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Masters Degrees (Model)

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This unique and exciting one year full-time practical diploma course delivered in partnership with Mackinnon & Saunders, and Aardman Animations will equip students with the skills and experience necessary to enhance their career in the field of professional model / prop making within Animation or other media industries. Read more
This unique and exciting one year full-time practical diploma course delivered in partnership with Mackinnon & Saunders, and Aardman Animations will equip students with the skills and experience necessary to enhance their career in the field of professional model / prop making within Animation or other media industries.

-Unique and exciting course
-Delivered at NFTS in partnership with Mackinnon & Saunders, and Aardman Animations
-Intensely practical using current industry standard techniques
-12 month course duration
-Working in a fully equipped studio environment
-Experienced visiting lecturers from industry
-Cross platform Integration with other NFTS courses - Animation, Production Design, Digital Effects, and Cinematography
-Access to all NFTS masterclasses led by major creative figures from Film, Television and the Games industries.

COURSE OVERVIEW

This is the only UK based model making course located in a dedicated film studio environment. We intend to take advantage of that.

We will be creating professional models, sets, props and puppets. Successful candidates will work individually, and as part of a team within a course comprising tutorials and challenging modules, which will culminate in building models and sets on the current grad animation films.

You will be encouraged to research, sample, test, and mix traditional and new techniques throughout the course and will use a vast array of materials to successfully realise the brief. This will be as “real world” as it can be.

CURRICULUM

-Introduction and workshop safe practice
-Pattern and mould making
-Scale set and prop building
-Replica set build
-Sculpture and Puppet making
-Work experience at a leading animation studio

Major project - The major part of the year will involve working on the NFTS Animation grad films.

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Our MSc Model-based Drug Development course provides the knowledge and skills for making evidence-based decisions at various stages of drug development. Read more

Our MSc Model-based Drug Development course provides the knowledge and skills for making evidence-based decisions at various stages of drug development.

It covers the scientific and regulatory aspects of evaluating a drug, with emphasis on the use of modelling and simulation methods. You will learn why these methods are so highly valued by industry and regulatory authorities as effective, cost-saving, decision-making tools. Learning is reinforced via hands-on application of the skills to real data.

The course has been developed with an emphasis on mechanistic approaches to assessing and predicting pharmacokinetics and pharmacodynamics (PKPD), such as physiologically-based pharmacokinetics (PBPK) .

As this comes under the general umbrella of systems biology, you will be able to apply your knowledge of modelling and simulation in various areas of research within the pharmaceutical industry.

Full-time students benefit from immersion in the varied biomedical research environment at The University of Manchester, including interaction with research staff at the renowned Centre for Applied Pharmacokinetic Research .

Alternatively, part-time students already working in the pharmaceutical industry can take advantage of the flexible, distance learning mode of the course, which allows you to fit study around other commitments.

Aims

The aim of the course is to provide specialist knowledge and skills that are highly relevant for a career linked to drug development and pharmaceutical industry.

It is designed for science, engineering or mathematics graduates who want to acquire:

  • awareness of the commercial and regulatory factors in drug development;
  • understanding of the physiological, chemical, and mathematical foundations used to define the safe and effective use of potential medicines;
  • training in the use of mathematical modelling and simulation methods to guide drug development.

The course aims to:

  • provide background information on the theory and methods for quantitative assessment of drug absorption, distribution and elimination;
  • provide an understanding of the role of pharmacometrics in the process of drug development;
  • provide background information on in vitro assays used to characterise ADME properties of new drug entities;
  • indicate the mathematical framework that is capable of integrating in vitro information with knowledge of the human body to predict pharmacokinetics;
  • provide familiarity and experience of using different software platforms related to pharmacometric data analysis including R, Phoenix, NONMEM, MATLAB, Simcyp, WinBUGS and MONOLIX;
  • equip you to reflect upon influential research publications in the field, to critically assess recent published literature in a specific area;
  • provide awareness of the elements of a convincing research proposal based on modelling and simulation;
  • provide the opportunity to undertake a project and carry out original research.

Special features

Distance learning option

Our distance learning option is ideal for scientists linked to the pharmaceutical industry who wish to expand their expertise while working in the industry.

Full-time mode

The full-time mode allows suitably trained mathematics, science or engineering graduates to focus on obtaining the advanced skills needed for a career in this area. We utilise a blended learning approach in which online learning content is supported by regular face-to-face contact with tutors.

Hands-on learning

Your learning will be reinforced over the duration of the course via hands-on application of your skills to real data.

Additional course information

The course focuses on the following topics.

  • Pharmacokinetics: addressing how a drug dose is administered to the body and the fate of drug molecules that enter the body.
  • Pharmacodynamics: addressing the chemical and physiological response of the body to drug.
  • Pharmacometrics: the science that quantifies drug, disease and trial information to aid efficient drug development and/or regulatory decisions (definition used by the US FDA).
  • Systems pharmacology: analysis of interactions between drug and a biological system, using mathematical models.
  • In vitro: in vivo extrapolation using physiologically based pharmacokinetic models (IVIVE-PBPK).

Teaching and learning

The course emphasises the development of problem-solving skills. A large portion of the learning involves structured problems requiring you to apply theory and practical skills to solve typical problems that arise in drug development.

The following teaching and learning methods are used throughout the course:

  • taught lectures;
  • hands-on workshops;
  • self-directed learning to solve given problems;
  • webinars and tutorials by leading scientists in industry/academia;
  • supervised research;
  • mentorship in solving problems and writing the research dissertation;
  • independent study.

Coursework and assessment

We assess your achievement of the learning outcomes for this course through:

  • unit assignments (submitted electronically);
  • unit examinations;
  • research project dissertation and oral presentation.

Career opportunities

This course was originally developed for scientists working within the pharmaceutical industry who wished to qualify as modellers with hands-on experience. The qualification will enhance your abilities within your current role or provide you with skills to progress into new posts.

The course is also appropriate for science and engineering graduates who wish to enter the industry. The role of modelling and simulation or pharmacometrics is assuming greater and greater importance in the pharmaceutical industry.

Pharmaceutical companies and government regulatory agencies are recognising its value in making best use of laboratory and clinical data, guiding and expediting development and saving time and costs.

A range of well-paid jobs exist in this area across the globe. Scientific and industry publications often discuss the current shortage and growing need for modellers.



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Biofilms consists of a microbial community within an extracellular matrix and, in this form, they allow bacteria to colonise otherwise hostile environments. Read more

Biofilms consists of a microbial community within an extracellular matrix and, in this form, they allow bacteria to colonise otherwise hostile environments. Biofilms represent a challenge to a number of sectors, including industry (e.g. food and drink) and medicine/public health. This is partly due to the difference in behaviour of bacteria within a biofilm compared to free-living cells, including resistance to biocides and antibiotics. It is known that bacteriophages (phages; viruses that specifically attack bacteria resulting in bacterial cell lysis and death) are capable of infecting bacteria within the biofilm. Due to bacterial genus, species and strain specificity, phages therefore offer the potential for targeted ‘knock-out’ of a species of interest in a multispecies community thereby facilitating development of our understanding of biofilm development, and also offering the potential for development of a targeted strategy to destroy biofilms.

Dental plaque is a mixed-species biofilm in which oral streptococci play a pivotal role. The complex nature and diversity of these biofilms makes it difficult to identify the specific contributors to disease outcomes (e.g. dental caries). The goal of our research is therefore to determine the impact of phages on oral streptococci in a mixed-species oral biofilm and, in so doing, develop phages as a tool to both understand and control oral biofilm development. This is significant given the prevalence of dental decay amongst adults and pre-school children, and the increasing evidence that biofilms leading to dental caries can negatively impact on systemic health in adults.

The specific aim of this MRes will be the isolation and characterization of phages infecting oral streptococci from saliva and dental plaque, followed by preliminary analysis of the impact on biofilm development.

The project will be in collaboration with the Edinburgh Dental Institute and will include Dr Jennie Foley (Senior Clinical Lecturer/consultant) as a supervisor.

Academic qualifications

A first degree (at least a 2.1) ideally in Microbiology or in biology with a good fundamental knowledge of microbiology.

English language requirement

IELTS score must be at least 6.5 (with not less than 6.0 in each of the four components). Other, equivalent qualifications will be accepted. Full details of the University’s policy are available online

Essential attributes:

• Experience of fundamental microbiology laboratory techniques including routine culturing of bacteria and basic molecular biology techniques of DNA isolation and PCR 

• Competent in data analysis and MS Office

• Knowledge of molecular biology

• Good written and oral communication skills

• Strong motivation, with evidence of independent research skills relevant to the project

• Good time management

Desirable attributes:

Bioinformatics

Funding Notes

This is a fees-only studentship and a stipend is not included. Edinburgh Napier University’s School of Applied Sciences will pay for the UK fees for a full time Masters by research (MRes) degree for 12 months and the associated laboratory and reagent costs. Non-UK/EU residents are eligible to apply but must cover the difference between the UK/EU and overseas tuition fees.



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THE EMLV IS THE ONLY SCHOOL OF MANAGEMENT IN FRANCE WHICH OFFERS BY MEANS OF ITS MBA DIGITAL & RETAIL BANKING A HIGH-LEVEL TRAINING IN NEW JOBS OF DIGITAL BANKING. Read more
THE EMLV IS THE ONLY SCHOOL OF MANAGEMENT IN FRANCE WHICH OFFERS BY MEANS OF ITS MBA DIGITAL & RETAIL BANKING A HIGH-LEVEL TRAINING IN NEW JOBS OF DIGITAL BANKING

The MBA Digital & Retail Banking is a strong training course for banking careers that includes in its curriculum the digital transformation as an evolution vector on three fields: Customer relationship, Revision of operational processes and Transformation of the business model.

Background

Banks as all other stakeholders of the economy, attempt to understand and to take on innovations and new technologies which can help them to transform their business models in order to guide their clients around a new digital revolution. They fit more and more into a digital strategy.

These last years, the retail banking saw its model deeply disrupted by the increase of digital channels.

General Objective

The aim of the MBA Digital and Retail Banking is to train future professionals directly operational in the professions of digital banking. The teaching methods revolve around three subjects: to follow and think about the digital transformation of banks, to acquire and master a double financial and digital skill in order to practise professions in commercial banking and to train experts combining multidisciplinary skills with a great ability in work on projects.

Digital transformation

For banks, redesigning organizations, renewing their management and training their teams are required levers to achieve their digital transformation. The digital shift of banks is a huge project, because it impacts all activities, including front and back office. It is a strategic change which implies a whole new set of competences.

Retail banking is among the industries which have been profoundly changed by telecom and internet services which enable clients to be always connected.

EXAMPLE OF COURSES

WITH EDUCATIONAL PARTNERSHIP OF LCL BANK AND HELLO BANK

The MBA Digital & Retail Banking forms in new jobs of digital banking and prepare students for various careers in digital banking in the financial consulting professions, the back office professions and the customer service consulting.

::Products and Services of Retail Banking &Corporate banking::

The course approaches the features and the management of products and services of retail and corporate banking. It aims to know and to master the products that are marketed in retail banking and corporate banking.

::Banking control::

The aim of this course is to handle the following various points about internal control and auditing in commercial banks and the main cycles of control.

::Business model of retail bank::

Retail banking has to reinvent its business model to strengthen the trust that place in customers, markets and institutions. The more demanding modes of consumption, the digital transformation the multiplication of new banking organizations and prudent regulations involve to rethinking the strategy and the long-term modus operandi by: rethinking the offer and the customer relationship, innovating to accompany the digital transition, improving the operating efficiency.

::Blended learning::

One of our pedagogical approaches will be the use of case studies in the different courses. Students will be given the opportunity to work on real business problems with banks whilst working on their junior consultant project. They will also be encouraged to follw specific MOCC’s on digital business

CAREERS

THE DIGITAL DISRUPTS BANKING CAREERS

Banks are developing more and more digital technology strategy. It is retail banking which saw its model profoundly changed these last years by the increase in importance of the channels of remote contact.

::Internship::

At the end of the programme, you will be required to do a 6-month mission in a company of your choice (anywhere in the world) where you will put your knowledge into practise.

EMLV will give you access to a list of internship and job offers in your field through its Corporate Relations Department, Alumni network, school and MBA partners.

::Jobs in banking are changing::

The MBA Digital & Retail forms in these new jobs and answers the new needs of the job market. It is a training course for banking careers that includes in its curriculum digital transformation as an evolution vector on customer relationship fields (client service managers), revision of operational processes (back office administrators) and the transformation of the business model (programming and digital professions).

::Targeted professions::

- Community manager
- Head of e-business
- Client service manager
- Private banker
- Analyst
- Business analyst
- Development manager
- Credit analyst
- Customer service officer
- Business development manager
- Product manager

USEFUL INFORMATIONS

WE OFFER AN EXCELLENT WORK ENVIRONMENT WITH STATE-OF-THE-ART FACILITIES IN THE HEART OF THE LARGEST FINANCIAL DISTRICT IN EUROPE, PARIS-LA DÉFENSE.

From day one, when the International Relations Department meets you at the airport and helps you settling in Paris, you will get support from administrative and academic staff to make your learning experience in Paris really amazing!

::Duration::

One year from september, full-time programme

INTAKE : September 2016
TUITION FEES : 9 800 € per year
Number of places : 20

::Entry requirements::

Applicants must have 120 American credits, or 240 ECTS credits. Yet, applicants with 90 American credits or 180 ECTS credits and 2 years of professional experience can be candidates for the MBA.

English test IELTS 6.0 or equivalent requested

Interview (either face-to-face or at distance)

::For more information contact::

Vaghé LUDINARD
International Programmes Manager
Pôle Universitaire Léonard de Vinci
Tel : +33 (0)1 41 16 70 86


Prof. Amel Sahli
MBA Digital & Retail Banking Programme Manager


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Environmental Engineering Master’s degree combines technological, analytical and management aspects of the environmental protection. Read more

Environmental Engineering Master’s degree combines technological, analytical and management aspects of the environmental protection. Acquired knowledge and skills of environment quality assessment, application of modern environmental technologies and formed systematic approach provides the graduates with excellent opportunities of finding their place in the contemporary labour market. The programme was updated implementing the project funded by the EU structural funds, which increased its internationality.

The Master+ model offers either to masterpiece in the chosen discipline by choosing the Field Expert track or to strengthen the interdisciplinary skills by choosing the Interdisciplinary Expert track emphasising managerial skills or a choice of a different competence to compliment the chosen discipline and achieve a competitive advantage in one’s career.

Why @KTU?

Master+

Master+ model offers either to masterpiece in the specialisation or to strengthen managerial/interdisciplinary skills by choosing individual set of competencies required for career.

Partnership with environmental organizations

Close partnership with European Centre of Excellence for Sustainable Water Technology (WETSUS), Jurby Water Tech, Regional Waste Management Centers.

Innovative research

Department’s researchers investigate application of advanced plasma, nano- and biotechnologies in environmental engineering.

MA+

Master+ is a unique model within a chosen MSc programme

The Master+ model offers either to masterpiece in the chosen discipline by choosing the Field Expert track or to strengthen the interdisciplinary skills in addition to the main discipline by choosing the Interdisciplinary Expert track providing a choice of a different competence to compliment the chosen discipline and achieve a competitive advantage in one’s career.

Students of these study programmes can choose between the path of Field Expert and Interdisciplinary Expert. Selection is made in the academic information system. Each path (competence) consists of three subjects (18 credits) allocated as follows: 1 year 1 semester (autumn) – first subject (6 credits), 1 year 2 semester (spring) – second subject (6 credits), 2 year 3 semester – third subject (6 credits). A student, who chooses a path of the Field Expert, deepens knowledge and strengthens skills in the main field of studies. The one, who chooses a path of the Interdisciplinary Expert, acquires knowledge and skills in a different area or field of studies. Competence provides a choice of alternative additional subjects.

  • Field Expert (profound knowledge and skills in the area, required for solution of scientific research tasks);
  • Interdisciplinary Expert: 
  • (fields of different knowledge and skills are combined for solution of specific tasks);

Acquisition of the competence is certified by the issue of KTU certificate and entry in the appendix to the Master’s diploma. In addition, students can acquire an international certificate (details are provided next to each competence).

Competences are implemented by KTU lecturers – experts in their area – and high level business and public sector organizations; their employees deliver lectures, submit topics for the student’s theses, placement-oriented tasks for the projects, etc.

Career

Student’s competences

– Assessment of risks and impact to environment and human health, preparation of prevention plan and management measures in accordance with sustainable development principles and the EU and Lithuanian legislation;

– Implementation of sustainable development principles, knowledge of pollution prevention, environmental economy and governing documents;

– Formulation of research conclusions based on structured environmental research results and statistical analysis of parametric and spatial data.

Student’s skills

– Able to select technological and organisational measures for management of climate change;

– Able to analyse and assess development trends in environmental biotechnologies;

– Able to develop digital models for environmental quality and technological pollution cleaning processes, model technological systems for environment and environmental protection;

– Able to initiate technological business and develop a concept of technological business, its development model based on the assessment of technological business’ idea in the market.



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Created to challenge and inspire the next generation of theatre designers, the Theatre Design MA course at Bristol Old Vic Theatre School delivers intensive vocational training, enabling talented designers to develop their creative and technical ability in set and costume design for performance. Read more
Created to challenge and inspire the next generation of theatre designers, the Theatre Design MA course at Bristol Old Vic Theatre School delivers intensive vocational training, enabling talented designers to develop their creative and technical ability in set and costume design for performance.

The Theatre Design MA course has just four places on offer in each intake, students receive focused individual mentoring and support from the BOVTS team and high-profile visiting professionals, all set in the environment of an integrated company staging fourteen productions a year.

The course duration is four terms; starting in April the course runs until July the following year.

The full time course is aimed at multi-skilled postgraduate level students. We encourage applicants with a range of experience and previous training in Theatre, Art and Design, (Architecture, Costume, Graphics, Interiors, Film Design, Painting, Sculpture, Drama and Theatre). We do not limit entry to students with previous training, although the majority of applicants come from degree courses. A comprehensive portfolio of artwork is required at interview.

Collaborative working with students from a range of disciplines at BOVTS, design students are offered at least three leading design positions on public productions at a variety of respected venues – from The Bristol Old Vic Theatre to the Brewery Theatre.

Master-classes and workshops with visiting professional practitioners help build a thorough understanding of the subject, these include script analysis, life and figure drawing, model making, technical drawing, CAD, Photoshop and model photography. Specialist lectures cover theatre design and costume history. Research and practical work are supported by site and production visits including trips to theatre design events and exhibitions.

An extensive portfolio of industry-standard work can be achieved over the course of four terms, including staged productions and theoretical projects. Students leave BOVTS with the skills, knowledge and confidence to build careers as professional designers. There are end of year exhibitions at the Royal West Academy of Art in Bristol and in London.

Inspiring leadership by Head of Design Angela Davies, who is an award-winning theatre designer with high-level industry links. The course equips its graduates for entry into prestigious Theatre Design competitions such as the Linbury Prize for Stage Design and the RSC’s trainee scheme. BOVTS graduates held 5 out of the 12 final places in the Linbury Prize 2013.

Applications are accepted at least one year in advance of the course start date. The four-term course starts at the beginning of the summer term and completes at the end of the summer term of the following academic year.

Recent graduates have held design positions at the RSC, Pilmlico Opera, Bristol Old Vic, The Brewery Theatre and the Tobacco Factory, The Finsborough Theatre The Vault Festival and with Kneehigh Theatre Company.

To receive more information on course structure and highlights, please contact

Course Outline

Term 1
- Intensive skills-based classes from professional practitioners, including model-making and technical drawing
- Theatre script analysis and period research workshops
- Exploration of the collaborative creative process with a professional director and the MA Directors at BOVTS on the Theatre and Short Play Project
- Master-classes in advanced model-making techniques, technical drawing, an introduction to Photoshop and model photography
- Production and site visits.

Term 2
- Continued exploration of the design process through to presentation with meetings with a visiting professional on the Opera Project
- Regular design tutorials with additional workshops and classes to extend understanding.
- Theory is put into practice by designing the set or costumes for a BOVTS Spring production
- Collaborative working with a staff or visiting director and the BOVTS production teams for professional theatre venues

Term 3
- Design presentations and exploration of the production process through to full stage realisation.
- Close collaboration with actors, stage managers, technicians and scenic artists
- Work with the BOVTS MA Directors to complete production designs for the Brewery Theatre
- Skills classes and support in CAD and Photoshop and an introduction to portfolio design.

Term 4
- Series of small-scale productions for the Brewery Theatre
- Work begins on summer productions, exploring the role of set or costume designer in-depth
- More independent working with mentoring and support through the process
- Development of CV and professional portfolio
- Preparations for the end of year exhibitions at the Royal West Academy of Art, Bristol and London
- Exhibitions and Industry interviews with professional practitioners from a range of theatre disciplines, providing networking opportunities and pathways to work

PLEASE NOTE THAT APPLICATIONS ARE FOR APRIL 2016 ENTRY AND WILL CLOSE ON 27TH FEBRUARY 2015 AT 4PM.

Offline Applications
Please contact:The Admissions Office, 1-2 Downside Road, Bristol BS8 2XF.

Tel: 0117 973 3535.
Email: .

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MSc in Materials Science programme develops research skills, deep theoretical and experimental knowledge of material composition and improvement of their… Read more

MSc in Materials Science programme develops research skills, deep theoretical and experimental knowledge of material composition and improvement of their characteristics, knowledge of methodology and technique for technological measurements of materials, processing and analysis of experimental results, knowledge of application of high technologies (micro- and nanotechnologies) in materials science. The programme combines fundamental and engineering studies, and enables the graduates to create and apply functional materials and technologies of their production.

The Master+ model offers either to masterpiece in the chosen discipline by choosing the Field Expert track or to strengthen the interdisciplinary skills by choosing the Interdisciplinary Expert track emphasising managerial skills or a choice of a different competence to compliment the chosen discipline and achieve a competitive advantage in one’s career.

Why @KTU?

Internationally recognised research

KTU research in materials science is recognised internationally, and the research outcomes are applied in industry, e.g. to create scales for precision laser measurement systems.

Cooperation with international organizations

KTU cooperates with leading international organisations: Inter-Academia, Federation of European Materials Society, Physics and Chemistry of Advanced Materials, etc.

Master+

Master+ model offers either to masterpiece in the specialisation or to strengthen managerial/interdisciplinary skills by choosing individual set of competencies required for career.

MA+

Master+ is a unique model within a chosen MSc programme

The Master+ model offers either to masterpiece in the chosen discipline by choosing the Field Expert track or to strengthen the interdisciplinary skills in addition to the main discipline by choosing the Interdisciplinary Expert track providing a choice of a different competence to compliment the chosen discipline and achieve a competitive advantage in one’s career.

Students of these study programmes can choose between the path of Field Expert and Interdisciplinary Expert. Selection is made in the academic information system. Each path (competence) consists of three subjects (18 credits) allocated as follows: 1 year 1 semester (autumn) – first subject (6 credits), 1 year 2 semester (spring) – second subject (6 credits), 2 year 3 semester – third subject (6 credits). A student, who chooses a path of the Field Expert, deepens knowledge and strengthens skills in the main field of studies. The one, who chooses a path of the Interdisciplinary Expert, acquires knowledge and skills in a different area or field of studies. Competence provides a choice of alternative additional subjects.

  • Field Expert (profound knowledge and skills in the area, required for solution of scientific research tasks);
  • Interdisciplinary Expert: 
  • (fields of different knowledge and skills are combined for solution of specific tasks);

Acquisition of the competence is certified by the issue of KTU certificate and entry in the appendix to the Master’s diploma. In addition, students can acquire an international certificate (details are provided next to each competence).

Competences are implemented by KTU lecturers – experts in their area – and high level business and public sector organizations; their employees deliver lectures, submit topics for the student’s theses, placement-oriented tasks for the projects, etc.

Career

Student’s competences:

– Has deep various theoretical knowledge of material composition and improvement of their properties, knowledge of methodology and technique for technological measurements of materials, knowledge of processing and analysis of experimental results, thorough methodological knowledge on composing, creation and research of mew materials.

– Is competent to define, assess and forecast the trends and prospects of development of materials science and impact of technologies on the environment, apply high technologies (micro and nano technologies).

– Is competent to apply modern methods and instruments of surface engineering, micro and nano technologies, functional (optical, electrical, magnetic) materials used, form micro and nano structure, and use or develop devices.

– Has skills of management, negotiations and leadership, takes responsibility for the quality of his/her activities and that of his/her subordinate employees, quality assessment and performance improvement based on professional ethics, technological engineering operating standards and citizenship.

– Has very good knowledge of project management and business aspects, understands links between technological solutions and their economic effects.

Student’s skills:

– Able to make technological solutions and solve atypical, undefined and incomplete problems, is able to define, analyse and solve problems of development of materials science, scientific research, technological processes and environmental protection.

– Able to assess, model and forecast material structure, composition and properties applying analytical and numerical methods, including mathematical analysis, computational modelling or experiments for assessment, modelling and forecast of structure, composition and properties of functional materials, to select or develop functional materials with optimal properties for various engineering properties.

– Able to select of develop materials with optimal properties, able to apply innovative methods to solve various engineering problems.

– Able to apply acquired knowledge and latest achievements of materials science to select and develop various materials with optimal or required properties, to solve engineering problems using modern technological equipment and formation principles.

– Able to plan, perform analytical, modelling or applied research and introduce their results in the processes of material processing, to analyse applicability of new or newly occurring high technologies, methods of instrumental analysis in solving of various engineering problems.



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This is fundamental and classical programme , but together the programme integrates the latest scientific and technological achievements and focuses on the development of high level competencies. Read more

This is fundamental and classical programme , but together the programme integrates the latest scientific and technological achievements and focuses on the development of high level competencies:

  • In development of products of mechanical nature – the specialists are able to evaluate, model, simulate develop and optimize mechanical systems;
  • In carrying out research – the specialists are able to solve non completely defined problems, summarizing and integrating knowledge and information from the field of mechanical engineering and other fields or areas;
  • To do the work of a manager – the specialists are able to lead teams of different field professionals, manage activities of the team.

Why @KTU?

Modern and well equipped laboratories

Studies and research are carried out in modern laboratories of Measurements Actuators, Robotics, Biomechatronics, Dynamics, Piezomechanics, Holography and Optical Measurements, 3D Prototyping, Materials Static Testing.

Close collaboration with international companies

Faculty closely works with many international and local industrial partners: Festo, Hi-Steel, Mars Lietuva, Baltec CNC Technologies, etc.

Master+

Master+ model offers either to masterpiece in the specialisation or to strengthen managerial/interdisciplinary skills by choosing individual set of competencies required for career.

MA+

Master+ is a unique model within a chosen MSc programme

The Master+ model offers either to masterpiece in the chosen discipline by choosing the Field Expert track or to strengthen the interdisciplinary skills in addition to the main discipline by choosing the Interdisciplinary Expert track providing a choice of a different competence to compliment the chosen discipline and achieve a competitive advantage in one’s career.

Students of these study programmes can choose between the path of Field Expert and Interdisciplinary Expert. Selection is made in the academic information system. Each path (competence) consists of three subjects (18 credits) allocated as follows: 1 year 1 semester (autumn) – first subject (6 credits), 1 year 2 semester (spring) – second subject (6 credits), 2 year 3 semester – third subject (6 credits). A student, who chooses a path of the Field Expert, deepens knowledge and strengthens skills in the main field of studies. The one, who chooses a path of the Interdisciplinary Expert, acquires knowledge and skills in a different area or field of studies. Competence provides a choice of alternative additional subjects.

  • Field Expert (profound knowledge and skills in the area, required for solution of scientific research tasks);
  • Interdisciplinary Expert: 
  • (fields of different knowledge and skills are combined for solution of specific tasks);

Acquisition of the competence is certified by the issue of KTU certificate and entry in the appendix to the Master’s diploma. In addition, students can acquire an international certificate (details are provided next to each competence).

Competences are implemented by KTU lecturers – experts in their area – and high level business and public sector organizations; their employees deliver lectures, submit topics for the student’s theses, placement-oriented tasks for the projects, etc.

Career

Student’s competences:

– To coordinate the activities of the teams of facilities management specialists in various companies (operating in the fields from production to designing);

– To know production processes and control possibilities and tools of engineering analysis (CAD/CAE);

– To analyse problematic areas of facilities management and adapt modern modelling software for increase of efficiency of processes;

– To design and implement development of the systems or subsystems of mechanical nature in the integral engineering systems using modern research and technological equipment and engineering analysis tools.

Student’s skills:

– Able to model the systems of strength of structures, contact, thermal conductivity and flow of liquids, assessing their dynamic properties, functional and reliability level of their components;

– Able to design and realise the processes of designing – product development using advanced competences of engineering activities;

– Able to realise modern algorithms and algorithms based on computer modelling software for facilities management.



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The programme is co-organised by Vrije Universiteit Brussel (VUB) and Universite Libre de Bruxelles (ULB), offering students the possibility to obtain a double master's degree at the end of the programme. Read more

About the programme

The programme is co-organised by Vrije Universiteit Brussel (VUB) and Universite Libre de Bruxelles (ULB), offering students the possibility to obtain a double master's degree at the end of the programme. The first year of courses is taught at the ULB Engineering Campus in Brussels, while the second year is taught at VUB.

The Master of Chemical and Materials Engineering educates students to become innovative engineers who will contribute to their profession and to society. Engineers in chemistry and materials play a unique role in sustainable development, where they must manage resources, energy and the environment in order to develop and produce novel materials and chemical commodities. Our graduates are prepared to face the demands of the modern technological employment field and for an international career with English as their professional language.

Course content

The Master in Chemical and Material Engineering (120 ECTS) offers a solid core of courses in both of these engineering fields. The integrated and the multidisciplinary approach provides students up-to-date knowledge enabling them to propose innovative engineering solutions in numerous modern technological sectors. Students have the possibility to specialize in Process technology or Material Science.

The Master of Chemical and Materials Engineering program consists of two profiles: Process Technology and Materials.

Profile: Process Technology:
The Process Technology orientation trains students to become engineers who are employable and innovative both in production units (operation and optimization of production facilities) and in engineering groups (develop new production units that meet desired performance specifications). An emphasis is placed on the biotechnology and food industries. Students are also trained to identify, solve and avoid environmental problems including waste management, water, air and soil pollution.

Profile: Materials:
The Materials orientation prepares students for the materials and materials technology sectors (metals, polymers, ceramics and composites). Students are trained to become creative engineers capable of designing sustainable multi-functional materials which meet specific applications. Students also have the capacity to contribute to the whole life-cycle of materials from their processing into semi or full end products using environmentally friendly and safe production processes to their recycling.

Become a skilled scientific engineer

This Master offers:
- a unique interdisciplinary programme which prepares you for employment in a professional field related to chemical engineering, materials or environmental technology.
- a high level scientific education that prepares you to a wide range of job profiles.
- the possibility to work in close contact with professors who are internationally recognized in their own disciplines and favor interactive learning.

Curriculum

http://www.vub.ac.be/en/study/chemical-and-materials-engineering/programme

The programme is built up modularly:
1) the Common Core Chemical and Materials Engineering (56 ECTS)
2) the Specific Profile Courses (30 ECTS)
3) the master thesis (24 ECTS)
4) electives (10 ECTS) from 1 out of 3 options.
Each of the modules should be succesfully completed to obtain the master degree. The student must respect the specified registration requirements. The educational board strongly suggests the student to follow the standard learning track. Only this model track can guarantee a timeschedule without overlaps of the compulsory course units.

Common Core Chemical and Materials Engineering:
The Common Core Chemical and Materials Engineering (56 ECTS) is spread over 2 years: 46 ECTS in the first and 10 ECTS in the second year. The Common Core emphasizes the interaction between process- and materials technology by a chemical (molecular) approach. The Common Core consists out of courses related to chemistry, process technology and materials and is the basis for the Process Technology and the Materials profiles.

Specific Courses Profile Materials:
The profile 'Materials' (30 ECTS) consists out of 2 parts, spread over the 1st and the 2nd year of the model learning track: Materials I - 14 ECTS in MA1 and Materials II - 16 ECTS in MA2. The profile adds material-technological courses to the common core.

Specific Courses Profile Process Technology:
The profile 'Process Technology' (30 ECTS) consists out of 2 parts, spread over the 1st and the 2nd year of the model learning track: Process Technology I - 14 ECTS in MA1 and Process Technology II - 16 ECTS in MA2. The profile adds process technological courses to the common core.

Elective Courses:
The elective courses are divided into 3 options:
- Option 1: Internship (10 ECTS)
- Option 2: Elective courses (incl. internship of 6 ECTS)
- Option 3: Entrepreneurship
The student has to select one option and at least 10 ECTS within that option. All options belong to the 2nd year of the model learning track.

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Learning how to design high-level software that guarantees safety and correctness while still being in control of its complexity. Read more

Learning how to design high-level software that guarantees safety and correctness while still being in control of its complexity.

Software plays a role in almost every aspect of our daily lives and in every organisation anywhere in the world. It can often be a crucial key to their success. Well-structured software that is attuned to an organisation’s needs and future plans can be cost effective, improve efficiency, offer better services and be innovative. Many companies, in every branch out there, are therefore looking for highly skilled software specialists. Graduates of the Master’s specialisation in Software Science will have no trouble finding a job.

Producing software is not merely a technological enterprise but a deeply scientific and creative one as well. Modern cars drive on 20 million lines of code. How do we develop all this software and control its complexity? How do we ensure correctness of software on which the lives in a speeding car literally depend on? This specialisation goes far beyond basic code writing. It’s about analysing and testing code in order to improve it as well as simplify it.

Why study Software Science at Radboud University?

- Although not the only focus, our programme puts a lot of emphasis on embedded software and functional programming.

- We teach a unique range of software analysis techniques and application down to practical/commercial use in industry.

- This specialisation builds on the strong international reputation of the Institute for Computing and Information Sciences (iCIS) in areas such as model based and virtual product development, advanced programming, and domain specific languages. We also closely collaborate with the Embedded Systems Institute.

- Our approach is pragmatic as well as theoretical. As an academic, we don’t just expect you to understand and make use of the appropriate tools, but also to program and develop your own.

- For your Master’s research we have a large number of companies like Philips, ASML and NXP offering projects. There are always more projects than students.

- Thanks to free electives students can branch out to other Computing Science domain at Radboud University such as security, machine learning or more in-depth mathematical foundations of computer science.

- The job opportunities are excellent: some of our students get offered jobs before they’ve even graduated and almost all of our graduates have positions within six months after graduating.

See the website http://www.ru.nl/masters/softwarescience

Admission requirements for international students

1. A completed Bachelor's degree in Computing Science or related area

In order to get admission to this Master’s you will need a completed Bachelor’s degree in Computing Sciences or a related discipline.

2. A proficiency in English

In order to take part in the programme, you need to have fluency in English, both written and spoken. Non-native speakers of English without a Dutch Bachelor's degree or VWO diploma need one of the following:

- TOEFL score of >575 (paper based) or >232 (computer based) or >90 (internet based)

- IELTS score of >6.5

- Cambridge Certificate of Advanced English (CAE) or Certificate of Proficiency in English (CPE), with a mark of C or higher

Career prospects

Writing good software is a highly creative process, which requires the ability to approach problems in entirely novel ways through computational thinking. Besides creativity, a professional software scientist also has fine problem-solving, analytical, programming, and communication skills. By combining software programming, model-checking techniques and human intellect, software scientists can make a real difference to help and improve the devices that govern such a large part of our lives.

The job perspective for our graduates is excellent. Industry desperately needs software science specialists at an academic level, and thus our graduates have no difficulty in find an interesting and challenging job. Several of our graduates decide to go for a PhD and stay at a university, but most of our students go for a career in industry. They then typically either find a job at a larger company as consultant or programmer, or they start up their own software company.

Examples of companies where our graduates end up include the big Dutch high-tech companies such as Océ, ASML, Vanderlande and Philips, ICT service providers such as Topicus and Info Support and companies started by Radboud graduates, like AIA and GX.

Our research in this field

The Master’s programme in Computing Sciences is offered in close collaboration with the research Institute for Computing and Information Sciences (iCIS). Research at iCIS is organised in three different research sections:

- Model Based System Development

- Digital Security

- Intelligent Systems

The Software Science specialisation builds on the strong international reputation of iCIS in areas such model based and virtual product development, advanced programming, and domain specific languages.

Research project and internship

For your research project, you may choose to do your internship at:

- A company

---- SME, such as as Océ, Vanderlande, Clarity or GX

---- multinational, such as the Philips, ASML, NXP, Logica or Reed Business Media

- A governmental institute, such as the (Dutch) Tax Authorities or the European Space Agency.

- Any department at Radboud University or another university with issues regarding software, like studying new techniques for loop bound analysis, the relation between classical logic and computational systems, or e-mail extension for iTasks.

- One of the iCIS departments, specialising on different aspects of Software Science.

- Abroad, under supervision of researchers from other universities that we collaborate with. For instance, exploring a new technique for automata learning at Uppsala University in Sweden, or verifying the correctness of Erlang refactoring transformations at the Eötvös Loránd University (ELTE) in Budapest, Hungary.

See the website http://www.ru.nl/masters/softwarescience



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The Master of Science in Kinesiology (MSc) is a thesis-based degree. Areas of study can include topics broadly related to the natural health and physical sciences. Read more

Master of Science in Kinesiology

The Master of Science in Kinesiology (MSc) is a thesis-based degree. Areas of study can include topics broadly related to the natural health and physical sciences. Graduate students are drawn to the School to work with specific research faculty members and benefit from their expertise in specific content areas. The MSc program operates using a mentor model. The benefits of a mentor model are numerous including clarification of research and other funding support at time of application and focused supervision from the time of registration. The MSc program prepares graduates for a broad range of careers. Former MSc students have pursued additional training including doctoral and post-doctoral degrees. Many former Kinesiology graduates have become successful academics. Other students have pursued careers in Medicine, Physical Therapy, industry, and governmental and non-governmental work.

What makes the program unique?

Graduate students are drawn to the School to work with specific research faculty members and benefit from their expertise in specific content areas. The MSc program operates using a mentor model. The benefits of a mentor model are numerous including clarification of research and other funding support at time of application and focused supervision from the time of registration. The School offers competitive financial packages to highly qualified students in the form of teaching assistantships and entrance scholarships. Individual faculty members can "top up" a financial package from external grant sources to assist with recruitment of exceptional students.

Quick Facts

- Degree: Master of Science
- Specialization: Kinesiology
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework + Thesis required
- Faculty: Faculty of Education
- School: School of Kinesiology

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This program is designed to provide graduates with expertise in delivery of individualised assessment and therapy procedures suited to the presenting problems which occur in the Counselling context. Read more

About the program

This program is designed to provide graduates with expertise in delivery of individualised assessment and therapy procedures suited to the presenting problems which occur in the Counselling context. The Master of Counselling degree extends teaching content across the lifespan (i.e., childhood, adolescence, and adulthood) and range of presenting issues which impact adversely on the capacity of individuals to function effectively in their day-to-day lives. This degree incorporates coursework, practical experience gained in class and during practicum placement, and research. The teaching curriculum emphasises development of personal competencies, broad-based knowledge, and applied skills required for registered practicing Counsellors. The Counselling program draws from a range of theoretical models derived from current research and practice. Graduates complete a number of practicum placements under the supervision of appropriately qualified and experienced supervisors where they gain experience in applying best-practice models which meet the standards for appropriate ethical and professional practice. The philosophy which underpins the processes used to train graduates is embedded in core principles which are considered to guide ethical and professional practice in the Counselling context.

- Principle 1: Training in the scientist-practitioner model
The scientist-practitioner model trains graduates in methods for systematic and objective investigation (scientist) as well as techniques for applying evidence-based practices to the presenting issues of clients (practitioner). This model aims to enhance professional practice by guiding graduates to understand the interconnection between their own day-to-day practice and the evidence which arises from scientific enquiry. This model also trains graduates to submit the techniques and procedures they implement in day-to-day practice to continued review and to establish clear processes for measuring client outcomes. Graduates are also assisted to use self-reflection and personal enquiry to become aware of the reasons for their decisions and the consequences of their actions. They are sensitised to the risks of using intuitive thinking or unsubstantiated approaches to working with their clients.

- Principle 2: Respect for the client-counsellor bond at all times
The client-counsellor bond is conceptualised as being central to the counselling process and graduates are trained in methods for building rapport, establishing professional boundaries, and responding to clients in a respectful manner. Graduates are assisted to learn methods for engaging in authentic and collaborative interactions with their clients and to minimise any procedure which might create a power imbalance between themselves and their client. Although graduates are taught a number of theoretical perspectives and practical techniques to drive effective assessment and therapy, it is emphasised that the potential for these to create positive client outcomes depends on a strong client-counsellor bond.

- Principle 3: Emphasis is on idiographic understanding of client presenting issues
Graduates are trained to focus their therapeutic attention on understanding the reasons for their clients’ responses and life experiences as opposed to simply labelling these. The idiographic approach is based on in-depth investigation of individual experiences, understanding of client needs, and acquisition of client skills to facilitate positive change. This approach trains graduates in collaborative data-collection and analysis related to specific aspects of client performance to develop client- rather than label-driven treatments. The idiographic approach offers a strong philosophical foundation for viewing client responses as serving a function and constituting a coping mechanism for those life situations which cause the client challenge.

- Principle 4: Non-manualised therapies designed to enhance client competencies
Counselling is presented to graduates as a learning process and not a situation of containment of "psychic abnormalities". Therapy outcomes are achieved by the client acquiring skills capable of being transferred to real life situations. These skills arise from the counselling process itself and are tailored to address specific aspects of the client’s performance or particular concerning situations. Graduates are trained in client-focused and behaviourally-based frameworks to help individual clients learn how to approach life’s challenges in more satisfying and effective ways.

See the website https://bond.edu.au/program/master-counselling

Professional outcomes

The Counselling programs at Bond University are designed to train students for work as general or specialist counsellors. Graduates of this program are also suitable for careers as mental health professionals. This program also assists teachers who are interested in developing expertise in the area of counselling.

English language proficiency requirements

As tuition is delivered in English, all students will be required to provide documented evidence of the required level of proficiency in the English language. Read more detailed information on English Language Proficiency Requirements for university study https://bond.edu.au/future-students/study-bond/how-apply/information-international-students/english-language-requirements .

Find out how to apply here https://bond.edu.au/future-students/study-bond/how-apply

See the website https://bond.edu.au/program/master-counselling

For contact information see here https://bond.edu.au/program/master-counselling

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The Master of Science in Engineering programme Technology-Based Business Development is located at the Aarhus BSS, Aarhus University campus in Herning. Read more

The Master of Science in Engineering programme Technology-Based Business Development is located at the Aarhus BSS, Aarhus University campus in Herning. The programme aims at educating candidates with a strong insight in engineering practices, the relationship between theory and practice and a relentless desire for generating new knowledge and technology-based business opportunities for companies.

Technological view on engineering management processes

The programme aims to produce candidates with a strong insight in engineering practice and the boundary and habitual conditions of the modern company. Students have the possibility to choose an individual technological specialisations and to collaborate with study relevant companies, for benefiting their problem-based learning. This master programme is carried out with a strong emphasis on applying theories from the courses to practice, in real life situations.

Want to know more about the programme? >>

Collaboration with companies

A key point of this programme is the interaction with study relevant companies. Students are invited to identify companies and assignments of relevance to use in technology specialisations and further in thier master thesis. Field work outside of the campus in technology specialisations is encouraged upon further agreement and approval.

Programme structure

The programme has a duration of 2 years and consists of 4 semesters.

1st semester: Courses

The structure of the first semester consists of 4 courses.

Skills in developing strategies and approaches that enhance an organisation’s ability to search, select, execute and capture benefits consisting of knowledge about technological opportunities and long-term trends are taught in a Management of Technology course.

The aim of the course in Organisational Design and Human Resource Analytics is to give the student a profound understanding of how they should organise and manage to enhance performance. These skills are particularly important for students who will be managing teams or become middle managers soon after graduation. The course will be structured into two parts, covering organisation design theory and applications from personnel economics.

Student's systematic problem-based projects will be supported in Research Design in Engineering course. Key concepts for engineering research will be presented, in order to enable the students to carry out credible and reliable interventions with technology and investigations of technology in enterprises.

Finally the first semester also introduces the course inTechnology Specialisation 1. Students will train to learn and perform scientifically grounded work on the choice of a technological solution through systematic motivation, identification, combination, development and selection of technical artefacts and solutions.

2nd semester: Courses

The second semester of this Master's programme contains 3 courses.

The first course inTechnological Business Model Innovation will focus on students knowledge of new support tools and technologies for business models and business model innovation.

The fields of engineering, technology, innovation and business development will be discussed in the course in Optimisation of Engineering Processes using Numerical Approaches. The overall aim of the course is to enable the students to solve an engineering problem using the following four-step process: 1) Analyse a given problem, 2) Setting up a formal model that describes the problem, 3) Analyse the formal model of the problem and solve it and 4) Translate the formal solution into a solution to problem.

The third course the students will follow is Technology Specialisation 2. This course adds on knowledge from the Technology Spesialisation 1 course in the first semester. The student will be trained to learn and perform scientifically grounded work in one or more technological areas within product/service, production and process technology different from what was submitted in the TS1 project.

3rd semester: Elective courses

The third semester gives the students the possibility of choosing electives based on their personal interest. Electives courses in the past years contain: Energy Engineering and Innovation, Advanced Product Development, Engineering Project Management, Entrepreneurship, Engineering Modelling, Enterprise Architecture Practices, Digital Capabilities, Six Sigma Design and Innovation, Introduction to Persuasive Technology and Further project-based activities in company or technology.

The student will be allowed to choose courses worth of 30ECTS in total.

4th semester: Final thesis

The fourth semester is devoted to the master's thesis. You may choose the topic of the thesis freely and get a chance to concentrate on and specialise in a specific field of interest.

Read more about the programme and the courses here >>



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The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Read more

The Master of Philosophy specialising in Inclusive Innovation (MPhil) is an interdisciplinary, research-based degree that leads to the development of novel and sustainable solutions for social challenges. Join like-minded visionaries on a rich learning journey, and spend a year working both individually and with others where expertise, life experience, passion and innovation converge to support new possibilities and ideas.

Overview

The MPhil Inclusive Innovation is a one-year modular programme designed to be a collaboration between GSB faculty and pass innovators. The MPhil curriculum is structured around three main components: learning, engaging, and reflecting and creating – this can be referred to as praxeology (the study of purposeful human action).  

1. Learning

The programme provides a grounding in the fundamentals of inclusive innovation, as well as the challenges facing those working on social and environmental issues in Africa today. A typical class flows from student presentations and group feedback to focusing on topics such as values-based leadership and business model innovation, integrative thinking and design thinking.

2. Engaging

From the start of the programme, innovators identify a problem of interest and start developing a deep understanding of the context behind the issue they’d like to address. They conduct independent research, including a literature review, field studies, interviews, observations and assessment of market needs. This scholarly approach leads to a fuller understanding of the practical possibilities for contributing to the issue concerned.

3. Reflecting and creating

Personal reflections and peer-to-peer feedback all help to spur on the intellectual development of inclusive innovators and their ideas.

The MPhil’s desired outcomes are:

  • A practical outcome or artefact – prototype, framework, business model, etc.
  • A research thesis that has a strong narrative around the artefact development and clearly illustrates a contribution to knowledge.
  • An embodied experience of business model innovation (entrepreneuring)

Inclusive innovators who complete the MPhil will be skilled at:

  • Undertaking and managing complex innovation-focused projects.
  • Identifying and coping with the internal experience of entrepreneuring.
  • Using systems thinking, design thinking and integrative thinking to take on business-model innovation.
  • Planning a new venture or process, including a detailed strategy and feasibility.

MPhil Benefits

You will gain the following during the MPhil in Inclusive Innovation programme:

New thinking

This MPhil degree encourages inclusive innovators to think critically and innovatively to meet new demands. The programme gears participants towards becoming advanced strategic and systems thinkers.

Shorter invention cycles

MPhil innovators will test assumptions and prototype solutions in a “living lab” environment. It’s a free-thinking cross disciplinary space that helps shorten the cycle time from invention to application of innovations and solutions through interaction and debate with consumers, experts, industry and organisations in the relevant ecosystem.

Access to industry experts

Innovators will be exposed to key local and global specialists – from deep-content experts to market experts in the community. The insight and feedback they receive will help them iterate and improve their solutions at various stages.

Networking

Inclusive innovators will build personal relationships with leading experts across different industries and will be plugged into the next generation of African innovators.

Personal fulfillment

Self-reflection, introspection and personal growth are core elements of the programme. The MPhil develops inclusive innovators who boldly pursue ambitious ideas and dreams.



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The MSc in Computational Finance will introduce students to the computational methods that are widely used by practitioners and financial institutions in today's markets. Read more

The MSc in Computational Finance will introduce students to the computational methods that are widely used by practitioners and financial institutions in today's markets. This will provide students with a solid foundation not only in traditional quantitative methods and financial instruments, but also scientific computing, numerical methods, high-performance computing, distributed ledgers, big-data analytics, and agent-based modelling. These techniques will be used to understand financial markets from a post-crisis perspective which incorporates findings from the study of financial markets at high-frequency time scales, modern approaches to understanding systematic risk and financial contagion, and disruptive technologies such as distributed-ledgers and crypto-currencies. The programme is highly practical, and students will have the opportunity to apply their learning to real-world data and case studies in hands-on laboratory sessions.

Key benefits

  • An understanding of modern financial technology (FinTech) including electronic trading and distributed-ledger technology.
  • Practical hands-on techniques for working with and analysing financial data, which draw on modern developments in Artificial Intelligence and Big Data technology.
  • The opportunity to understand the practical aspects of quantitative finance and FinTech from Industry experts located in the heart of one of the World’s financial centres.

Description

Computational Finance studies problems of optimal investment, risk management and trade execution from a computational perspective. As with any engineering discipline, computational finance analyses a given problem by first building a model for it and then examining the model. In computational finance, however, our model is typically analysed by running computer programs, rather than solving mathematical equations. In addition to standard computational methods such as Monte-Carlo option pricing, you will also learn more advanced modelling techniques such as agent-based modelling, in which the model itself takes the form of a computer program.

The programme will provide a foundation in the core skills required for successful risk management and optimal investment by giving a grounding in the key quantitative methods used in finance, including computer programming, numerical methods, scientific computing, numerical optimisation, and an overview of the financial markets. You can then go on to study more advanced topics, including the market micro-structure of modern electronic exchanges, high-frequency finance, distributed-ledger technology and agent-based modelling.

Career prospects

Students are expected to go in to careers such as Investment Banking, Hedge Funds and Regulatory Bodies.  

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