other medical disciplines and the expansion of the optometrist's role in ocular therapeutics. The programme integrates clinical and theoretical knowledge, making extensive use of expert practitioners. It enables optometrists to continue development and accumulation of knowledge and expertise relating to ocular health care and vision science during their professional careers.
The programme provides a range of modules including 15 and 60 credit modules at Master’s level. There is a choice of exit routes a PG Cert and PG Dip level, modules can also be taken as stand-alone Continuing Professional Development courses.
The General Optical Council accredits the following modules:
Students completing the final examination must be qualified for at least two years. Find out more
The College of Optometrists accredits the following modules in providing the Professional Certificate:
The Contact Lens Practice module is accredited as the ‘Professional Higher Certificate in Contact Lens Practice’. Find out more
A blended approach to learning and teaching is adopted including institution-based taught modules; e-learning and work-based learning. Modules are led by experienced practitioners and leading researchers, using a variety of direct and interactive teaching methods. You will learn in large and small multi-disciplinary groups and will be supported and encouraged to participate in independent learning.
The range of teaching methods is wide and includes lectures (face-to-face; on-line), tutorials, advanced clinical training, clinical demonstrations, videos and discussion of clinical scenarios and action learning sets. Discussion forums, interactive seminars, peer reviewing work-based examples and clinically focussed critical reflections via a case review process are also included.
Practical classes and clinical skills laboratories provide opportunities to develop practical skills and demonstrate techniques covered in lectures. Many lectures are delivered by external specialists, giving access to current issues, research and methods in the field.
A three-hour examination is taken 8-10 weeks after the module. Methods of assessment vary between modules, reflecting their differences in structure and content. The modular examinations include any combination of the following:
Some modules have more than one assessment component and the weighting for each assessment component is outlined clearly within the module specification.
The programme provides a range of modules which include 15, 30 and 60 credit modules at Master’s level. The programme provides you with a choice of exit routes but modules can also be taken as stand-alone courses.
Each 15 PG credit module includes 150 hours (15 PG credits) in duration with approximately 30% of the study requires attendance at City for face-to-face learning in either lectures/tutorials or workshops.
Depending on the module, you should be aiming to study approximately:20 hours/week if full-time. 4 hours/week if part-time.
You may begin carrying out your dissertation during the year but you are only able to submit it once you have completed all the taught modules successfully.
Alternatively students can take modules from this Masters degree as standalone CPPD (Continuing Personal and Professional Development) courses. In this case, course costs might vary. For further information please click on the CPPD links below each module.
If completing the MSc you are required to complete the School of Health Sciences Research and Data analysis module which is worth 30 Postgraduate credits. You are also required to complete a 60 credit dissertation module.
Optometrists are equipped to provide enhanced clinical care to patients, particularly in the field of ocular therapeutics.
You can also choose the following options, all of which enhance career opportunities whether within the HES or in practice:
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.
Read about the experience of a previous student on this course, Gianmarco Addari.
This programme is studied full-time over 12 months and part-time from 24 to 60 months. It consists of eight taught modules and a standard project.
Example module listing
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.
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.
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).
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:
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.
We draw on our industry experience to inform and enrich our teaching, bringing theoretical subjects to life. Our industrial collaborations include:
This course gives an excellent preparation for continuing onto PhD studies in computer vision related domains.
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.
The PgCert in Eye Care Governance seeks to provide those involved in the governing of eye care with a qualification that is currently not provided.
The Postgraduate Certificate (PG Cert) in Optometry in Eye Care Governance is a 60 credit Level 7 qualification, which seeks to provide those involved in the governing of eye care in the UK with a professional qualification. Whilst we also run highly successful qualifications for those involved in clinical practice, this qualification is aimed at those who undertake clinical governance and advisory roles in the sector.
Starting in September, this course consists of three core modules – leadership skills, evidence-based eye care and audit, and legal aspects of UK optometry – as well as a free choice of 20 credits to allow students to follow their interests and increase their knowledge and understanding of a specific area. The aim of the course is to provide eye care professionals with the skills required to successfully oversee ophthalmic services, with the opportunity to become effective leaders within the sector, and with a comprehensive overview of their legal obligations in optometric practice in the UK.
Several modules are aligned with nationally agreed competency standards – for example, the Low Vision Service Wales and the MECS scheme among others.
Students who have evidence of achieving such standards within the last three years can present this to the Director of the programme for consideration for approved prior learning (APL) accreditation, where module credits would be given to the student in recognition of their prior achievements.
How will I be taught?
Modules may differ, but you can expect to be taught online (via lectures and webinars), and by attending workshops for clinical modules.
Lectures are supported by the appropriate references and resources, and accompanied by assessment exercises. Participation in moderated online discussions is a feature in almost all modules. Practical workshops for skills training will be held at locations convenient to either the module content or the student cohort enrolled at that time, and instructed by educational leaders in that discipline.
How will I be supported?
At the beginning of your course there is a compulsory online induction module.
This will help you find your way around Learning Central and it will also provide general information including about the personal tutor system, and how our administration and IT teams will support you.
At the start of each semester you will be advised of who your Module Leader is. At the beginning of each year a Chair of the Student Panel will be appointed and this will be communicated to all students.
Throughout the course Administration Staff, Module Leaders and Tutors, and Personal Tutors are available via email. The Student Support Service at Cardiff University is able to help with many diverse issues should you feel unable to approach staff in the Optometry department.
The aim of the course is to provide eye care professionals with the skills required to successfully oversee ophthalmic services, with the opportunity to become effective leaders within the sector, and with a comprehensive overview of their legal obligations in optometric practice in the UK.
The course aims to foster advanced knowledge in clinical issues for optometrists, with an emphasis on how research informs practice and the evolution of eye care services and capabilities. The programme recognises and incorporates Professional Certificates from the College of Optometrists. Modules have been designed with contributions from guest experts from ophthalmology, clinicians from hospital settings and other specialists. A number of CET points are available for optometrists undertaking these modules.
This course is delivered by distance learning, on a part-time basis, so is designed for working optometrists to fit their learning around their other commitments.
Graduates of this course will be equipped with skills to undertake extended clinical roles, promote the development of eye care within their region. They will develop critical thinking skills to evaluate and undertake research, and may go on to further research endeavours including doctoral research training.
Ulster University is experienced in delivering courses through distance learning and has bespoke support and online delivery of teaching through the virtual learning environment, BlackBoard Learn. Distance learning offers the student the advantage of learning at their pace and preferred time, and teaching materials have been specifically developed with the distance learner in mind, ensuring access is simple and comprehensive. Support for distance learning students is at hand daily from online tutors and the e-Learning Support Unit at Ulster.
The MSc course is designed and structured so you will have the opportunity to choose a particular area of study that interests you, building from a series of Professional certificates and then going on to study ophthalmic public health and advanced retinal imaging or choosing to undertake the Theory of Independent prescribing for optometrists The skills of self-motivation, independent learning, problem solving and developing and communicating scientific arguments are encouraged and developed through a programme which emphasizes critical thinking and discussion of issues through online media.
Students may not wish to undertake the whole MSc (180 credits), and there are options to undertake a Postgraduate Certificate (PgCERT), which amounts to 60 credits, or a Postgraduate Diploma (PgDIP), at 120 credits.
For those completing the MSc programme, a research project will be undertaken by the student in an area of their choosing with support and guidance from an academic supervisor. In addition, another member of staff will coordinate this module and provide generic support. This project will be a significant and novel piece of research.
This is a distance learning course and students access learning material via a virtual learning environment. 'elearning' is an excellent route for postgraduate learning as it gives unique flexibility and ownership of how and when you learn. It is a different experience from traditional face to face learning and is especially suited to adults who like to learn independently and are self-motivated. This course has been specifically designed with the elearner in mind, so learning material is appropriately displayed and students are encouraged to participate in discussion boards, and to contribute to online chats and are given regular small tasks to complete so learning is broken down into manageable segments.
Graduates will gain a Master's in Advanced Clinical Optometry from a UK university designed to enhance their academic and professional development. Graduates may use skills obtained to effectively promote and develop eye care in their area, and take part in enhanced eye care services. Graduates will gain valuable experience of undertaking research activities and producing high quality scientific reports. These skills will support the graduates who wish to develop their research careers.
Work with diverse learners
If you’re keen to work with diverse learners and their teachers, then a Master of Specialist Teaching is for you.
The Master of Specialist Teaching has reduced (starting in 2015) from 240 credits to 180 credits. This means you can now complete this qualification in three years of part-time study.
Studying the Master of Specialist Teaching will allow you to apply your knowledge and skills in diverse cultural contexts to undertake practical research and advanced study within your area of specialist teaching and inclusive education.
We combine a range of current and innovative blended learning options for all students including e-learning and face-to-face pedagogical practices to make it easier for you to study regardless of where you are and what you are doing.
Our qualification adopts an inquiry-based inter-professional model where you will study alongside other types of specialist teachers to learn with, from and about each other within a broad community of practice. Your study will take place in a supportive and constructive learning environment led by highly qualified and respected experts in the field of inclusive education.
Massey is ranked in the world’s top 150 universities for education in the Quacquarelli Symonds (QS) ranking.
Please note that the Master of Specialist Teaching does not qualify you to be a teacher in New Zealand. If you want to be a teacher, you will also need to take a postgraduate teaching qualification. Please explore your options in our education pathways tool.
Inclusive education is fast becoming the preferred model of education worldwide. A Masters in Specialist Teaching can lead to a range of career opportunities in New Zealand and further afield. Your skills will be in demand!
Graduates may find work or enhance their careers in many educational areas such as:
Conservative estimates expect the UAV global market to reach €12 billion per year by 2026. Autonomous flight capabilities are commonplace in current UAV platforms, thanks to advanced flight control computers and integrated IMUs and GPS navigation. However, the ability to autonomously sense and avoid obstacles is not yet as advanced.
Collison avoidance in manned aircraft is pilot driven, either visually or using a transponder. To create a fully autonomous mode of UAV operation, the system must be capable of completing a flight mission in unknown conditions through unknown/unmapped areas (e.g. natural disasters, war-zones, emergency response scenarios), without any real-time pilot input. Therefore, an obstacle detection and collision avoidance system is essential.
Currently, on- board image/mapping data processing is power and memory intensive. Although mapping applications can recreate local topographies within which the UAV is operating, this is generally performed on a base station rather than autonomously on-board the UAV . Vision, ultrasonic and laser systems will be investigated, with respect to power, accuracy and processing requirements. A low-cost solution will be developed to integrate with open-source flight control software (e.g. PixHawk, ArduPilot). Algorithms will be developed to detect objects in the vehicle’s flight path and determine trajectory corrections while still tracking to its original target location.
Targeting two journal publications: IEEE Transactions on Aerospace and Electronic Systems, and a conference publication at the International Conference on Unmanned Aircraft Systems (ICUAS 2019).
Strengthen engCORE competencies in unmanned vehicle technologies. Expand the research base to facilitate possible collaboration with an industrial partner.
This full time course will cover the practical, theoretical and technological aspects of 5G Communications Systems as they evolve over the coming years.
You’ll gain expert knowledge of the latest technologies that will drive the next mobile, wireless and communications revolution, and evolve our current 4G environment to 5G communications enabled systems. Applications will cover robotics & autonomous systems, UAVs, immersive systems and augmented realities, health monitoring, cyber-integrated systems, and smart grids. Data handling of the expected 50 billion IoT (internet of things) devices coming on-line to monitor traffic, weather, environment, smart agriculture, and even when your fridge runs out of milk, will also be explored.
5G will provide greater capacity, improved reliability, support at higher rates of mobility, and wider geographical coverage, at even higher data speeds and throughput and many new services and facilities.
On the course you will engage with experts and specialists whose integrated knowledge will enable you to gain the skills, knowledge and expertise to be part of the definition of the next generation of mobile and wireless communications. These will include:
There are two semesters of compulsory and optional taught classes, followed by a three month summer research project working in a core area of 5G Communications system design, either in the Department or with an industry partner via an internship.
Facilities for research projects are extensive and these will allow you to choose to work on projects in a wide variety of areas such as physical and MAC layers (e.g. Advanced LTE) from IoT, cybersecurity, dynamic spectrum, massive-MIMO, low latency communications, or in applications such as smart agriculture, environment monitoring, computer vision, communicating radar, satellite systems, automotive, driver-less cars and of course some application domains yet to be established with the advent of 5G!
We have an extensive set of teaching spaces and learning environments alongside a dedicated Masters Project and Study Environment for self-study and group working.
We work closely with a number of industry partners, and our state-of-the-art facilities include wireless and mobile radio hardware and software, FPGA and SDR systems, supported by companies including EE, Vodafone, Xilinx, Cisco, MathWorks, British Telecom, Intel, Lime Microsystems , Analog Devices and many smaller companies and organisations. Our research laboratories include our Signal Processing Design Lab; Image and Vision Processing Lab; White Space Radio Testbed, IoT Test Facility, RF anechoic room, and so on.
We use a blend of teaching and learning methods including interactive lectures, on-line video lectures, problem-solving tutorials and practical project-based laboratories. Our extensive teaching and project facilities include state-of-the-art Software Defined Radio laboratories, IoT and networking capabilities, Computer Vision laboratories, alongside satellite and sensor equipment.
Each module comprises approximately five hours engagement per week. Some classes are presented in traditional lecture-tutorial-lab style, and we also offer a number of “flipped learning” classes whereby lectures are delivered through complete on-line video sets, with complementary in-class discussion and review seminars held each week to discuss relevant topics and subject matter.
To enhance your understanding, you are expected to undertake a further five to six hours of self-study, using our web-based virtual learning environment (MyPlace), research journals and library facilities.
The teaching and learning methods ensure you'll develop not only technical engineering expertise but also communications, project management and leadership skills.
Interaction with industry is provided through our internships, teaching seminars and networking events.
British Telecom, Vodafone, Everything-Everywhere, Xilinx, Cisco, Texas Instruments, MathWorks, NXP/Qualcomm and Selex ES are just a few examples of the industry partners working with Strathclyde at this time, and you have the opportunity to engage with them during your studies.
A variety of assessment techniques are used throughout the course. You'll complete 120 credits of taught modules. Each module has a combination of written assignments, individual and group reports, oral presentations, practical lab work and, where appropriate, an end-of-term exam.
Assessment of the summer research project consists of four elements, with individual criteria:
As communications now impacts on virtually all areas of society, commerce and business, job opportunities are excellent, and you will be equipped for employment across a range of sectors including mobile/wireless, IT, defence, and big data.
Professional and technical occupations with international companies such as Samsung, Xilinx, British Telecom, MathsWorks, Nokia and Texas Instruments, as well as local companies such as Cirrus Logic, Leonardo, and Stream, are available.
Globalisation of the communications sector and the evolution of many countries to 5G means if graduates wish to work abroad, this course provides an ideal passport to anywhere in the world.
Job titles include:
This leading-edge programme, established before many in the built environment field were aware of greenhouse gases, has produced a stream of high-achieving graduates sought after by the biggest names in building design and the construction industry. We attract students from across the globe eager to find positions worldwide or to take relevant, cutting-edge thinking about sustainable building design back to their own part of the world.
The programme aims to develop students' knowledge and expertise in problem solving in the area of the built environment, and provide a framework for developing innovative thinking in the design and operation of buildings, placing associated environmental issues in a global, national and personal context.
Students undertake modules to the value of 180 credits.
The programme consists of six core modules (90 credits), two optional modules (30 credits) and a built environment dissertation (60 credits).
A Postgraduate Diploma (120 credits, full-time nine months) is offered.
The availability of all optional modules is subject to demand.
All MSc students submit a 10,000-word report on a topic related to the main themes of the programme. The topic can be chosen to enhance career development or for its inherent interest.
Teaching and learning
The programme is delivered through a combination of interactive seminars, individual and group tutorials, site visits and a residential field trip. Assessment is through unseen examination, coursework, and the built environment report. Joint coursework, including two major low-energy architectural design projects, is carried out by students in multidisciplinary teams.
Students will have the opportunity to participate in field trips and site visits including a residential trip to the Centre for Alternative Technology in North Wales.
Travel, accommodation and activities for the residential field visit is free. Travel costs for site visits or fieldwork within the London area (zones 1-6) accessible by public transport is covered by students. Otherwise, travel is covered by the programme.
Further information on modules and degree structure is available on the department website: Built Environment: Environmental Design and Engineering MSc
Most students who complete the programme move into, or continue in, a building-related profession, such as architecture, low-energy design consultancy, or building services engineering. As the awareness of global environmental issues increases, the demand for people with expertise in the health and energy performance of buildings is expanding rapidly. A number of students have used the MSc as a foundation for MPhil/PhD research.
First destinations of recent graduates include: Neapoli, XC02, Max Fordham, Arup, WSP, Atkns, Buro Happold, PassivSystems, EnergyExcel, local authorities, Foster and Partners, Rogers Stirk Harbour and Partners.
Recent career destinations for this degree
This programme is very "close to market" with many students finding jobs even before their studies have finished: the skills students gain are those that employers need. For example, we teach several tools used by commercial companies including the thermal analysis software IESVE. Students can walk straight into jobs where these are used and be useful immediately. Students sometimes take placement positions while working on their dissertations; in recent years this has included overseas options, for example, with Neapoli in Malaysia. Graduates often contact us through our strong alumni network to recruit for new positions, listening to their feedback ensures we keep the programme relevant to industry needs.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
The UCL Bartlett is the UK's largest multidisciplinary Faculty of the Built Environment, bringing together scientific and professional specialisms required to research, understand, design, construct and operate the buildings and urban environments of the future.
Located in London, the UCL Bartlett is at the heart of a large cluster of creative architects and engineering firms, next to the UK's seat of government and finance and has all the resources of a world city to hand. It offers unrivalled networking opportunities, with alumni in the majority of the major firms in London, who often give lectures to students and appear at networking events.
The multidisciplinary faculty contains the UCL Bartlett School of Architecture, which has been ranked first for Architecture in the UK for many years, and is characterised by a high level of invention and creativity. The school is internationally known as a centre for innovative design.
This course has been accredited as suitable further learning to meet the academic requirement for Chartered Engineers (CEng) by the Chartered Institution of Building Services Engineers (CIBSE) and Energy Institute.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Bartlett School of Environment, Energy & Resources
81% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
In recent years the number of companies that decided to invest in protecting against cyber attacks has increased by 33%. A recent report by the European Union plans to create almost 1 million jobs related to cybersecurity 2020. And in 2015 cybersecurity has been identified at the World Economic Forum as one of the major risks in the world economy.
Therefore, given the growing demand for skilled professionals, IMF Business School, Deloitte and the University Camilo Jose Cela, have developed this Master in Cybersecurity, who manages to accommodate the needs of stakeholders, opting for an online high-level training with the ease of do it from anywhere. It is the only fully online master market 60 ECTS and supported by a University Moreover, the best students will be selected by Deloitte to perform CyberSOC internship at Deloitte, with high rates of joining Deloitte after completion.
This Master enables you to:
Get a comprehensive and thorough knowledge in disciplines such as Cyber Intelligence, malware analysis, technical audits of systems and networks (ethical hacking), forensic analysis and management of security incidents, secure web application development and monitoring and correlation of security events (SIEM through technologies).
MFI offers a flexible methodology adapted to your needs, whatever your geographical location or time availability. This master can be studied under:
All contents are fully updated and have great technical, easily understandable and with a clear practical vocation rigor. In addition, IMF offers you:
Continuous assessment as advances in the study of the Master.
Each module will be assessed by combining online and development of case examination; overcoming will free each subject.
Likewise, obtaining the titles of Master of IMF and Masters from the University Camilo Jose Cela, subject to overcoming the trials of each module (continuous assessment) without final examination, and conducting a Final Project Master.
According to a recent report by the European Union, it is expected to create one million jobs in the area Cybersecurity 2020.
At the end of our master you will be ready to serve as:
Guaranteed internships in companies
IMF Business School, through its website and Employment Practices ensures students of the Masters in Cybersecurity, practices in companies. Query conditions.
Mechatronics is a modern fusion of electrical and electronic, mechanical and software engineering.
The interface between electrical and mechanical environments is the role of a Mechatronics engineer. It combines precision engineering, automatic control and real-time computing to produce innovative products, such as smartphones, the manufacture of semiconductors, electron microscopes and medical equipment. Robotic manufacturing processes, automatic vision based and vehicle navigation systems also use Mechatronics principles.
There is increasing industry demand for graduates who can work in this interdisciplinary engineering environment. International companies such as Siemens, Volkswagen, and Micron Semiconductors etc. all recruit graduates with a Mechatronics profile.
To develop Mechatronics graduate skills, the programme covers design and modelling of electromechanical systems such as positioning of robotic arms, pick and place technology using vision, recognition and feedback sensing.
The programme also includes real time control system modelling and embedded systems design, development and implementation. Programming includes both high and low level languages such as Python, C or C++, and VHDL for FPGA applications.
FULL-TIME MODE (SEPTEMER INTAKE)
The taught element, Part One, of the programmes will be delivered in two 12 week trimesters and each trimester has a loading of 60 credits.The six taught modules will have lectures and tutorials/practical work on a weekly basis. The expected timetable per module will be a total of 200 hours, which includes 40 hours of scheduled learning and teaching hours and 160 independent study hours.
Part Two will then take a further 15 weeks having a notional study time of 600 hours. During this time the student will be responsible for managing his/her time in consultation with an academic supervisor.
FULL-TIME MODE (JANUARY INTAKE)
The taught element, Part One, of the programmes will be delivered in two 12 week trimesters and each trimester has a loading of 60 credits.
You will cover six taught modules which include lectures, tutorials and practical work on a weekly basis. The expected timetable per module will be a total of 200 hours, which includes 40 hours of scheduled learning and teaching hours and 160 independent study hours.
Part Two will then take a further 15 weeks having a notional study time of 600 hours. During this time the student will be responsible for managing his/her time in consultation with an academic supervisor.
FULL-TIME MODE (JANUARY INTAKE)
For the January intake, students will study the three specialist modules first during the second trimester from January to May. The three core modules will be studied in the first trimester of the next academic year from September to January.
On successful completion of the taught element of the programme the students will progress to Part Two, MSc dissertation to be submitted in April/May.
The taught element, part one, of the programmes will be delivered over two academic teaching years. 80 credits or equivalent worth of modules will be delivered in the first year and 40 credits or equivalent in the second year. The part time students would join the full time delivery with lectures and tutorials/practical work during one day on a weekly basis.
The dissertation element will start in trimester 2 taking a further 30 weeks having a total notional study time of 600 hours. During this time the student will be responsible for managing his/her time in consultation with an academic supervisor.
AREAS OF STUDY INCLUDE:
The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.
You will be assessed throughout your course through a variety of methods including portfolios, presentations and, for certain subjects, examinations.
Teaching methods include lectures, laboratory sessions, student-led seminars and guided research. Independent learning is an important aspect of all modules, as it enables students to develop both their subject specific and key skills. Independent learning is promoted through guided study or feedbacks given to students.
The course equips you with a thorough knowledge and skills in engineering at the forefront of new and emerging technologies. Graduates will be well placed to become subject specialists within industry or to pursue research careers within academia.
Human Resource Management is currently one of the fastest-growing management fields. Organizations are increasingly recognizing the strategic role of human capital for achieving significant business results, sustainable growth and innovation. Our vision is to develop managers with a sharp insight on people issues who will act as agents of transformation and as strategic investors in their organizations’ human capital. HR professionals can make a critical contribution to the process of business value creation. If you share this vision and aspire to play such a role in your organization, our program can help you reach your goals.
The MSc in Strategic HRM Is Designed for:
Investment in Human Capital pays off:
Key features of the program
Upon the completion of the Programme students will be able to: