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This programme prepares you for a career as an economist in business, financial markets and the public sector. Upon completing the programme you will be awarded the Master of Social Sciences degree, having demonstrated that you have developed many skills needed in your future career. Read more
This programme prepares you for a career as an economist in business, financial markets and the public sector. Upon completing the programme you will be awarded the Master of Social Sciences degree, having demonstrated that you have developed many skills needed in your future career:
-Profound knowledge of economic theory and familiarity with scientific economic literature.
-The ability to apply economic theory to solving practical problems and interpreting economic phenomena.
-Familiarity with econometric methods and the ability to apply them to practical research problems.
-The ability to collect and interpret empirical data.
-The ability to communicate conclusions and assess the significance of the assumptions made for them.
-Fluency in communicating economic issues to different domestic and international audiences as well as the capability to work independently and in multidisciplinary cooperation.
-Readiness to assess your own professional performance and systematically develop it.
-Knowledge of sources of economic information and the ability to adopt new tools of economic analysis.

The programme comprises two tracks. The Research track is more demanding in that it gives more profound knowledge of economic theory and econometric methods than the General track. This track is particularly suitable if your goal is to pursue a doctoral degree in economics. Profound knowledge of economic theory and methods is also useful in many demanding careers as an economist.

The degree requirements in both tracks correspond to international standards, which will help you when finding employment and pursuing further studies towards a doctoral degree in Finland and globally.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

The module of Economic Theory and Econometric Methods, which you will take in the autumn semester of your first year of study, is the foundation of the programme. It covers the central microeconomic and macroeconomic theory as well as basic econometric methods. After completing this module, you can choose from a wide selection of fields of economics to concentrate on. Optional studies consist of additional courses in economics, or other university-level courses. In addition, an internship or a labour market project is included in the degree requirements.

The programme mostly comprises lecture courses. The courses on economic theory and econometric methods consist of lectures and exercise sessions; for the most part they are completed by taking a written examination. Depending on the track, you take 3 to 4 field courses, selected based on your interests so that they form a meaningful whole. Additional field courses in economics can be included in the optional studies. In the field courses, you will be exposed to different teaching methods, such as problem-based learning and other group activities and seminars. Your grades in many field courses will be based on assignments, presentations and term papers in addition to a final examination.

Economics is a quantitative social science discipline, so you are expected to have good basic command of mathematics and statistics. Your skills in these areas will be systematically developed in this programme. Especially if you aim for a career as an economist or for doctoral studies, you are advised to include further methodological courses in your optional studies. In addition to mathematics and statistics, courses in computer science are recommended.

The structure of the programme is comparable to those of the Master's programmes in economics offered by the best international universities. It differs from the Master's programmes of the Finnish business schools in that the demanding courses in economic theory and econometrics comprise a greater proportion, and the goal is above all to prepare you for a career as an economist. The research track corresponds to Master's programmes in quantitative economics offered by some foreign universities. In line with our programme, the research track will prepare you for a career as an economist and for doctoral studies in economics.

Selection of the Major

The programme has two tracks:
-General track
-Research track

You select the track when applying for the programme: your choice will determine the degree requirements. The difference between the tracks is that the Research track aims at providing more profound knowledge of economic theory and econometric methods, whereas the General track emphasises fields and applications of economics, and it is possible to include more optional studies in the degree. The Research track prepares you for doctoral studies in economics, and its degree requirements contain most of the doctoral-level core courses in economic theory and econometrics. Taking these courses as part of the Master's degree helps you to graduate faster from the doctoral programme later. Graduates from the Research track are given precedence for the doctoral programme in economics at the University of Helsinki. The Research track is also recommended if you are interested in taking the more demanding core courses to acquire more profound knowledge of economics even if your goal is not to pursue doctoral studies.

Programme Structure

The programme comprises 120 credits (ECTS, European Credit Transfer System), and it is designed to be completed in two years. The degree requirements consist of the following modules (in the General / Research track):
Advanced studies (at least 90 ECTS / 100 ECTS)
-Economic theory and econometric methods (30 ECTS / 45 ECTS)
-Research skills (10 ECTS)
-Master's thesis (30 ECTS)
-Field courses in economics (at least 20 ECTS / 15 ECTS)

Internship or Labour market project (5 to 15 ECTS)

Optional studies (15 to 25 ECTS / 5 to 15 ECTS)

After completing the unit in economic theory and econometric methods, you select the fields in economics that you want to concentrate on. It is advisable for you to include further advanced field courses in economics or methodological courses in your optional studies. The study unit in research skills prepares you for writing the Master's thesis, and familiarises you with scholarly work in economics, research ethics and reporting research results. In addition, you prepare a research proposal for your thesis. Integrated into the studies, the degree requirements include drawing up a personal study plan, and career planning. An internship period, a labour market project or other studies aimed at developing employment skills are also included (5 to 15 ECTS so that the extent of these studies and the optional studies amount to 30 ECTS in the General track and to 20 ECTS in the Research track).

Career Prospects

The Master's Programme in Economics at the University of Helsinki prepares you for a career as an economist in business and the public sector. Economists are employed in administrative, planning and development duties requiring economic expertise in various national and international organisations. Examples include an analyst career involving risk management, asset pricing and investment strategy, jobs related to analysing the market, production and pricing in companies, assessment and planning of economic policy, and communication. Analytical skills and knowledge of quantitative methods will be of central importance in your work as an economist. In particular, economists find employment in government, financial institutions, central banks, national and international organisations, and business.

The Research track prepares you for particularly demanding careers. It is also an excellent path to doctoral studies in economics. It is advisable to select the field courses and the topic for your Master's thesis in view of your interests and career goals. An internship is a good chance to acquire work experience in your area of interest.

Internationalization

The atmosphere at the Helsinki Centre of Economic Research (HECER) is quite international, consisting of the Discipline of Economics and the departments of economics at Aalto University and the Hanken School of Economics. The staff regularly publish in international journals and collaborate with foreign researchers. There are also several regular research seminars on a number of fields, where mostly foreign visitors present their work. In addition, foreign researchers often pay longer visits to the HECER, and a large proportion of the graduate students come from abroad.

All courses in the programme are taught in English, and a large proportion of Master's theses are written in English. The staff have ample experience at universities abroad, and there are several foreigners among them. Foreign graduate students act as teaching assistants, and exchange students from the universities involved in the HECER regularly take the courses of the programme. You can include study units in foreign languages arranged by the Language Centre in the optional studies.

The degree requirements meet internationally unified standards in economics. The University of Helsinki has a number of agreements with foreign universities that enable you to visit them to gain international experience and take courses offered there. Courses taken at the master's level at universities abroad can replace field courses in economics in the degree requirements, and you can include other university-level courses in your optional studies. The most suitable time for a visit to a foreign university is in the spring semester of your first year of study after completing the core courses in economic theory and econometrics. You can also include an internship abroad as part of your studies.

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HEC Paris’ Master in Management (MiM) is the international students’ gateway to the prestigious Grande Ecole program and a fantastic world of opportunities. Read more
HEC Paris’ Master in Management (MiM) is the international students’ gateway to the prestigious Grande Ecole program and a fantastic world of opportunities.

WORLD-CLASS STUDENT BODY

The Grande Ecole program is designed for high potential students from all backgrounds with little or no professional experience, driven to become influential leaders in tomorrow’s world.

Our 2014 intake included students from more than 40 nationalities, with half coming from outside Europe - http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Meet-the-Students#block-21437

A UNIQUE TWO-PHASE CURRICULUM TO BOOST YOUR CAREER

The Grande Ecole curriculum (http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Program-Details) is divided into a generalist phase and a specialization phase. The first phase concentrates on business fundamentals while the second one focuses on acquiring expertise around the professional goals of the student. The nature of the specialization determines the Master’s degree that the student will finally receive: Management, Management & Business Law, Management and Public Affairs…

This unique curriculum structure enables students to acquire both an excellent grounding in general management and an expertise in a specific field. We firmly believe this combination is the key success factor in training future leaders and making a lasting impact on the careers of our students. In fact, our graduates combine the rare ability to grasp the ‘global picture’ in all situations and a deep understanding that only experts can truly reach.

The program consists of:

> in M1: mandatory foundation courses in general management, electives and a managerial behavior seminar
> in M2: a specialization, an optional certificate and an in-depth research paper.

Moreover, the Grande Ecole program perfectly balances the development of practical leadership and professional skills with the more theoretical requirements, such as a final research paper within the specialization. Students are trained to become decision-makers while focusing on the academic specialization that they choose in light of their professional goals. With the diversity of courses and specializations available, students can develop expertise in several areas of business administration, shape their career plans, all while preparing their entry into the business world through company internships.

A WIDE RANGE OF SPECIALIZATIONS

In M2, students have access to a wide range of specializations, which then determine the Master’s degree that the student will finally receive:

> Master in Management: Strategy, Finance, Marketing, Financial Economics, Economics, Entrepreneurship, etc.
> Master in Public Affairs: Public Policy, International Relations, Diplomacy
> Master in Business Law
> Master in Sustainability and Social Innovation
> Master in Journalism (taught in French only)
> Master in Media, Arts & Creation (taught in French only)
> Master in Cognitive Sciences (with ENS Ulm)

Read more on Grande Ecole specializations - http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Program-Details#block-30466

DOUBLE DEGREES TO BROADEN YOUR HORIZONS

HEC Paris has developed Dual Degree Programs with prestigious universities in France and around the world. Dedicated to essential disciplines such as law, public affairs, management or Big Data, these Dual Degree Programs will help students develop a diversity of thought, international management skills and a truly global mindset.

EXCEPTIONAL INTERNATIONAL ACADEMIC OPPORTUNITIES

The Grande Ecole program offers numerous international opportunities (http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/International-Opportunities) such as :

> International exchanges among a wide network of partners on all continents (including Babson College, Cornell University, Fudan University, London School of Economics, Stockholm School of Economics…)
> Double Degree programs in Management with leading institutions such as the MIT (USA), FGV (Brasil), GSOM (Russia), IIM Ahmedabad (India), Tsinghua University (China), Keio Business School (Japan), ESADE (Spain), University of St.Gallen (Switzerland), Bocconi (Italy), TUM (Germany)
> Double Degree programs in Public Affairs with the following institutions: Georgetown University (USA), MGIMO University (Russia), Freie Universität of Berlin (Germany, program taught in German), SciencesPo Paris (France)
> Double Degree programs in Business Law with Georgetown University (USA) or Paris 1 – Panthéon-Sorbonne (France, program taught in French)
> The CEMS joint degree.

HEC Paris is the co-founder of two global strategic alliances of businesses and academia: CEMS (The Global Alliance in Management Education http://www.cems.org/) and PIM (Partnership in International Management http://www.pimnetwork.org/).

HEC Paris is also an active member of the GNAM (Global Network for Advanced Management, founded by Yale University http://advancedmanagement.net/).

9 OPTIONAL CERTIFICATES TO ENHANCE YOUR EXPERTISE

On top of their Major, MiM Students will have the opportunity to complete one of the nine HEC Certificates and deepen their knowledge in a specific area of business. At the very end of the MiM curriculum, our Certificates aim to provide our students with a more in-depth perspective and a firmer grasp of the topic they choose, ideally propelling them into the business world after completion of their study.

Certificates entail the equivalent of 100 contact hours, and include projects, as well as other business assignments:

> Digital Entrepreneurship - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Digital-Entrepreneurship/Why-this-certificate
> Digital Transformation - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Digital-Transformation/Why-this-certificate
> Energy & Finance - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Energy-Finance/Why-this-certificate
> Excellence in Client Experience - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Excellence-in-Client-Experience/Key-Features/(from)/fre-FR
> Innovation Management in Aviation & Aerospace - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Innovation-Management-in-Aviation-Aerospace/Why-this-certificate
> Leadership - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Leadership/Why-this-certificate
> Luxury Brand Management - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Luxury/Why-this-certificate
> Mergers & Acquisitions - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Mergers-Acquisitions/Why-this-certificate
> Social Business / Enterprise and Poverty - http://www.hec.edu/Masters-programs/Non-degree-programs/Certificates-available-to-current-HEC-students-only/Social-Business-Enterprise-and-Poverty/Why-this-certificate

TOP CAREER OPPORTUNITIES

Graduates from the MiM program will find themselves with a wealth of opportunities and choices regarding their career path: 98% find employment after 3 months (http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Career-Paths#block-21444), in a variety of sectors. A popular choice for HEC MiM graduates is consulting or financial services but graduates can follow a multitude of routes, ranging from real estate to high technology. Opportunities are also global for MiM graduates with 39% finding a job outside their home country.

Students at HEC benefit from the school's international network, close connections with companies and excellent career department. The career service helps our students formulate and achieve their professional projects through services such as the 6-step career roadmap (http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Career-Paths#block-38626) and the numerous career events organized on campus.

Program Details

http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/Program-Details

FAQs

http://www.hec.edu/Masters-programs/Master-s-Programs/Grande-Ecole/Master-in-Management/FAQ

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Students who graduate from the Master’s programme in geography have strong theoretical and practical skills. The education in geography offers a broad understanding in current social and environmental issues. Read more
Students who graduate from the Master’s programme in geography have strong theoretical and practical skills. The education in geography offers a broad understanding in current social and environmental issues. Our students can work as experts in their field, both independently and as members of multi-professional teams.

The teaching within the programme is connected with the work of the geography research groups. It is often possible to write the final thesis as part of work in a research group or a research institute in a related field.

The Master’s programme in geography is divided into three sub-programmes (described in section 4). Our students have been very successful in the job market after completing our programme.

The strengths of students who have completed our Master’s programme when it comes to research and expertise are:
-Their ability to apply theoretical knowledge.
-A broad understanding of multi-layered regional issues.
-Strong interaction skills within multi-disciplinary groups of specialists.
-Their ability to communicate in writing, orally, and graphically about geographical phenomena and research findings.
-Their ability to utilise and interpret various kinds of research data.
-Their versatile knowledge of methodology in geography.
-Their ability to apply the newest methods in geoinformatics and cartography.
-Their embracing of responsible and ethical scientifc practices.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

The first year of the advanced module of the Master’s programme contains the method courses of your chosen sub-programme, elective courses, and advanced literature. During this year you will start planning your Master’s thesis.

In the autumn of the second year, you will join a Master’s seminar and take exams on literature related to the MSc thesis. In the spring, you should be ready to present your finished MSc thesis (Pro gradu). In addition, you can take optional courses in both years that support your sub-programme. If you are studying to be a teacher, you will take courses in pedagogy during your second year.

Studying takes many forms. A large part of the instruction is contact teaching. Method and specialisation courses are usually implemented in groups of 10-20 students, where it is easy to discuss professional issues and gain deeper insights. Independent study is supported through workshops supervised by older students, and reading circles. The Master’s programme also includes extensive exams on literature in the field.

Selection of the Major

The Master’s programme in geography is divided into sub-programmes. The sub-programmes offer students the opportunity to specialise in different areas of geography. The Master’s programme contains both general and sub-programme-specific courses. The teaching within the Master’s programme in geography is seamlessly connected with the Master’s programme in urban studies and planning, which is jointly implemented with Aalto University.

The sub-programmes in the Master’s programme for geography are:
-Physical Geography
-Human Geography and Spatial Planning
-Geoinformatics

Physical Geography
Physical geography is an area of geography that studies natural systems and the regional interaction between nature and humans. The main parts of physical geography are geomorphology, climatology, hydrogeography, biogeography, and research into global change.

The Master’s courses in physical geography work towards deeper regional syntheses, explain the physical surroundings and their changes as a part of the function of regional systems, and analyse and model the relationships between different sectors. Focus areas in the Master’s programme in physical geography are the effect of global change on natural systems, watershed research, and the regional modelling of geomorphological processes and local climates. A considerable part of the Master’s programme in physical geography consists of work in small groups or in the field, where you will learn to implement theories in practice.

Having completed the Master’s programme in physical geography, you will be able to analyse and model regional systems of nature, as well as the interaction between nature and humans. In addition, the programme teaches you to analyse sustainable use of natural resources, and evaluate environmental impact. You will learn to implement theoretical knowledge and regional methods in planning a scientific thesis, implementing it in practice, and presenting your results orally and in writing. Further, the courses will train you to take specimens independently, analyse them, and interpret them. The teaching at the Master’s stage is closely connected with research on physical geography: theses are done in collaboration with a research group or research institute.

Human Geography and Spatial Planning
Human geography and spatial planning is a sub-programme, where regional structures and related planning is studied. Urban structures, regional social structures, statewide regional structures, the regional development in the European Union, and globalisation are studied. At the core of the sub-programme is the spatial transformation of society. The Master’s programme studies such phenomena as the divergence of regional and urban structures, urban culture, as well as the political-geographical dynamics of regions. In addition, sustainability, multiculturalism, segregation, housing, and migration are at the core of the sub-programme. Relevant themes for the sub-programme are also regional and urban planning, the political ecology of use of natural resources and land, and gobal development issues. These geographical phenomena and themes are studied through both theoretical and empirical questions, which can be analysed with different qualitative and quantitative methods.

The programme goes into how theories on cities and regional systems can be transformed into empirical research questions. After completing their Master’s theses, students can independently gather empirical data on the main dimensions of regional and urban structures and regional development, they can analyse these data with both qualitative and quantitative methods, and they can evaluate the planning practices connected with regional and social structures. After graduating from the Master’s programme, students will be able to communicate about phenomena and research findings in regional and urban structures, both orally and in writing.

Geoinformatics
Geoinformatics is an effective approach to the study and understanding of complex regional issues. Geoinformatics studies and develops computational methods for gaining, processing, analysing, and presenting positioning data. As a part of geography, geoinformatics is a research method on the one hand, to be used in the study of complex regional issues from urban environments to natural ones, from studying local environments to issues of sustainability in developing countries. On the other hand, the methods are the object of research. In urban environments, the methods of geoinformatics can be used to study accessibility and mobility, for example, or to plan a good park network. In the context of developing countries, the research into climate change, land use, or interaction between humans and environment with the help of quantitative, qualitative, and involving methods rises into the front. Students in geography reach a basic understanding of geoinformatics methods in the study of geographical issues, the sources and use of different sets of data (remote sensing, global and national databases, geographical Big Data), analysis methods, and effective visualisation of results.

At the Master’s level, as a student specialising in geoinformatics you will advance your skills both theoretically and technically, developing your methodological expertise from data acquisition to data refinement and visualisation with the help of geoinformatics methods. The instruction is directly connected with the work of research groups and theses are often written as a part of research work. After graduating, you will be able to utilise versatile approaches in geoinformatics in research into geographical questions. You will be able to follow the rapid development of the subject independently, and participate on your own.

Programme Structure

The Master’s programme in geography comprises 120 credits (ECTS) and you should graduate as a Master of Science in two academic years. The following courses are included in the degree:
-60 credits of shared advanced courses or according to sub-programme (including MSc thesis 30 credits).
-60 credits of other courses from your own or other programmes.
-60 credits of courses in pedagogy for teaching students.
-The other studies may include working-life or periods of international work or study.
-Working-life orientation and career planning.
-Personal study plan.

Career Prospects

The Master’s programme in geography provides you with excellent abilities to work in research or as specialists. Our graduates have found good employment in the public and private sectors, in Finland and abroad. Their postings include:
-Evaluation of environmental effects and environment consultation.
-Positioning and remote-sensing work.
-Regional and urban planning.
-Governmental community and regional administration.
-Governmental posts in ministries.
-Organisational posts.
-Development cooperation projects.
-Communication and publishing work.
-Teaching.

Internationalization

The Master’s programme in geography offers many opportunities for international work:
-Student exchange in one of the exchange locations of the faculty or university.
-Traineeship abroad.
-Participation in international projects and expeditions (e.g. to the Taita research station in Kenya).
-Participation in international research groups (writing your thesis).
-Participation in language courses at the University of Helsinki (a wide range of languages, including rare ones).

Research Focus

In physical geography:
-Research into global change, especially the environmental effects of climate change.
-Watershed research, the physical-chemical quality and ecological status of water systems.
-Natural systems, their function and change.
-Regional analytics and modelling in research into natural systems.
-Positioning and remote-sensing methods and their application when studying the status and changes in natural environments.
-‘Big data,’ analysis of regional and temporal data.
-The Arctic areas: status, change and vulnerability.

In human geography and spatial planning:
-Transformation and segregation in the social and physical urban environment.
-The changing rationalities and concepts of regional and urban planning.
-Regional policy and geopolitics.
-Urbanisation and changing relationships between state and cities.
-Internationalisation of cities and states.
-The spatial planning system of the European Union.
-Regional policy of data-intensive economics.
-The political ecology and management of natural resources and land use.
-Globalisation.

In geoinformatics:
-Spatial data analysis, new information sources.
-Development of remote-sensing methods for environmental study, especially hyper-spectral remote-sensing data and drone applications.
-Application of geoinformatics methods to environmental and urban research.

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The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.

Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.

The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).

Why come to York?

The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.

As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.

Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.

The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.

Programme Aims

The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice

Programme Content

Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition

Term 2
-Recent research and innovation in science education (20 credits)

One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching

Term 3
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.

Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.

Assessment

Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length

Careers

Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.

Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.

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This flexible qualification offers three specialist routes – applied linguistics, inclusive practice, or leadership and management – enabling you to engage with issues, concepts, and debates in an area that supports your professional development. Read more

Masters degree in Education

This flexible qualification offers three specialist routes – applied linguistics, inclusive practice, or leadership and management – enabling you to engage with issues, concepts, and debates in an area that supports your professional development. Your investigative study will draw on your own and others’ experience and on appropriate literature, and will develop your understanding of the role and the limitations of research in informing educational practice. The qualification includes a literature review in a topic of your choice and a substantial dissertation or research project situated in your own practice. You will need some experience of working with learners, either in teaching, the education advisory service, educational administration or an allied field, which may include informal learning settings.

Key features of the course

• Flexibility to suit your needs with a fast track option to complete in two years or take up to six years
• Leads to MA or MEd, with a wide range of modules to suit your interests
• An emphasis on professional development through collaborative learning
• Develops and consolidates advanced scholarship and independent learning in the context of your own practice

This qualification is eligible for a Postgraduate Loan available from Student Finance England.

Suggested routes to the degree

There are two options to studying the qualification, the fast track 2-year option or the standard 3-year option (with the flexibility to take up to six years). We recommend that you choose carefully and plan your work accordingly. You must start with a Stage 1 module in October (unless you are awarded credit transfer) and complete this qualification within six years. Owing to the way in which the qualification is structured you cannot start two modules at the same time; the only way to complete the qualification in less than three years is to opt for the fast-track option.

Modules

There are a number of possible routes through the Masters in Education, with specialisms in applied linguistics, inclusive practice, and leadership and management, which draw on the research strengths of the School of Childhood, Youth and Sport.

To gain this qualification, you need 180 credits as follows:

Stage 1

60 credits from the following optional modules:
• Addressing inequality and difference in educational practice (EE814)
• Educational leadership: agency, professional learning and change (EE811)
• Applied linguistics and English language (EE817)

Stages 2 and 3

Choose your specialism and study 120 credits from the following compulsory modules:

For the MA in Education (Applied Linguistics) or MEd (Applied Linguistics)

• Applied linguistics and English language (EE817)
• MA Ed dissertation: applied linguistics (EE819)

For the MA in Education (Inclusive Practice) or MEd (Inclusive Practice)

• Understanding literacy: social justice and inclusive practice (EE815)
• MA Ed dissertation: inclusive practice (EE816)

For the MA in Education (Leadership and Management) or MEd (Leadership and Management)

• Educational leadership: exploring strategy (EE812)
• MA Ed dissertation: leadership and management (EE813)

The modules quoted in this description are currently available for study. However, as we review the curriculum on a regular basis, the exact selection may change over time.

Credit Transfer

If you’ve successfully completed some relevant postgraduate study elsewhere, you might be able to count it towards Stage 1 of this qualification, by applying for credit transfer, reducing the number of modules you need to study. Credit transfer will impact the time you have to complete this qualification, and the six year time limit will start from the time your credit transfer was completed. So, for example, if you use credit transfer that you were awarded two years ago, you would need to complete the remaining 120 credits in four years.

We particularly welcome credit from those who hold a Cambridge Diploma in Teaching English to Speakers of Other Languages (Delta) (course entry from September 2008) or the Trinity College London Licentiate Diploma in Teaching English to Speakers of Other Languages (LTCL Diploma in TESOL) (course entry from March 2007). Credit from these diplomas may be counted towards Stage 1 of our MA in Education (Applied Linguistics)/MEd (Applied Linguistics).
You should apply for credit transfer as soon as possible, before you register for your first module. For more details and an application form visit our Credit Transfer website.

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This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets. Read more
This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets. Those who have already completed either the BSMS Postgraduate Certificate in Medical Education (or equivalent, if APL requested) or the BSMS Postgraduate Certificate in Simulation Studies, may enter at Postgraduate Diploma Level. These participants would then successfully complete a further three 20-credit optional modules to achieve a Postgraduate Diploma in Clinical Education (120 M level credits). Normally these modules would be completed part-time within one academic year.

Participants wishing to progress to Masters level must include Module MDM 10 ‘Research Methods & Critical Appraisal’ in their choice of three. A 16000-word Dissertation (as well as a 3000-word draft paper for publication) in the academic field of clinical education completes the Master of Science degree (180 M level credits). This would normally be completed in a further year, but some students with busy NHS jobs find it can take up to two years to complete.

For those who have not yet taken any ‘M Level’ postgraduate study in this area, the normal route would be to take at least two of the the ‘PG Cert Med Ed’ modules in year 1 (MDM 28/140), and then proceed with the PG Diploma/Masters routes in years 2 & 3, as described above.

Key Areas of Study

The overall aim of the course is to promote knowledge of and research into learning, teaching and communication in a clinical context, together with facilitating a reflective awareness of participants’ related educational skills and their ongoing development.
-Learning, teaching and communication skills theory & practice in clinical education
-Development of the participant’s identity as a teacher and facilitator in educational settings
-Simulation in clinical education
-Feedback & debriefing in educational contexts
-Clinical educational research as an academic discipline and its importance in the praxis of teaching
-Teaching as leadership & facilitation, both face-to-face and through the use of technology enhanced and blended learning

Course Structure

The format of assessment throughout the course is varied: some modules are assessed by more traditional 3,000 word written assignments, centred on a topic relevant to the student’s own practice or in-depth analyses of specific case studies or significant educational events. Others feature the development of specific educational tools (e.g. on–line learning or simulation-based assessment), focussing on more practical aspects of clinical education. Students will also develop a personal educational portfolio of about 5,000 words using an appropriate national professional standards framework i.e. Health Education Academy (HEA) or Academy of Medical Educators (AoME).The Dissertation module involves a personal research project and is assessed by a 16,000 word thesis plus a draft paper for submission for publication in an appropriate academic journal.

MSc
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education
PLUS (2 of 4) Mandatory (20 credits)
-MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
-MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services and/or Optional (20 credits)
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
PLUS
-MDM10 Research Methods & Critical Appraisal
PLUS Mandatory (20 credits)
-MDM96 Medical Education Research Dissertation Mandatory (60 credits)

PGDip
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education Mandatory (20 credits)
PLUS (3 of 5)
-MDM148 Principles and Practice of SimulationAnd/or Optional (20 credits)
-MDM149 Feedback & Debriefing in SimulationAnd/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
And/or
-MDM10 Research Methods & Critical Appraisal Optional (20 credits)

PGCert
MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
MDM140 Pedagogical Practice in Medical Education Mandatory (20 credits)
PLUS (1 of 6)
MDM29 Advanced Communication Skills and Strategies in Medical Education Optional (20 credits)
MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
And/or
MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
And/or
MDM10 Research Methods & Critical Appraisal Optional (20 credits)

Career Opportunities

This course provides health professionals with a firm base to underpin their role as medical educators.

Formal credentialing in medical and clinical education is currently being considered seriously at national level in the UK and elsewhere, and the ‘Teaching Excellence Framework’ (May 2016) for higher education institutions in the UK also means that careers in medical or clinical education are likely to be enhanced via the acquisition of formal qualifications in clinical teaching. This course provides an ideal vehicle for participants to pursue an appropriate level of study for their educational commitments and in this national context, should help them in career development.

Any clinician wishing to take a professional approach to their postgraduate studies in medical or clinical education would be strongly recommended to consider this new course.

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Why do languages change? Why does your mobile device suggest funny completions for words you are typing? How did it happen that Finnish is spoken mostly… Read more
Why do languages change? Why does your mobile device suggest funny completions for words you are typing? How did it happen that Finnish is spoken mostly in Finland, but its linguistic relatives are scattered over a larger area? How can you study a language that does not have a standard orthography? Why can you sometimes tell where other people come from just by their accent? Why do some people stick to their dialect, but others give it up when they move to the city? Should you try to support language diversity? Can we save languages that are spoken by a very small number of people? How can computer-synthesised speech be made to sound more human? Why do some languages seem so much more difficult to learn - are they inherently more complex?

This Master's programme will provide you with an understanding of the nature and diversity of human language and with the theoretical tools for working with language material. If you are interested in languages but are unable to decide which of them you want to study, this Master's programme offers several fields of specialisation. One of them might be just perfect for you.

During your studies, you will:
-Gain an in-depth understanding of the basic structure of language, its subsystems (phonology, morphology, syntax, semantics, pragmatics) and their mutual relationships.
-Learn the fundamentals of linguistic analysis and language description.
-Familiarize yourself with linguistic concepts, theories, descriptive models and the associated research methods.
-Learn how language is related to cognition, speech and interaction as well as to social structures, culture and society.
-Learn to use various methods and technical tools in order to manage and analyze language data.
-Gain a good understanding of linguistic variation and diversity: what is common to the world's languages and how they differ, how language changes through time, how languages influence one another, how individuals cope with multilingual situations and how communities speaking endangered languages can be supported.

After completing your studies, you will be able to work independently in various fields that require multidisciplinary expertise in linguistic sciences. You will have the theoretical knowledge and skills that are required for postgraduate studies in the doctoral programme in language studies.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

Linguistic Diversity in the Digital Age is an integrated international programme that offers you a comprehensive view of all subfields of the science of language. As a student in the programme you will be able to choose among four specialist options: (1) General Linguistics, (2) Phonetics, (3) Language Technology, and (4) Diversity Linguistics.

General Linguistics
Gives you comprehensive in-depth training in a wide range of theoretical and methodological approaches to language structure and language in use. Special emphasis is put on language typology in a global perspective as well as the documentation and description of endangered and previously undocumented and under-documented forms of speech.

Phonetics
Introduces you to the tools for working with the articulatory, acoustic and perceptional aspects of human speech from a multidisciplinary perspective. At the more advanced level, you will become acquainted with the methods of experimental phonetics.

Language Technology
Combines linguistics with digital technology in an interdisciplinary approach with close links to computer science. The focus areas include natural language processing (NLP) for morphologically rich languages, cross-lingual NLP and language technology in the humanities.

Diversity Linguistics
Encompasses all aspects of linguistic diversity in time and space, including historical linguistics as well as the extralinguistic context of languages: ethnicities, cultures and environ­ments. The areal foci in Diversity Linguistics are Eurasia and Africa.

These four specialist options interact at all levels. There is a study module common to all students in the programme regardless of the specialist option they choose. The integration of these four perspectives into one programme is unique - no similar programme exists anywhere else.

In the context of “Humanities”, the programme has the closest relationship to natural sciences, and many subfields of the programme involve methods directly linked to laboratory sciences, including digital technology and neurosciences.

The teaching in the programme includes lectures and seminars, practical exercise sessions, reading circles, fieldwork excursions, as well as work practice (internship). The broad spectrum of teaching methods guarantees optimal support for your learning processes.

Programme Structure

The scope of the Master of Arts degree is 120 credits. The degree contains the following studies:
-Studies common to all students in the programme (30 credits)
-Advanced studies in the specialist option (at least 60 credits)
-Other studies (up to 30 credits)

The target duration of full-time studies leading to an MA degree is two years.

All students in the programme take the same courses during the autumn semester of the first year.

Then you will focus on your specialist option (general linguistics, phonetics, language technology, or diversity linguistics). This block of studies consists of courses (at least 30 credits) and of the final project, which is your Master's thesis (30 credits).

Additionally, you choose other studies: modules offered either by the other specialist options within this Master's programme or by other programmes within the University of Helsinki. The size of such optional study modules is typically 15, 25 or 30 credits. Courses offered by other universities can also be included here.

The studies in your own specialist option as well as the other studies may also include an internationalization period (e.g. student exchange) and work practice or other working life oriented study units. Working life and career development perspectives are integrated in many courses in the programme.

You will complete your studies systematically. At the beginning of your Master’s studies, you will prepare your first personal study plan (PSP). In this, you will receive support especially from the staff of the Master's programme. Guidance is also given at the Faculty level.

Career Prospects

After graduation, students of the programme find employment in a wide variety of positions, in which special knowledge of language is required.

One path prepares you for a research career, and many graduates work as researchers in Finland and abroad. You can also work in the political, diplomatic, and educational sectors, as well as research administration. Further potential employers are found in the publishing industry, media and journalism, public relations and communications of business and public administration, as well as NGOs.

If you choose a technological orientation, you may work in language technology firms or more generally in the IT sector. Big international companies are in constant need of experts in speech and language technology. Additionally, there is a vibrant field of domestic companies, some established ones and many promising start-ups. Some students have founded their own companies and become entrepreneurs.

Note that it is not possible to graduate as a (subject) teacher in the LingDA Master's programme.

In honour of the University of Helsinki's 375th anniversary, the Faculty of Arts presented 375 humanists during year 2015. Get to know the humanists! http://375humanistia.helsinki.fi/

Internationalization

Linguistics is by definition an international field. Language capacity is a feature common to all human beings, and the objective of linguistics as a science is to study both the universal background of language as a phenomenon and the global diversity of languages as expressions of social and cultural heritage.

In the LingDA programme, internationalization is present in several forms and at several levels:
-The programme functions in English and accepts international students from all countries.
-The programme recruits students representing a variety of linguistic and cultural backgrounds.
-The students are encouraged to study and master many languages from both the practical and the theoretical points of view.
-The students are encouraged early on to get engaged in documentational and typological field work among speakers of little documented languages in various parts of the world.
-The students are encouraged to use the opportunities of international exchange that the university offers.

The programme has a high international profile and all teachers have wide international contact networks. At the university of Helsinki, linguistics was internationalized as early as the 19th century. Finland is a country where, in particular, ethnolinguistics and field linguistics were developed and practised much earlier than in most other European countries. Some of the regions where Finnish ethnolinguists have been active include North and Central Eurasia, the Near and Middle East, East Asia, South Asia, and Africa. This tradition of field-work-oriented linguistics is today carried on by the HALS (Helsinki Area and Linguistic Studies) research community. At the same time, the more recent fields of linguistics, including phonetics, language technology, and typology, have developed their own international profiles.

Research Focus

The MA programme Diversity Linguistics in the Digital Age combines several research fields in which the University of Helsinki has long been a global leader. Language research in Helsinki has always maintained its strong commitment to a better understanding of cultural areas and their history. Situated in an ideal place for the study of language history and contact linguistics of various Eurasian language families, the study of Uralic languages has a long tradition in Helsinki. Our interest in the culturally and historically informed study of language reaches well beyond that, though, spanning Asia, Europe and Africa.

Our language research is empirically driven and informed by linguistic typology. The question of linguistic complexity, its significance for language and cultural history, and its intersection with ecological models is a hallmark of the Helsinki School of Linguistics. We explore new horizons in area and language studies by combining cutting edge research in linguistic typology with field work based descriptive linguistics and linguistic anthropology.

A unique asset at the University of Helsinki is the presence of various language technology initiatives at the forefront of the digital humanities. The study of morphologically complex languages plays a great role here, and special attention is paid to lesser researched languages.

Each of the four study lines of our MA programme thus corresponds to a University of Helsinki focus area. Our language-related research is typically multidisciplinary and involves more than one linguistic specialty. This is also a crucial feature in our MA programme. Students receive theoretical, thematic and methodological training for research or other professional careers that require problem-solving skills in order to maintain linguistic diversity and to support people’s linguistic well-being.

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Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. Read more
Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. As an occupational therapist you will work with clients to improve function and enable them to fulfil the demands of their daily lives with greater satisfaction. You will work with people of all ages from all walks of life, in hospital, in the community, in their place of employment or in their home, and have the opportunity to work in a very wide variety of professional practice areas.

The fundamental aim of the MSc Occupational Therapy (pre-registration) programme is to enable you to graduate with a master’s degree in occupational therapy and be eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC) in the UK. The Degree does not provide eligibility to practice in any other country although the degree is WFOT recognised.

HCPC approved and COT/WFOT accredited

See the website http://www.brookes.ac.uk/courses/postgraduate/occupational-therapy-pre-registration/

Why choose this course?

- Graduates from this programme will be fit for purpose, practice, and award in the UK. We enable you to develop a profound understanding of the potential for occupational therapy to promote the health and wellbeing of the population. Skills acquired will be evidenced based, innovative and give you the capacity to make a significant contribution to the profession, specifically contribute to excellence in client care and the professional knowledge base. On successful completion of the degree and 1000 hours of clinical practice education you will be eligible to apply for registration with the Health and Care Professions Council as a registered Occupational Therapist in the UK.

- Many of our graduates go on to further educational development at PhD/DPhil and professional doctorate level. We are mindful of the anticipated transformation of practice over the next 20 years as well as the changes to demographics and the political innovation resulting in the widening participation agenda. We therefore aim to attract graduate students, who are academically able, demonstrate appropriate values of self-determination, motivation and critical awareness of learning needs and show potential for leading leadership, innovation and research.

- Based in Oxford, the environment for learning is rich with diversity, culture, specialist health and social care resources, academic resources as well as close commuting links to London.

- Our programme is staffed by occupational therapists expert in diverse clinical specialities, and supported by occupational therapy practice educators from all areas of mainstream and specialist practice. Our lecturers are experienced in their specialist practice areas and have reputations for excellence with established links with colleagues, organisations and institutions at national and international level.

- This course benefits from shared and inter-professional education opportunities, in addition to profession specific ones, to develop the professional qualities and attributes for current and future health and social care practice.

- Our ongoing investment in a new technology infrastructure is enabling the teaching team to exploit successful technology-enriched learning throughout the programme. We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills and communication suites and resources. We run a weekly Hand Therapy clinic and a monthly Community Occupational Therapy Assessment Clinic for the public. Students are invited to observe other qualified OT's working in these clinics.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, inter-professional education and collaborative practice.

- Established in 1938, we are the oldest School of Occupational Therapy in England, and have one of the best occupational therapy library collections in the country.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

MSc in Occupational Therapy is taught alongside the well-established and highly-regarded BSc (Hons) Occupational Therapy.

Pre-registration Masters students will be taught alongside the undergraduate students in all occupational therapy specific modules. These will be identified with different module numbers and names to those of the undergraduate programme. This dual level teaching in classroom will provide you with the opportunity to learn the core skills and specific attributes of occupational therapy alongside the BSc (Hons) Occupational Therapy students.

However, the pre-registration Masters students are provided with an enhanced level 7 learning experience with module specific tutorials to explore a more critical and evidence based approach to the subject matter and thus develop professional competence in academic, research and digital literacy, critical thinking and personal self-awareness.

Our approach will require you to actively engage in these Masters level tutorials and become self-directed, innovative, creative and critical learners. Teaching will assist you to construct knowledge through the analysis, synthesis and conceptualisation of your learning experiences, thus developing a lifelong approach to learning. This supports employability in a marketplace that demands adaptability, continuous development and leadership.

You will have the opportunity for face-to-face and virtual learning activities. Our inter-professional module is taken alongside other health and social care pre-registration master's level students, enabling you to prepare for the interdisciplinary work you will encounter in the health and social care environment.

Working at master’s level, you will focus on developing your knowledge in occupational therapy, which is evidence-based and strongly underpinned by research.

This master's degree will:
- Enable you to be a reflective, proactive, innovative and adaptable occupational therapy practitioner, with the ability to critique research and evaluate the effectiveness of evidence in a wide variety of practice settings.

- Develop a critical understanding of the theory of occupation and teach you to challenge existing models and approaches used in occupational therapy from an informed perspective.

- Provide opportunities to develop your ability to work both independently and as part of a team in the context of social, technological, administrative and policy changes.

How this course helps you develop

This course is mapped against the University's postgraduate attributes so that all occupational therapy graduates are equipped with the skills of academic literacy, digital and information literacy, global citizenship, research literacy, critical self awareness and personal literacy. These attributes are in addition to the NHS core values of respect and dignity, commitment to quality of care, compassion, and aspiring to improve the lives of others where everyone counts and we work together for patients.

Careers

The majority of graduates from the occupational therapy degrees work as qualified and registered occupational therapists, but there are increasing opportunities to work in non-specified professional roles in mental health and community settings. There are also increasing numbers of employment roles that are not explicitly described or advertised as an ‘occupational therapist’ but match the skills specification of an occupational therapist. This is due to the changing nature of health and social care practice and the new and emerging roles and opportunities for occupational therapy.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.

Examples of ongoing research projects within the faculty:
- Driving rehabilitation - cognitive mechanisms of driving and performance implications for clinical populations

- Fatigue management – Central and peripheral fatigue and mechanisms in clinical populations

- Dual task control in Stroke - influence on community mobility

- Efficacy of Intensive motor learning programmes – Themed (Magic) camps for children with hemiplegia

- Arts in Health Research – collaboration with Breathe Arts Health Research with research opportunities across many arts related activities

- Virtual Reality (VR) technologies – development and implementation of VR technologies in rehabilitation

- Early identification of motor and sensory processing impairments in children

- Sensory processing disorders and impact on function and behaviour in children with autism

- Measurement and monitoring of rehabilitation participation- Traumatic Brain Injury (TBI), Systematic Review of Vocational Rehabilitation for people with TBI

- Therapy for hand writing in people with Parkinson’s disease (PD)

- Monitoring movement in people with neurological conditions – mechanisms and impact e.g. head drop in Parkinson Disorder

- Physical activity impact on sleep, behaviour cognition, health and wellbeing in children with neurodisability

- Falls in people with learning disabilities – an understanding of the impact of anxiety

- A Functional Electrical Stimulation Plantar flexion System for Bone Health Maintenance in Spinal Cord Injury Patients

- Professional development Perspectives of Occupational Therapists working in the NHS and concepts of Occupational Balance, Cultural perspectives and attitude change in professional identity acquisition.

Research areas and clusters

Our staff are involved in research both independently and collaboratively.

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The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting. Read more
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.

These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- On-line
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals. Read more
This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.

You can choose to take an initial Award (20 credits level 4), a Certificate (40 credits level 4) or Diploma course (120 credits level 4&5) or Professional Graduate Certificate in Education (ProfGCE level 6) or any of these courses with a specialism in English or Mathematics or Teaching Learners with Special Needs.

Visit the website: https://www.canterbury.ac.uk/study-here/postgraduate-taught/postgraduate-taught-courses.aspx

Course detail

AWARD IN EDUCATION AND TRAINING

For those interested in a teaching career in further and/or adult and community education and trainers in the public and private sector. You do not have to be in a teaching role to undertake the course. The short course consists of one module of 20 credits at level 4, and you may use this short course as credit should you decide to join the Diploma course at a later stage.

Duration: short course, variable to suit partner colleges but usually three hours per week over one term.

CERTIFICATE IN EDUCATION AND TRAINING

For teachers undertaking a more limited teaching role in any of the further education and skills sector institutions. The short course consists of two x 20 credit modules at level 4 and you may use this short course as credit should you decide to join the Diploma course at a later stage

Duration: short course, variable to suit partner colleges but usually three hours per week over two or three terms.

DIPLOMA/ProfGCE IN EDUCATION AND TRAINING

Designed to meet the needs of teachers in a substantial role in further and/or adult and community education, trainers in the public and private sector as well as those working with 14­19 year olds in schools, academies and vocational settings.

The course consists of six modules taken over two years or a one year fast track option is available at one of our partner colleges. Successful completion allows you to apply for Qualified Teacher Learning and Skills (QTLS) status.

Duration: modular over one year full­time with six hours per week tuition in class or two years part­time usually three hours per week tuition in class; plus self-study time and teaching time.

SPECIALIST PATHWAYS IN ENGLISH, MATHEMATICS AND TEACHING LEARNERS WITH SPECIAL NEEDS

For teachers of English (ESOL, literacy, functional skills) or maths (numeracy, functional skills) or working with learners with special needs, the Diploma, ProfGCE, Certificate and Award can also be taken as subject specialist qualifications.

To join the pathway qualification in the Certificate or Diploma, you need to have 50% of your teaching in the specific subject specialism. You will attend two modules in a subject specialist group at one of our partner colleges and benefit from working with subject specialists as well as learning about specific pedagogy for your subject.

QUALIFIED TEACHER STATUS LEARNING AND SKILLS

These teaching qualifications do not automatically confer ‘Qualified Teacher Learning and Skills’ (QTLS), so you will need to apply for this status post qualification. The process is currently under review so please check the Education and Training Foundation (ETF) website for current guidance.

Suitability

This is a course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, public or private training organisations.

You will need to be in a paid or voluntary teaching role to undertake all except the initial Award in Education and Training which is for those who wish to get into teaching but currently have little or no teaching.

Content

-Award-

• Module 1 Introduction to Teaching and Learning

-Certificate-

As above, plus:
• Module 2 Planning and Assessing
• Module 3 Applying Theory to Practice

-Diploma and ProfGCE-

As above, plus:
• Module 4 Reflecting on Practice
• Module 5 Curriculum
• Module 6 Professional Practice

Format

You will be given access to a wide range of learning and teaching strategies. Modules may include seminars, lectures and group discussions and projects, with many utilising individual and peer presentation format.

Given that the course is primarily for staff already working in the further education and skills sector, maximum use of student experience and expertise is made, including student led sessions aimed at sharing examples of good practice with colleagues.

Modules include self-directed study activities, investigations and e-­based learning.

You will be required to have a minimum of 100 hours teaching for the Diploma/ProfGCE.

For the Diploma/PGCE students are required to undertake eight teaching observations. These provide the opportunity for you to apply your knowledge and understanding, to improve subject specialist teaching and to receive practical advice.

Assessment

Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.

What can I do next?

If you are appropriately qualified, on successful completion of the Diploma in Education and Training you can apply for a place on the BA (Hons) Education and Professional Training.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. Read more
This programme leads to Qualified Teacher Status. It equips you to teach pupils from 5-11 years and covers all areas of the Key Stage 1 and 2 curriculum, through lectures, seminars, workshops and tutorials. You'll gain 60 Masters level credits and be awarded with a Post-Graduate Certificate of Education.

The programme will give you an in-depth understanding of inclusive practice, equality and diversity to prepare you for a career in London schools. As a part of the programme you will experience different schools and also have an opportunity to work in an Alternative Education Setting. At Masters level you'll have the opportunity to develop a specific area of expertise.

LSBU has a particular focus on social justice and equality that is well matched to the needs of schools in urban and multicultural areas. At LSBU we encourage creativity, reflective pedagogy and sensitivity to educational issues.

Upper Primary Pathway

From 16/17 this pathway will be available. If you select this pathway, you will gain the knowledge and skills to teach within the primary sector, with a focus on the 7-11 age range (KS2). Your school placements will ensure that you experience a variety of school settings. Your reading placement will be in Key Stage 1, and both your block practices will be in Key Stage 2.

Bursaries

The Government provides the following bursaries to be off-set against tuition fees, via the Training Agency. Tuition fees need to be paid by all students direct to LSBU. Students can use any bursary they receive from the Training Agency for this purpose.

If you have a 1st Class or 2.1 Degree or a PhD you will be eligible for a bursary of £3,000

You do not need to apply for bursaries. Once you have firmly accepted an unconditional offer of a place on a Teacher Training course (and supplied proof of your degree grade) the University will liaise with the Department for Education to put your bursary in place.

See the website http://www.lsbu.ac.uk/courses/course-finder/primary-pgce

Modules

H Level Modules:
- Core curriculum
This module covers all aspects of the English, mathematics, science and computing national curriculum at Key Stage 1 and 2.

- Professional studies
This module covers theories of learning, planning, teaching and assessment, classroom management and employment.

- Foundation subjects
This module covers the national curriculum foundation subjects including: history, geography, art and design, music, and design technology.

- School experience
School experience begins in week four of the course. During your Reading Mentor placement you'll be placed in a local school three times a week, gaining experience in the teaching of reading. You'll have opportunities to work with a designated child to develop an in-depth understanding of how teaching relates to pupil learning and progress. Your first block school experience is eight weeks and culminates with you leading a class. School experience 2 is a nine week block, and by the end of this placement you will be expected to teach the whole class for up to three days a week.

- Alternative education setting
In term two you will arrange your own placement following your interests in an Alternative Education Setting. This placement is designed to give you a wider view of education and develop explicit skills that you will then be able to take into mainstream practice. For example you may choose to work in a Special Educational Needs setting or in a Pupil Referral Unit.

M Level Modules:
- Equality, inclusion and citizenship
This module will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context. You'll undertake a small piece of classroom research.

Plus one of the following module options:
- SEND (Special Educational Needs and Disability)
This module discusses and explores how to enable learners with Special Educational Needs and/or Disabilities (SEND) to achieve in their learning. If you select this module your first block school experience will in in a Special Needs school and your Alternative Education Assessment will be in a main stream school.

- Connect, consume, create: ICT in the Primary School
Explore the most up-to-date research, knowledge and understanding that underpins ICT and the Computing curriculum in primary schools.

- Performing Arts
Prepares you to teach the performing arts subjects in a culturally diverse society.

- Raising Achievement in Mathematics (RAiM)
The RAiM module will help you gain knowledge and understanding to successfully teach mathematics with competence and confidence, and begin to develop as a specialist in this area. Part of your Alternative Education Setting placement will be in a mathematics department of a secondary school.

- English: Language, learning and culture
This module focuses on spoken language as a key area of the English curriculum in order to explore culture and deepen learning in the classroom.

Employability

Completion and employment rates for our PGCE are both above the sector norms and we have been identified as a good provider of initial teacher training (OFSTED 2014). Although we pride ourselves in providing teachers for London schools, successful students enter the teaching profession in a variety of schools/nurseries within the UK.

All students entering the course have the possibility of gaining up to 60 credits at Masters level, which can be used by students to count towards the award of full Masters qualifications (such as the LSBU MA in Education) gained via further study after graduation.

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

Academics from other institutions and related industries are invited as guest speakers to form part of the Equality Inclusion and Citizenship module. The Alternative Educational Settings placement provides an opportunity for you to experience teaching and learning in a completely different environment, and is one of the unique aspects of our programme. This placement may be related to your choice of Masters Level option module. For further information please see Programme Modules.

Placements

During the course you will undertake placements in at least two schools. Placement schools are chosen to provide different experiences including size, organisation and location. Our partnership works with a wide range schools across London. Placements are allocated as best fit for each trainee, but if you live in outer London or beyond it may require careful planning by you so that you are able to work at assigned schools.

In addition you will undertake a placement in an alternative education setting. The choice of placement will depend on the option you choose and your interest in the education sector. Examples of placements include SEN schools, pupil referral units, hospitals, overseas etc.

A key element of the programme is to prepare you to work in multi-cultural, urban settings. In terms of school experience placements you will normally be required to do at least one practice in an inner or outer London state school.

Teaching and learning

The university based sessions are taught through lectures, workshops, practical sessions, seminars and tutorials. The aim throughout is to encourage creativity, reflective pedagogy and sensitivity to educational issues, aims and objectives. We aim to provide a learning community that actively challenges inequality and injustice.

In particular, the module on Equality, Inclusion and Citizenship will allow you to reflect on key issues such as equality, diversity and sustainability in the educational context.

You will be encouraged to make links between the theoretical and practical elements of the course. We use an interactive model of teaching and learning and you will be encouraged to think critically about subjects to inform your understanding of effective methods of teaching and learning and how best to apply these in classroom situations.

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Successful participation in this programme enables students to gain provisional registration as a Secondary teacher, working with learners in the 11-18 age group, within a specific area of the curriculum (currently Chemistry with General Science, Home Economics, Maths. Read more
Successful participation in this programme enables students to gain provisional registration as a Secondary teacher, working with learners in the 11-18 age group, within a specific area of the curriculum (currently Chemistry with General Science, Home Economics, Maths. or Physics with General Science).

Why study Secondary Education at Dundee?

You will work alongside tutors with a wealth of experience to share with you and the ability to help you to develop the skills, knowledge and understanding you will need to fulfil the role of a secondary school teacher. We offer excellent resources and facilities and a high level of support. You will benefit from placements in two schools, so that you may hone these skills further. We liaise closely with school colleagues, so that they are in a strong position to afford you the experiences you need to make the most of your placements.

Masters level study

The programme offers students the opportunity to have their non-practice placement assignments assessed at Masters Level (SCQF Level 11) and so accrue a total of 60M credits whist they complete their programme of study. These credits can be used towards future Masters study, representing a considerable saving in both time and cost in relation to the usual Masters study arrangements. We are working closely with the MEd team within the School to ensure smooth transitions to the Masters programme for those who pursue this possibility.

[[Professional accreditation]
The resulting award of PGDE(S) for all successful participants is recognised by the General Teaching Council for Scotland (GTCS)General Teaching Council for Scotland (GTCS) and widely outside Scotland, thus widening employment opportunities.

Who should study this course?

This course is suitable for those who have already secured a relevant degree and now wish to enter the field of Secondary Education, initially as a subject teacher.

"I thought the course at Dundee was excellent, I left enthused and prepared. Keep doing what you are doing."
PGDE graduate

Degree options

Secondary Education (Chemistry) PGDE
Secondary Education (Home Economics) PGDE
Secondary Education (Mathematics) PGDE
Secondary Education (Physics) PGDE
Secondary Education (Dual Qualification) PGDE

How you will be taught

The programme lasts for 36 weeks, from August to June. This 36-week programme is necessarily very intense and is comprised of 18 weeks in University plus 18 weeks (a GTCS requirement) on professional practice placements (9+9 weeks).

Students are associated with two schools (one per semester) in order to capitalise on opportunities to gain deeper understanding and to participate in the wide spectrum of aspects associated with the lives of schools.

We also allow students to develop their areas of strengths/expertise and to support them in areas where they feel less secure. In order to meet the varying needs of students and to address issues as they are identified, we offer "Module Enhancements". Students will be able to choose from a range of learning enhancements which provide enriching experiences for the students, enabling them to personalise their studies. Students will thus be able to capitalise on their strengths and develop areas of interest and need. This approach will utilise workshops, lectures, seminars, tutorials and independent (guided and "free choice") study. Students will also benefit from insights and expertise shared by visiting speakers and from visits to a variety of locations

What you will study

There are four modules: two university-based modules prepare students for their ensuing Professional Practice placements in schools, where they will teach a range of classes. All four modules (2 university-based and 2 school-based) are compulsory. Students may opt in to an Elective and also participate in a range of Enhanced Learning opportunities, whereby their understanding of educational practice may be furthered, whilst undertaking the university-based modules.

Curricular Studies - The programme covers relevant aspects of Curriculum for Excellence(CfE). The programme develops students' understanding of how learners learn and explores strategies for effective teaching and learning.
Professional Studies - The programme will support and develop students’ awareness and understanding of: inter-agency working, working with parents, meeting the needs of all learners, assessment, classroom management and strategies for promoting a positive ethos for learning, including strategies to support positive behaviour management.
Educational Studies - Students are introduced to the History of Scottish Education, Comparative Education (education systems in other countries) and Learning Theory.
Professional Practice (Placement) - 18 weeks working with 11-18 year olds in two schools.

How you will be assessed

Formative assessment and summative assessment are used throughout the programme. There are two university-based assessed modules (one by essay, the other by ePortfolio) and two professional practice placement modules. Professional Practice (Placement) is assessed with reference to the Standard for Initial Teacher Education by university staff and school partners. Although this programme is at graduate entry, there are components (University-based) which are assessed at SCQF Level 10 and Level 11. Professional Placement is assessed only at SCQF Level 10.

Careers

All successful UK and EU participants are guaranteed one year’s employment in a Scottish primary school via the GTCS Teacher Induction Scheme.

The majority of our students go on to enjoy careers as subject teachers initially. Thereafter, they may apply for promoted posts within the management teams in schools, or as Principal Teachers/ Curriculum Leaders. Some choose to enter other fields, operating as Education Officers within museums etc. Others undertake further study, to become Educational Psychologists etc. It is also possible to pursue a wide range of further careers, e.g. within Education Scotland, as Advisors/Directors within Local Education Authorities, within GTCS or in Initial Teacher Education in universities.

Recent participants in this programme have gone on to secure permanent posts in a range of settings, both within Scotland and abroad e.g. in International Schools. Some are operating within promoted posts in schools; others have been seconded to Education Scotland or returned to academic life as lecturers.

"The large input on Curriculum for Excellence has been very useful in my career. As tough as it was to stomach at the time, I feel a step ahead of the game now, and I'm reaping the benefits."
PGDE graduate.

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Leadership and Management Major

The Leadership and Management major is relevant to aspiring, expectant and existing leaders wanting to raise their effectiveness and improve their performance in leadership and management. This major is relevant to professionals working in schools, universities (as well as Government), community and corporate organisations.
Interested parties include: specialist generalists, lead teachers, head teachers, subject masters and coordinators, administrators, support teachers, educational consultants and supervisors, human resource management team members, and system supervisors.
If you undertake our Leadership and Management major you will:
*Acquire knowledge of concepts, theories and models which underpin current successful educational leadership and management practices in schools and school systems
*Critically analyse issues and literature concerning school improvement, effectiveness, review and evaluation
*Develop strategies to analyse and refl ect upon human relations issues in contemporary work environments
*Integrate interpersonal skills to develop a clearer understanding of relevant issues
*Employ critical analysis of key work issues in the new economy such as global integration, workplace diversity, and the impact of technology
*Explore and appreciate the impact of these issues on their own individual career management strategies.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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A Master’s degree in chemistry qualifies you for expert positions in a wide range of fields, such as industry, research or education. Read more
A Master’s degree in chemistry qualifies you for expert positions in a wide range of fields, such as industry, research or education. The chemicals industry is a major employer and one of the largest export industries in Finland. Your work could also involve applications of environmental or biological sciences, the manufacture of pharmaceutical products, or the development of technological materials or new energy solutions. In the private sector, your duties might include research and development, quality management, training or commerce. Customs and forensic chemists, and chemists working in environmental control, analyse samples as part of their duties. Chemical research often requires interdisciplinary and international cooperation. As a chemist, you can be a part of developing new inventions and serve as an expert in your field and as a connoisseur of natural phenomena!

After completing the Master’s Programme in Chemistry and Molecular Sciences, you will:
-Be profoundly familiar with experimental research methods in one or more fields of chemistry, such as analytical and synthetic chemistry, radiochemistry, molecular research, and spectroscopy.
-Have an in-depth knowledge of the theoretical basis of your field and be able to apply this knowledge to broader topics.
-Know how to search for and manage chemical research data and use them to plan and perform demanding duties in chemical laboratories.
-Be able to act as a chemical expert in project planning and management, both independently and as a member of a team.
-Be able to present your results accurately in accordance with the practices of the field, both orally and in writing, and prepare extensive papers and reports.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

In the Master’s programme, you will deepen the knowledge and skills acquired during your Bachelor’s degree studies. Depending on your choices, you will familiarise yourself with one or more branches of chemistry and learn modern research methodology. The studies include lecture courses, examinations and contact teaching, laboratory courses, presentation series and seminars. Compared to the Bachelor’s degree, these studies require more independent work. The Master’s degree culminates in an extensive Master’s thesis that includes practical research. You can find further details about the studies in the course catalogue (in Finnish) and on WebOodi - http://www.helsinki.fi/ml/opinto-opas/index.html

Students are automatically granted admission to the Master’s programme through the Bachelor’s Programme in Chemistry at the University of Helsinki. You can also apply for the programme after completing an applicable Bachelor’s degree in a different programme or university.

Selection of the Major

In the Master’s programme, you may select study modules from different special fields of chemistry according to your interests and career goals. You can either complete a broad-ranging degree by selecting studies from several modules or specialise in a specific branch of chemistry. In connection with the Master’s programme operates also the international programme Advanced Spectroscopy in Chemistry, where you have the possibility to apply. You will receive assistance in preparing your personal study plan from your student advisor.

Career Prospects

Chemistry is needed in many sectors. Similarly, Master’s studies in chemistry allow you to specialise in many kinds of tasks. In your Master’s degree studies, you will familiarise yourself thoroughly with at least one branch of chemistry, after which you will be qualified to work in demanding expert positions. As a Master’s graduate, you can apply for postgraduate study in a doctoral programme. Approximately one quarter of chemistry graduates continue to complete a doctorate.

As a chemical expert you can embark on a career in industry, research or education, or in the business sector. Your work might also involve applications of environmental or biological sciences, the manufacture of pharmaceutical products, or the development of technological materials or new energy solutions. Potential employers include private companies, research and educational institutes, public agencies and supervisory authorities. A traineeship completed during your studies could help you to choose your career. Chemistry is an international field, so there are also plenty of career opportunities abroad and in international organisations.

Internationalization

An international learning environment: The Master’s Programme in Chemistry and Molecular Sciences accepts students through an international admissions procedure. Lectures are in English. Students of the international Master’s Programme in Advanced Spectroscopy in Chemistry, as well as several exchange students further increase the international scope. In addition, the Department includes several international teachers and researchers. Chemical research is an international effort, and research groups at the University of Helsinki have several international partners.

Student exchange: The University of Helsinki has student exchange agreements with several foreign universities, so you can complete part of your degree abroad. Once you have completed your Master’s degree, you can pursue doctoral studies at a foreign university. The Master’s degree in chemistry completed at the University of Helsinki has been certified with the Euromaster® quality label, which guarantees the recognition of the degree at European universities.

Language studies: The University of Helsinki offers a wide range of opportunities for improving your language skills.

Research Focus

Chemical research is multifaceted and extensively covers the methodology of different branches of chemistry. Operations have been divided into three research programmes: Molecular Sciences, Materials Chemistry, and Synthesis and Analysis. In addition, the Finnish Institute for Verification of the Chemical Weapons Convention (VERIFIN) operates at the Department. The Unit of Chemistry Teacher Education actively researches the teaching of chemistry and the development of teaching methods.

Chemical research methods range from laboratory work to demanding equipment technologies, computational research and modelling. Research projects are often multidisciplinary. Researchers at the Department of Chemistry have joint projects with University units in the fields of, for example, physics, biological sciences, pharmacy and medicine. Other key partners include Aalto University, VTT Technical Research Centre of Finland and many universities, research institutes and companies in Finland and abroad.

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The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. Read more
The MA in Education part time is an innovative and flexible course that caters to the needs of professionals working in the field of education. There are various pathways through it and it can therefore be closely tailored to your own professional development. The MA is built on a modular basis enabling you to build it around your personal and professional life.

The MA comprises of modules that can be studied one by one. The key element of many modules is the provision for ‘shared enquiry’, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.

There are various pathways through this MA. However the final module taken by all students is a research thesis, via which you will have the opportunity to research and write about an area of practice, relevant to you, in great depth.

Distinctive approaches to learning and teaching

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities. All modules are taught by members of the university’s academic staff, all of whom are active as researchers and involved in publication and continuing professional development. Each module is co-ordinated by a module leader who has extensive experience and expertise in the area of the module content. The course also makes use of visiting lecturers from other academic institutions from within the UK and further afield.

Course content

The part time master’s programme is designed for professionals who want to extend their knowledge, skills and understanding of learning, teaching, leadership, assessment and other educational issues.

It typically takes three years to gain a master’s degree via this route. However, teachers who have studied with the University of Northampton before may well already be several steps along the journey towards gaining an MA in Education.

Whichever modules you choose you will engage in detailed analysis and evaluation of established and innovative theoretical perspectives and practice-based approaches to education. During your time at the University you will have an opportunity to study various aspects of education and engage with a wide range of teachers and researchers. Additionally modules will be available in teaching primary English and in leadership and management.

Within the overall framework of the Masters in Education, we also offer specialist pathways in Early Years and Mathematics.

As there are several routes through the MA Education part time, please feel free to contact James Underwood (Subject Leader Teachers’ CPD) directly on who can advise you on the best route for you.

Course modules (16/17)

-Young Children’s Rights and Participation
-Autism in the Early Years
-International Perspectives on Education
-School and Classroom Cultures
-Educational Leaderships
-Perspectives on BESD
-International Developments in Inclusive Practice
-Understanding Autistic Spectrum: Theoretical Perspectives
-Contemporary and international Issues in Early Years
-Supporting Parents and Developing Community
-Organisational based Project
-Research Methods
-Speech, Language and Communication needs
-Understanding Dyslexia: Identification, Curriculum and Teaching
-Principles and Practice in Action Research
-Key Concepts in Inclusion and Diversity
Investigating Individual Professional Practice 1 and 2
-Principles and Practice in Coaching and Mentoring
-Advanced Practice in Early Childhood Education
-Designing for the 21st Century Learning
-Research Thesis
-Dissertation
-Leading for Change
-Developing and Supporting Others

Methods of Learning

The course is taught through a series of seminars and workshops with additional small group and individual tutorials being provided for all students. All teaching takes place in small groups which enables students to engage in discussion and debate. In addition to the main programme, students will have opportunities to attend research seminars, day courses and other activities hosted by the Faculty of Education and Humanities.

The entire MA involves 140 hours of taught sessions, all of which are taught as interactive sessions involving activities and discussions. This means students will typically attend classes for 6 hours per week if studying full time, although this may vary depending on the modules taken. In addition full-time students will be expected to undertake a further 24 hours per week of private study and research. Part-time students taking the course over 3 years will be expected to do one third of this. You should however be aware that this is not consistently spread across the year and that at some points you may be working considerably more hours in a week. For all students there will also be the chance to attend additional optional sessions and presentations connected to the research undertaken within the Faculty of Education and Humanities.

Schedule

Part-time. Completion of the part-time MA usually takes three years. However, if master’s level (level 7 credits) have been attained on other courses including the PGCE, NPQH, or programmes run by the University of Northampton then it is possible to complete this MA in a shorter time.

Assessments

Depending on the route chosen, the course assessment involves essays, portfolios, presentations and small scale research projects. Your MA will always conclude with the production of a thesis or dissertation in which you will investigate, in depth, an aspect of your own practice.

Facilities and Special Features

-Modules relevant to those working in children’s and young people’s services.
-Recognised Postgraduate Professional Development for teachers.
-Modules for a range of professional and personal interests leading to named pathway awards in the future, including an MA in SEN & Inclusion.
-Modules can be taken ‘stand alone’ for professional development.
-Modules can build into three successive postgraduate awards from Certificate to Diploma and Masters.
-Modules relevant to those working in early years or children’s services.
-Modules designed to connect with different practitioners workplace context.
-A highly experienced and supportive tutor team all of whom are active researchers.
-Modules in Special Needs and Inclusion delivered by practitioners with a national reputation in the field.

Careers

Usually part-time students are already professionals in the field of education. However, this programme can open up opportunities for further development and promotion.

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