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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 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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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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The ideal course for those who want to develop their professional expertise in education, our MA Education course centres on your own needs, research interests and work-based contexts. Read more
The ideal course for those who want to develop their professional expertise in education, our MA Education course centres on your own needs, research interests and work-based contexts. You can study on a full- (one year) or part-time basis (three years).

With a blend of one-to-one learning, distance learning and attendance at our Saturday practitioner days, you’ll be able to design and develop your own assessments throughout the course. Following completion of this course and with enhanced subject-specialist knowledge, you’ll be ideally placed to inform change in your practice settings.

This course provides a flexible approach to your studies, with learning being informed by your work setting and specific subject interests. You will be given the chance to identify your own research interests to shape your modules and assessments. This course provides a vital route to career progression and enhanced professional practice.

Modules

-Independent Study
-Professional Practice Portfolio
-Research Design
-Dissertation
-Leadership and Governance of Church Schools
-Developing Co-operative Learning Approaches to Teaching and Learning
-Values-Based Education
-NQT Career Development Portfolio
-Managing Inclusion in the Classroom
-Leadership in Learning and Education Contexts
-Becoming a Reflective Practitioner

Career Opportunities

In general terms, a Masters’ degree can enable career progression in a highly competitive market place and promote career mobility. Career opportunities will vary according to students’ fields of work, but holders of a Masters’ degree can expect to demonstrate highly flexible and transferable skills such as high levels of initiative, leadership of learning and mastery of a subject area.

More Information

It is worth researching on-line to see if there are Independent Trusts or Foundations who may be able to offer bursaries in your subject or make a fee contribution. Publications such as The Grants Register and The Directory of Grant-Making Trusts provide information on possible sources of funding. On-line databases also include Scholarship Research and Postgraduate Scholarships.

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Your programme of study. Read more

Your programme of study

Masters in Education is specifically for teachers so that they can  progress their own interests and responsibilities and CPLD.  You are assessed in terms of activities and formative and summative elements and you can work your way towards 180 credits or choose to complete a PGDip or PGCert if you wish. The degree can empower you in your daily duties and provide a much richer experience for yourself and your students in terms of knowledge you can bring to your role. The degree can also be a useful element of progression within your area of work. You look at key policies shaping education and you lead change in a variety of policy and practice situations.

You follow your own interests within professional engagement from a list of available courses, taking Critical Approaches to Academic Literature and Research Methods. You can develop many more skills such as critical understanding and knowledge of major policy issues within education.

Find out more detail by visiting the programme web page

https://www.abdn.ac.uk/study/postgraduate-taught/degree-programmes/1008/masters-in-education/#what_you_study

Why study at Aberdeen?

  • You are taught by knowledgeable researchers and teachers within the education sector at Aberdeen
  • You develop critical understanding of theories and concepts, increase capability to analyse, and apply advanced knowledge to personal professional practice
  • You learn to exploit opportunities and use research to inform professional knowledge

Where you study

  • University of Aberdeen
  • Part Time
  • 12 Months, 24 Months, 48 Months
  • September or January

International Student Fees 2017/2018

Find out about fees:

https://www.abdn.ac.uk/study/international/tuition-fees-and-living-costs-287.php

*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.

Scholarships

View all funding options on our funding database via the programme page

https://www.abdn.ac.uk/study/postgraduate-taught/finance-funding-1599.php

https://www.abdn.ac.uk/funding/

Living in Aberdeen

Find out more about:

•            Your Accommodation

•            Campus Facilities

•            Aberdeen City

•            Student Support

•            Clubs and Societies

Find out more about living in Aberdeen:

https://abdn.ac.uk/study/student-life

Living costs

https://www.abdn.ac.uk/study/international/finance.php



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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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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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Applicants must have the following academic qualifications. (a) An honours Bachelor degree (major award at Level 8 on the National Framework of Qualifications) or a major award at Level 9 or a major award at Level 10 on the National Framework of Qualifications, and. Read more

Entry Requirements

Applicants must have the following academic qualifications:
(a) An honours Bachelor degree (major award at Level 8 on the National Framework of Qualifications) or a major award at Level 9 or a major award at Level 10 on the National Framework of Qualifications, and

(b) one of the following sets of second level qualifications:

(i) in the Leaving Certificate Examination from 1969 onwards: a grade C3 or above in Higher Level Irish; a grade D3 or above in Mathematics (Ordinary or Higher level); and a grade C3 or above in English (Ordinary level) or grade D3 or above in English (Higher level); or

(ii) in the Leaving Certificate Examination prior to 1969, Honours in Irish and passes in English and Mathematics; or

(iii) in the Northern Ireland GCSE and GCE A Level Examinations: a Grade C at GCE A Level Irish; a Grade C at GCSE Level in both English and English Literature or Grade B at GCSE Level in either; and a Grade D at GCSE Level in Additional Mathematics or a Grade C at GCSE Level in Mathematics.

Applicants must provide evidence to the Higher Education Institution that their degree is placed as a major award at the appropriate level on the National Framework of Qualifications. Applicants must meet all entry requirements by Friday 3rd July 2016 and provide documentary evidence of meeting these requirements.

Please note that a minimum entry requirement of a H2.2 Bachelor Degree at Level 8 will apply from September 2016.

Alternatives to second-level qualifications in Irish, English or Maths:
A Pass in a University First Arts Examination in Irish, English or Mathematics will be accepted in lieu of the Leaving Certificate Examination GCE/GCSE requirement for the relevant subject.

In the case of Irish, a Grade C in the Matriculation Examination (which existed up to 1992) will also be accepted in lieu of the Leaving Certificate Examination/GCE/GCSE requirement. In addition, the following are accepted as satisfying the Leaving Certificate Examination/GCE/GCSE requirement:
· Dioplóma sa Ghaeilge, Level C1, NUIG

· Dioplóma sa Ghaeilge, Level B2, NUIG

· Dioplóma sa Ghaeilge, NUI Maynooth

· Teastas Eorpach na Gaeilge (TEG) at Level B2, NUI Maynooth

· Diploma in Arts (Applied Irish), University College Cork

· Dioplóma sa Ghaeilge Fheidhmeach, UCD

· Dioplóma sa Ghaeilge (An Ghaeilge sa Saol Comhaimseartha), University of Limerick

· Diploma in Irish at the University of Ulster

In the case of Mathematics, a Pass in that subject in the Matriculation Examination will also be accepted in lieu of the Leaving Certificate Examination/GCSE requirement.

Eligible applicants will be required to undergo an Interview and an Oral Irish Examination. Applicants who get a "fail" grade in either the Interview or oral Irish Examination will be eliminated from the competition. The purpose of the Interview is to ascertain the suitability of the applicant for participation in a primary teacher education programme.

The Oral Irish Examination will comprise:
- conversation on everyday topics and on books read by the applicant; and
- reading correctly and intelligently a suitable passage of prose or poetry and explaining the matter read.

Applicants should note that a high standard of fluency is required in the Oral Irish Examination and should prepare for the examination accordingly.

Applicants will be advised by the relevant Centre (Dublin and/or Limerick) of the date, time, venue, etc, of their Interview and Oral Irish Examination and must attend these examinations at their own expense. The location will be either Dublin and/or Limerick.

Overview

The Professional Masters of Education (Primary) is a full-time, two year course designed to equip student-teachers with the range of knowledge and skill related to the profession of primary school teaching and its curriculum. The course structure enables student-teachers to make real connections between the theory and practice of education. This is achieved through the blend of methodology and foundation discipline courses on offer.

See the website https://www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education/our-courses/professional-master-education-primary

Course Structure

The course comprises aspects of teacher education such as foundation studies (e.g. psychology, sociology, history and philosophy of education), professional skills development (e.g. developing high levels of competency in professional English, Mathematics and Irish) and curriculum and methodology (e.g. pedagogy associated with the primary school curriculum).

Career Options

The Professional Masters of Education (Primary) is designed to prepare students to be primary school teachers in the Republic of Ireland.

How To Apply

Applications to Froebel Department of Primary and Early Childhood Education, Maynooth University and Marino Institute of Education, Dublin should be completed online at maestro.mie.ie/appcentre this system will open at 5pm on January 30.

The closing date for receipt of completed applications is 5p.m. on Friday, 10th March.

All applicants should also note the selection procedure detailed here https://www.maynoothuniversity.ie/froebel-department-primary-and-early-childhood-education/professional-masters-education-primary-teaching

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Read more
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).

Course details

Demand for places on this course is very high, so we encourage you to submit your application as early as possible.The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists.The part-time award is offered at Darlington College, Hartlepool College of Further Education, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title.

Professional accreditation

This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.

On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).

This course is Ofsted inspected.

What you study

You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.

If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.

All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.

Core modules (all awards)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.

The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.

Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.

Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.

At the end of the year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend.

Employability

You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.

At your teaching practice a placement mentor supports you with orientation with the school/college and beginning your teaching ideas. This mentor also helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.

Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.

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The aim of the Master’s degree program is to provide graduates with outstanding levels of artistic, scientific, didactic and social/communicative competence, thus ensuring that they are equipped with the best possible qualifications for the music education profession at public and private institutions (e.g. Read more

Course Aims and Mission Statement

The aim of the Master’s degree program is to provide graduates with outstanding levels of artistic, scientific, didactic and social/communicative competence, thus ensuring that they are equipped with the best possible qualifications for the music education profession at public and private institutions (e.g. music schools, conservatories, higher education institutions and universities). Graduates will also have the necessary prerequisites and skills for organisational, advisory and executive/managerial activities in the cultural and media sectors (concert venues, theatres, museums, artists agencies, publishers, radio, etc.).

Building on the abilities and qualifications acquired in the bachelor studies, students of the Master's degree enter a process of intensified research and realisation of musical education concepts, especially those in the field of Jazz and Popular Music. This also extends to include their own individual artistic work and consequently these varied aspects are brought into broad and interdisciplinary discourse of institute research through team and project work (e.g. Master’s project and Laboratories for Music Research).

In this sense, the already acquired abilities of the students are further deepened and highly professionalised. At the same time, the open-ended research activities of the Master's program serve as free spaces for thought and work in which students from different backgrounds and origins encounter each other through research. They can also share and exchange their own thoughts and approaches and develop their work together, even beyond the horizon of one's own experience.

In order to make the research work visible to the outside world and to bring it into a public discussion, concert events, symposia, sound and video recordings, various internal institution publications and external partners are actively promoted. This provides the students with an important basis for continuing Career Orientation and Professionalisation, but it is also part of JAM MUSIC LAB University’s general contribution to the advocacy of ongoing conscious perception of artistic production. This also encompasses reflection on a wide variety of aspects that are linked with society and the facilitating of related dialogues.

Structure of Studies

The Master’s degree consists of four semesters and is divided into two degree programme stages of two semesters each. (Please refer to the core application, Chapters 3 and 4, and the descriptions and specifications contained therein regarding Research)

MA 1st Programme Stage (MA Expertise Level 1: Project Planning Research) Semesters 1-2:

1st Programme Stage allows the students to plan, organise and begin the initial implementation of the upcoming work as part of the Master’s project. The artistic, research-related and organisational challenges of the project are discussed in consultation with the respective supervisors of the Master's projects, or where relevant, with the major artistic subject (MAS) teachers. As part of the collaborative process, a related action plan and a project plan for implementation will be identified. A recommendation with regard to the compulsory electives that are to be covered is also provided for the best possible support for the Master’s project.

With the involvement and close coordination of MAS teachers, Master’s project teachers and the respective scientific director, the planning of the Master’s project is completed according to following standardised categories:

- Definitive formulation of the area of interest regarding research and knowledge - Indication of the methods of scientific or artistic work - Defining of the time frames of the work process up until completion - Coordinating and broadly defining adequate compulsory and free-choice electives in the context of the Master’s project

Coinciding with this as part of the Master’s degree, students continue to further deepen musical and artistic expertise in theory and practice, as well as intensified research. A presentation given by the students on the progress and development of the Master’s project and the written Master’s thesis at the end of semester 2 decides on the progression to the 2nd Programme Stage.

MA 2nd Programme Stage (MA-Expertise Level 2: independent scientific/artistic work and research) Semesters 3-4:

Students finalise their Master’s project regarding independent work and organisation. Musical and artistic expertise in theory and practice, as well as related research, are brought to a higher degree of professionalism in preparation for the upcoming Master's examination. A successfully completed Master's examination at the end of the 4th semester demonstrates outstanding qualifications in the respective main artistic subject (MAS), the ability to independently and effectively realise musical/artistic production and research, as well as a distinct expertise in project management and communication.

Examinations

Committee Examination Depending on the type of examination, the board would consist of at least two to a maximum of six examiners and one chairperson. The appointing of personnel for various boards are set up by the relevant bodies of JAM MUSIC LAB and published internally within the institute.

Entrance Examination:
The basic prerequisites for enrolment in the Master’s degree program are a completed Bachelor's degree or an equivalent degree from a recognised Austrian or non-Austrian postsecondary education institution, the successful completion of the admission examination and the availability of a study place.

An application for the admission examination of the Master's degree must be applied for in writing, which should include the following: a curriculum vitae, a motivation letter and an synopsis of the planned content of the artistic and research work.

Admission into the Master’s degree course relies strongly on excellent musical proficiency in the MAS and professional suitability for the area of independent artistic production and research of educational concepts. The same criteria must be demonstrated in the course of the entrance examination through an artistic/musical presentation followed by a verbal presentation of the submitted synopsis.

Details on examination requirements and content are defined by the relevant bodies of JAM MUSIC LAB University and published on the Institute's website (Please see the details in the core application, Chapter 3.7.4, Examination and Examination Methods, Admission Examination for Bachelor and Master Studies).

MA Degree Examination:
The committee examination is carried out at the end of the 2nd semester of the Master’s degree and serves to verify the students' studies thus far and serves to verify the status quo of the Master’s project and ongoing work. The students present the progress of their work and explain the planned steps towards successful and timely completion. The content and the appropriate form of the presentation – be it an artistic presentation, verbal lecture etc. – are chosen by the students and to be submitted in writing in advance. The presentation itself is followed by a critical questioning of the candidate by the examination board. Students who register on time and have sufficient study success are admitted to the examination. Examinations are determined by the relevant bodies of JAM MUSIC LAB University and published on the Institute's website. A Lesson Demonstration Examination is an integral part of both the degree and the Master's examination and contains the following specifications:

MA Lesson Demonstration Examination:
The Lesson Demonstration Examinations certify the necessary level in expertise for teaching practice. They are permitted to cover the following areas: Preliminary Lesson Demonstration MAS (single or group lessons), ensemble lessons, music theory, aural training, music history, and possibly other scientific areas as well. The performance requirements and objectives for the students in the course of the respective Lesson Demonstration examination are determined and then publicly published. The Examination Board has to advise and decide on the guidelines for defined assessment criteria (Please refer to the detailed information in the core application for further details: Chapter 3.7.4, Auditing and Examination Methods).

Master’s Examination:
The Master’s examination with exam committee consists of two practical parts (internal examination, which includes a lesson demonstration examination, and an external/public examination concert of about 45 minutes each) and an oral part in the form of a defence of the written Master's thesis. The defence consists of an approximately 30 minute verbal presentation of the submitted work, followed by a subsequent critical questioning of the candidate by the examination committee.

Students who register on time and have sufficient study success are admitted to the examination. Examinations are determined by the relevant bodies of JAM MUSIC LAB University and published on the Institute's website.

Prospective Professional Fields and Qualifications after Master’s Degree

As music educators and musicians, graduates have outstanding artistic and professional qualifications and social competence to pursue teaching and research activities at public and private institutions (e.g. music schools, conservatories, higher education institutions and universities), and to compete in the current international professional reality. In addition to their core activities as music educators in the field of music education institutions, they can also work in other active areas of professional music, art and culture mediation for all ages and target groups. As performers and creative musicians they can also work freelance as part of their own projects, as soloists and/or as ensemble members in various musical groups and orchestras focusing on Jazz, Pop, Rock, theatre, musicals, TV programs, film music etc..

In addition to their expertise in the areas of music education, artistic production, performance and research, which is tied to the practical experience gained by interacting with areas such as project management and public relations as part of the Master’s degree, graduates now have best possible prerequisites for organisational, pedagogical, advisory and executive activities in cultural enterprises and media (e.g. concert venues, orchestras, theatres, museums, artists agencies, publishers, administration of music education institutions, radio, print media, etc.).

Awarding of the degree “Masters of Arts in Music Education”

The academic degree "Master of Arts in Music Education" is awarded after completion of the Masters's examination and all prescribed lectures before the annual graduation ceremony of JAM MUSIC LAB University, which concludes the summer semester. The corresponding document can be produced in either German or English.

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Diploma MSc is an award-winning provider of online medical education for Postgraduate Diploma and Masters courses. We are now pleased to add the Medical Education Postgraduate Diploma and Masters online courses to our growing range. Read more
Diploma MSc is an award-winning provider of online medical education for Postgraduate Diploma and Masters courses. We are now pleased to add the Medical Education Postgraduate Diploma and Masters online courses to our growing range. Our Medical Education courses are offered in conjunction with our partner, the University of South Wales, who have developed a strong reputation for delivering innovative learning.

Delivered over one year, the online part time distance learning Postgraduate Diploma in Medical Education course is specially developed for busy healthcare professionals who may be expected to teach. The course is worth 120 credits and comprises of 6 modules, each of 6 weeks duration. The course aims to enable graduates to develop a critical knowledge and understanding, and application of medical education.

Our medical education courses will appeal to Doctors, GPs, Healthcare Professionals and those with related undergraduate degrees (e.g. Pharmacists) or equivalent professional qualifications and background experience. Students may apply for the MSc in Medical Education as a two-year course, firstly completing the Postgraduate Diploma (120 credits), followed by the MSc (60 credits).

Postgraduate Diploma in Medical Education

Delivered over one year, the online part time distance learning Postgraduate Diploma in Medical Education course is specially developed for busy healthcare professionals who may be expected to teach. The course is worth 120 credits and comprises of 6 modules, each of 6 weeks duration. The course aims to enable graduates to develop a critical knowledge and understanding, and application of medical education.

On completion of the Medical Education Diploma, you will be able to:
- demonstrate an in-depth knowledge and understanding of specific issues at the forefront of theory and practice in medical education.
- critically evaluate medical education theories and principles to inform educational practice.
- demonstrate awareness of advanced knowledge in educational methods and practice
- display a critical understanding of the intricacies of adult pedagogy.

Course Structure

Our 1 year course consists of 6 modules per year, each of 6 weeks duration.

Module 1 - The practice of medical education
Module 2 - Assessment
Module 3 - Evaluation
Module 4 - Media
Module 5 - Leadership
Module 6 - Curriculum

Assessment

The course puts assessment at the heart of learning by using clinical scenarios to facilitate problem-solving, critical analysis and evidence-based care. The scenarios act as both the focus for learning and assessment thus embedding assessment within the learning process.

Each of the 6 modules has the same assessment format. Due to the online nature of the course, students are expected to login and participate in the course regularly throughout the module (ideally on a daily basis).

Students use the skills gained during the lectures to engage with the different activities (see below).

Clinical case scenarios with case based discussion - 40%
Individual learning portfolio - 10%
Group/individual activity - 20%
Case based examination - 30%

Teaching Methods

Each module has the same format. Using an online platform and one tutor per 10-15 students, the self-directed distance learning is guided by tutor stimulated discussion based on clinically rich case scenarios. Group projects are undertaken alongside independent projects. Reflective practice is recorded in a reflective portfolio to help students consider how the learning can be translated into everyday work and practice. Teaching starts with 1 day of introductory lectures. Students may attend these lectures in the UK (Glyntaff campus, University of South Wales). The lecture series are delivered by the faculty and tutors, they are a pre-course organiser, giving students the tools required to undertake the online course such as:

Scientific writing.
Levels of evidence.
Harvard referencing.
Reflective writing.

The lectures series give an opportunity to meet face to face with tutors/other students prior to the online course.

MSc Medical Education

The MSc in Medical Education course offers progression from the Postgraduate Diploma for individuals who are interested in developing a critical knowledge and understanding and application of medical education.

Entry to the 1 year MSc in Medical Education will require the successful completion of the Postgraduate Diploma in Medical Education (120 credits) either from the University of South Wales or from another UK University.

The MSc Medical Education course is the only one of its title that is accessible online and is not offered by any other institution.

On completion of the course, you will be able to demonstrate:
- an in-depth knowledge and understanding of specific issues at the forefront of theory and practice in medical education.
- a critical understanding of medical education theories and principles to inform educational practice.
- an advanced knowledge of educational methods and practice.
- a critical understanding of the intricacies of adult pedagogy.

Course Structure

Research Methodologies and Critical Appraisal in Medical Education.
Professional Project: Medical Education.

Teaching Methods

Module 1: Research Methodologies and Critical Appraisal - MSc teaching methods for this module are similar to the PG Diploma course modules, however it is run over 12 weeks.
Module 2: Professional Project - To produce the professional project, students continue to use the online course; however much of the work is self-directed.

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Shape the future of adult, child, mental health or learning disability nursing with this new masters which includes registration. Read more
Shape the future of adult, child, mental health or learning disability nursing with this new masters which includes registration.

The Masters in Nursing (MN) enables you to achieve a post-graduate qualification and professional registration. The MN underpins all aspects of nursing practice and leads to eligibility for registration on the Nursing and Midwifery Council professional register in one of the four fields: Adult Health /Child Health /Mental Health /Learning Disability.

It is a full-time, three year, post-graduate degree course which aims to provide you with a range of learning, teaching and assessment experiences that will enable you to become a critically reflective, post-graduate nurse with an in-depth knowledge and understanding of your respective field of nursing.

Throughout this programme you will be in University studying theory (50%) and then have the opportunity to engage in clinical-based learning (50%) in a variety of hospital and community settings within the Lothian and Borders area. Integrated into this programme is the opportunity to engage in voluntary and elective practice placements locally or internationally.

What you'll learn

This new Masters in Nursing with registration is a full-time 3 year programme. It would suite highly motivated graduates who enjoy a challenge and want to shape the future of one of the four fields of nursing: Adult Health, Child Health, Mental Health or Learning Disability.

The Masters in Nursing (MN) enables you to achieve a post-graduate qualification and professional registration. The MN underpins all aspects of nursing practice and leads to eligibility for registration on the Nursing and Midwifery Council professional register in one of the four fields: Adult Health /Child Health /Mental Health /Learning Disability.

It is a full-time, three year, post-graduate degree course which aims to provide you with a range of learning, teaching and assessment experiences that will enable you to become a critically reflective, post-graduate nurse with an in-depth knowledge and understanding of your respective field of nursing.

Throughout this programme you will be in University studying theory (50%) and then have the opportunity to engage in clinical-based learning (50%) in a variety of hospital and community settings within the Lothian and Borders area. Integrated into this programme is the opportunity to engage in voluntary and elective practice placements locally or internationally.

Nurses today need to be able to demonstrate competence in nursing care across the patient’s lifespan. To deliver this, they need to be able to work flexibly, inter-professionally and collaboratively in a dynamic and ever changing health care arena.

Our nursing programme has been written to take account of the key drivers in health care at local, national and international levels and was developed in partnership with our clinical partners, students, service users and carers.

During each year of the programme you will learn alongside colleagues in all fields of nursing, and will work with peers from the MN and the undergraduate nursing programme. The course is designed so that you will acquire in-depth knowledge and understanding which gives you specific skills, knowledge and competences to work within a variety of health-care settings. There is increasing nursing field specialisation as the programme progresses which keeps you abreast of the current developments within your chosen field of nursing. On completion, this course will support you to become a creative, innovated and dynamic nurse with an excellent grounding in nursing theory and practice.

Year 1 lays the foundations about what the role of the nurse is and introduces you to the Nursing and Midwifery code as well as theories and models of nursing and nursing skills. It also focuses on anatomy and physiology, determinants of health across the life span, communication, compassionate care, and ethics and inter-professional working. You will also begin to develop academic and research skills.

Year 2 to builds on the work undertaken previously, but also introduces factors which influence health and well-being such as global and national public health priorities. You will explore the impact of altered health status on the individual and their family/carers over the life span. In addition, you will acquire deeper understanding of inter-professional healthcare delivery which includes looking at aspects of co-production, individuals’ rights and inclusion.

Year 3 builds and consolidates your knowledge within your specific field of nursing. Here you will looks more specifically at complex health care needs, health care delivery, interventions, governance, leadership and decision-making. You will undertake a literature review which provides opportunities to build upon your prior learning and experience in an area of interest to you.

Modules

Theory year 1
• Foundations of health and well-being {Masters} 1A
• Foundations of health and well-being (Bridging) 1B
• Developing Professionalism {Bridging} 2A
• Developing Professionalism {Masters} 2B

Practice Child health year 1
• Nursing Practice 1
• Nursing Practice 2 (Child health)

Theory Year 2
• Essential Theory and Skills for Child health Practice {Masters} 3A
• Essential Theory and Skills for Child health Practice {Masters} 3B
• Effective Interagency working in healthcare {Masters} 4A
• Effective Interagency working in healthcare {Masters} 4B

Practice year 2
• Nursing Practice 3 (Child health)
• Nursing Practice 4 (Child health)

Theory Year 3
• Critical Perspectives of Child health {Masters} 5A
• Critical Perspectives of Child health {Masters} 5B
• Effective Leadership in Healthcare {Masters} 6 Dissertation

Practice year 3
• Nursing Practice 5 (Child health)
• Nursing Practice 6 (Child health)

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

Edinburgh Napier University is the largest provider of nursing professionals in Scotland. This new programme has the potential to deliver post-graduate nurses who have excellent career prospects across hospitals and local communities, voluntary organisations and the private sector.

As new registrants you will be taking up leading roles within education, practice and research within the NHS and in the private sector, and will be able to work anywhere within the UK and EU and in some cases even further afield.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

Read less
Shape the future of adult, child, mental health or learning disability nursing with this new masters which includes registration. Read more
Shape the future of adult, child, mental health or learning disability nursing with this new masters which includes registration.

The Masters in Nursing (MN) enables you to achieve a post-graduate qualification and professional registration. The MN underpins all aspects of nursing practice and leads to eligibility for registration on the Nursing and Midwifery Council professional register in one of the four fields: Adult Health /Child Health /Mental Health /Learning Disability.

It is a full-time, three year, post-graduate degree course which aims to provide you with a range of learning, teaching and assessment experiences that will enable you to become a critically reflective, post-graduate nurse with an in-depth knowledge and understanding of your respective field of nursing.

Throughout this programme you will be in University studying theory (50%) and then have the opportunity to engage in clinical-based learning (50%) in a variety of hospital and community settings within the Lothian and Borders area. Integrated into this programme is the opportunity to engage in voluntary and elective practice placements locally or internationally.

What you'll learn

This new Masters in Nursing with registration is a full-time 3 year programme. It would suite highly motivated graduates who enjoy a challenge and want to shape the future of one of the four fields of nursing: Adult Health, Child Health, Mental Health or Learning Disability.

The Masters in Nursing (MN) enables you to achieve a post-graduate qualification and professional registration. The MN underpins all aspects of nursing practice and leads to eligibility for registration on the Nursing and Midwifery Council professional register in one of the four fields: Adult Health /Child Health /Mental Health /Learning Disability.

It is a full-time, three year, post-graduate degree course which aims to provide you with a range of learning, teaching and assessment experiences that will enable you to become a critically reflective, post-graduate nurse with an in-depth knowledge and understanding of your respective field of nursing.

Throughout this programme you will be in University studying theory (50%) and then have the opportunity to engage in clinical-based learning (50%) in a variety of hospital and community settings within the Lothian and Borders area. Integrated into this programme is the opportunity to engage in voluntary and elective practice placements locally or internationally.


Nurses today need to be able to demonstrate competence in nursing care across the patient’s lifespan. To deliver this, they need to be able to work flexibly, inter-professionally and collaboratively in a dynamic and ever changing health care arena.

Our nursing programme has been written to take account of the key drivers in health care at local, national and international levels and was developed in partnership with our clinical partners, students, service users and carers.

During each year of the programme you will learn alongside colleagues in all fields of nursing, and will work with peers from the MN and the undergraduate nursing programme. The course is designed so that you will acquire in-depth knowledge and understanding which gives you specific skills, knowledge and competences to work within a variety of health-care settings. There is increasing nursing field specialisation as the programme progresses which keeps you abreast of the current developments within your chosen field of nursing. On completion, this course will support you to become a creative, innovated and dynamic nurse with an excellent grounding in nursing theory and practice.

Year 1 lays the foundations about what the role of the nurse is and introduces you to the Nursing and Midwifery code as well as theories and models of nursing and nursing skills. It also focuses on anatomy and physiology, determinants of health across the life span, communication, compassionate care, and ethics and inter-professional working. You will also begin to develop academic and research skills.
Year 2 to builds on the work undertaken previously, but also introduces factors which influence health and well-being such as global and national public health priorities. You will explore the impact of altered health status on the individual and their family/carers over the life span. In addition, you will acquire deeper understanding of inter-professional healthcare delivery which includes looking at aspects of co-production, individuals’ rights and inclusion.

Year 3 builds and consolidates your knowledge within your specific field of nursing. Here you will looks more specifically at complex health care needs, health care delivery, interventions, governance, leadership and decision-making. You will undertake a literature review which provides opportunities to build upon your prior learning and experience in an area of interest to you.

Modules

Theory year 1
• Foundations of health and well-being {Masters} 1A
• Foundations of health and well-being (Bridging) 1B
• Developing Professionalism {Bridging} 2A
• Developing Professionalism {Masters} 2B

Practice learning disability year 1
• Nursing Practice 1
• Nursing Practice 2 (learning disability)

Theory Year 2
• Essential Theory and Skills for learning disability Practice {Masters} 3A
• Essential Theory and Skills for learning disability Practice {Masters} 3B
• Effective Interagency working in healthcare {Masters} 4A
• Effective Interagency working in healthcare {Masters} 4B

Practice year 2
• Nursing Practice 3 (learning disability)
• Nursing Practice 4 (learning disability)

Theory Year 3
• Critical Perspectives of learning disability {Masters} 5A
• Critical Perspectives of learning disability {Masters} 5B
• Effective Leadership in Healthcare {Masters} 6 Dissertation

Practice year 3
• Nursing Practice 5 (learning disability)
• Nursing Practice 6 (learning disability)

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

Edinburgh Napier University is the largest provider of nursing professionals in Scotland. This new programme has the potential to deliver post-graduate nurses who have excellent career prospects across hospitals and local communities, voluntary organisations and the private sector.

As new registrants you will be taking up leading roles within education, practice and research within the NHS and in the private sector, and will be able to work anywhere within the UK and EU and in some cases even further afield.

How to apply

http://www.napier.ac.uk/study-with-us/postgraduate/how-to-apply

SAAS Funding

Nothing should get in the way of furthering your education. Student Awards Agency Scotland (SAAS) awards funding for postgraduate courses, and could provide the help you need to continue your studies. Find out more: http://www.napier.ac.uk/study-with-us/postgraduate/fees-and-funding/saas-funded-courses

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