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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of two letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of two letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Organizational Leadership is offered exclusively on the campus of Jefferson Community College in Watertown, New York. Students who have successfully completed this program or who are currently enrolled in this program are typically employed in higher education, small business ownership, instructional design, various civilian positions within the military, management positions in health insurance, assisted living, and a municipal housing authority. Program start date: Fall

Required Program Courses
Minimum of 36 credit hours

Foundation Courses:
IT 502, Organizational Development
IT 607, Organizational Leadership
IT 648, Principles of Performance Technology
IT 654, Program Evaluation

Controlled Elective Courses:
IT 503, Team Building
IT 602, Human Resources
IT 603, Policies, Issues, and Ethics in Professional Practice
IT 609, Conflict Resolution
IT 610, Change Processes

Performance Technology Courses:
IT 545, Preparing and Delivering Professional Presentations
IT 614, Technology in Education

Culminating Experience:
IT 658, Needs Assessment (Culminating Experience)

Uniqueness of Program

Students are enrolled in two courses per semester, one course in each Winterim mini-session, and two courses during the first Summer session. All instruction is offered in a blended delivery technique, in which classes meet alternate weeks in the evening, or on Saturdays. There are also regular online internet-based individual and team discussions.

Testimonials

“People are diverse; jobs are diverse – your only way to be successful is an education that addresses…diversity! This program has done just that for me. It is great to be equipped with an arsenal of tools to address any issues on the work floor with confidence. This program will elevate anyone from good to great!”

“The Watertown Organizational Leadership pro- gram is an enriching program that has allowed me to achieve personal and professional goals. The practical concepts and theories explored are relevant to beginning or seasoned leaders. I wish I had done this ten years earlier.”

“The topics covered in the Organizational Leadership program are timely and relevant to issues impacting organizations today. This program has given me the tools to implement strategies in my daily work and has made me a better leader.”

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Which came first, the chicken or the egg? A definitive answer has never been reached. How about followers and leaders? Followers need leaders, and a leader without followers will not be very effective. Read more
Which came first, the chicken or the egg? A definitive answer has never been reached. How about followers and leaders? Followers need leaders, and a leader without followers will not be very effective. In many cases, an effective and strong leader emerges out of a group of loyal followers. But what does it take for that individual to stand out and assume a leadership role? Studies indicate that an effective leader must be task- and relationship-oriented and demonstrate active participation. It takes a person with special skills to create or preserve a structure within an organization and focus simultaneously on tackling the job, motivating the team to do their part, and jumping into the trenches alongside his or her subordinates. The strong leader puts the needs of the team before his own, and the successful leader makes sure that all eyes are on the task at hand—a job well done.

The Master of Science (M.S.) in Management is offered by the Department of Management in the Jennings A. Jones College of Business. This program, with three concentrations, offers students planning, communication, and ethical decision-making skills through experiential learning in which they will find themselves in the trenches of the real-world work environment. Each concentration—Organizational Leadership, Social Innovation and Not-for-Profit Management, and Supply Chain Management—includes a capstone project in which students will partner with an organization in the industry or non-profit sector.

Career

There will always be a need for effective leaders, those who have the vision to see farther down the road than most others. Most workers are concerned with doing a good job and being thought of as a competent team member. The leader of an organization is less concerned about his or her individual performance and more concerned about the direction of the enterprise and the ability of the team to work together to fulfill both the mission and the vision. Examples of career opportunities for individuals choosing the Organizational Leadership concentrations include areas such as:

Administration
Banking
Corporate upper-level management
Corporate recruiting
Customer support
Facilities management
Government
Healthcare
Human resources
Insurance
Inventory control
Logistics
Manufacturing
Performance management
Politics
Public policy
Real estate
Retail management
Talent management
Training

Because this program is relatively new, employer information is still being compiled. Following are examples of employers of Management graduates and Career Fair participants:

American Cellular
Automatic Data Processing
CalsonicKansei North America
Chick-Fil-A Murfreesboro
Consolidated Electrical Distributors, Inc.
Enterprise
Ettain Group
Insight Global, Inc.
Internal Data Resources
Liberty Mutual
Modern Woodmen of America
Nissan North America
Northwestern Mutual Financial Network
PepsiCo Foodservice
Sherwin-Williams
State Farm Insurance
Target Stores
Tennessee Valley Healthcare System (VA)
The Hershey Company
Walter Meier Manufacturing

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In a globally connected and rapidly changing world the skills needed in the future are very different to those needed today. It is argued that education offers each individual and nation the best chance of navigating an unknown future. Read more
In a globally connected and rapidly changing world the skills needed in the future are very different to those needed today. It is argued that education offers each individual and nation the best chance of navigating an unknown future. This course explores the unique challenges facing educational leaders in the 21st century as they learn to cope with uncertainty and adapt to evolving conditions.

The MA Education: Leadership and Management is designed for those who are interested in becoming, or presently working as, middle and senior managers and leaders in schools and other educational organisations in the UK and internationally. Drawing on internationally based research this course offers a critical and culturally based understanding of leadership as a social and ethical practice.

This course promotes the development of leadership competencies through practice based inquiry in which theories may be applied, or developed, within the workplace. The course will develop individual leadership skills and competencies as well as the capacity to lead and manage change

The course is structured over three trimesters (thirds) and totals 180 credits (90 ECTS). It is available in campus-based mode, low-residency mode or online-only. You can start in September or February and will study for 60 credits per trimester. In your first trimester you will study the MA Education core module Education: Economics, Politics and Society (30 credits) plus your award core module (30 credits). In the second trimester you will study the core module Social Science Research (30 credits), plus two 15-credit elective modules, one of which may be a shared elective from another MA award. In your third trimester you will research and write your Dissertation (60 credits) on a topic relevant to your award. If you take the low residency option, the face-to-face teaching of all modules will take place during two 2-week intensive blocks (typically in September and February).

Modules

Trimester 1
In your first trimester you will study two compulsory core modules totalling 60 credits.
Core Module:
Education: Economics, Politics and Society (30 credits) explores how education can be understood in a complex and globalised world where it is seen by many governments as a significant factor in economic growth and competition. You will learn how to question the policies and organisations involved in defining the purposes, content and outcomes of education.
Award Core Module:
Leadership in Practice: part 1. (30 credits) explores how leadership is exercised in your own educational setting through analysing a specific example of improvement and change. Taught sessions will provide an understanding of the ways in which leadership impacts on the climate and culture of a school or educational setting you will explore theories of organizational change. You will then undertake a work-based action research project in order to critically evaluate a chnage initiative and your impact as a leader.
Trimester 2
In your second trimester you will study one compulsory core module, and two 15 credit elective modules, one of which may be a shared elective from another MA award. This will total 60 credits.
Compulsory Core Module:
Social Science Research (30 credits) sets educational research within the broader context of the social sciences and introduces a range of qualitative and quantitative methodologies and methods from which you can select the most appropriate for your dissertation.
Elective Modules:
Leadership in Practice: part 2. (option 15 credits). An important aspect of leadership development is concerned with the way that our life experiences influence our values, beliefs and practice as a leader. This module explores the narratives that we tell as leaders and how our educational vision is shaped by our past experiences. Drawing on research into ‘learning lives’ you will be supported to write a reflective case study of self that articulates the influences that have shaped your professional identity and will inform your future development.
Leadership principles: context and challenges. (option 15 credits). This module will develop your critical thinking and practical understanding of the principles of leadership. Time will be spent in sessions exploring current international research and thinking in order to challenge and develop an understanding of what consittutes effective leadership within particular contexts.
Leadership and coaching. (shared option 15 credits). Coaching is recognised as a significant, and distinctive, leadership style. This module will help you to gain an understanding of the differences between coaching, mentoring and leadership. You will have an opportunity to develop your coaching skills in your school or setting. These experiences will enable you to reflect critically on what constitutes effective coaching and its value as a leadership style.
Trimester 3
In your third trimester you will research and write your Dissertation (60 credits) on a topic relevant to your award.
Dissertation (60 credits) enables you to study and research an aspect of education theory, policy or practice in depth, guided by an expert to arrive at your own synthesis of a topic to take forward into your career.

Teaching methods

For the campus-based mode of study, some lectures and seminars will take place during the day, whilst others may be in the evening or at weekends. For low-residency students the teaching will be concentrated into two 2-week blocks (typically around 6 hours per day). The course also makes extensive use of online teaching, particularly for the low-residency and online only modes. This will include a combination of individual and shared learning using the Bath Spa University virtual learning environment.

Course assessment

There are no written exams on this course; each module is assessed through coursework. This typically involves an essay of 2,500 words for a 15 credit module or 5,000 words for a 30 credit module. For some modules assessment may be by verbal presentation or online activity. The dissertation is 15,000 – 20,000 words and focuses on an area agreed with a specialist tutor, who will offer guidance on structure and academic writing

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Master's Degree in Organizational Behavior. The Organizational Behavior master’s degree program in San Francisco and Fresno emphasizes the psychological principles of behavior that focus on individual and group performance within an organizational setting. Read more
Master's Degree in Organizational Behavior
The Organizational Behavior master’s degree program in San Francisco and Fresno emphasizes the psychological principles of behavior that focus on individual and group performance within an organizational setting. Courses focus on approaches to managerial skill development, emphasizing the “human side” of enterprise and the behavioral aspects of managing change.

Organizational Change and Development

Students acquire knowledge and skills applicable to management practices, theory and systems, ethics, organizational social responsibility, leadership, conflict management, employee engagement, team development, and interventions for assisting with organizational change and development.

Unique Learning Opportunities

This program provides students with opportunities to:

Develop competencies needed to successfully manage within organizations
Interact with other professionals in shared learning, dialogue, and experiential activities
Attend seminars with distinguished guest faculty from the field
Build multicultural and international awareness and competencies
International and Multicultural Training

As part of the program’s coursework, students are required to participate in an international trip that addresses the work setting from a multicultural/international perspective. Literature is examined for its relevance and application across cultures and international societies within a global economy.

Convenient Class Schedule For Adult Learners
The course schedule is designed for professional adult learners and is accessible to adults with multiple responsibilities. Courses are offered once a month in a weekend format on Friday evening, Saturday, and Sunday. The intensive weekend format makes it possible for students to attend from locations other than California's San Francisco Bay Area and the greater San Joaquin Valley.

Program Duration
Students enter the Organizational Behavior master’s program with a bachelor’s degree and a minimum of two years of professional work experience and complete the 34-unit program in 17 months. Students take courses once a month in an executive, weekend format. Most students begin the program in the spring, however, students who wish to enroll in the fall do so in consultation with the Program Director.

Experienced Faculty and Distinguished Guests
Student access faculty local to their campus and at other campuses. Faculty bring a breadth of professional experience as coaches and consultants into the classroom. Read more about our faculty.

Distinguished guest faculty provide an opportunity for students to interact with practitioners and authors in the field. Some distinguished guests have included: Richard Axelrod, William Bernstein, David Campbell, David Caruso, Arthur Freedman, Barry Johnson, Judith Katz, Frederick Miller, Barbara Mink, Jerry Perlmutter, Edie Seashore, and Christopher Worley.

Accreditation
The Organizational Behavior master’s program passed a review and assessment by a Blue Ribbon Committee in 2001, and in 2003, received accreditation by the Organization Development Institute (currently the International Society for Organization Development).

Membership in National Organization Development Association
CSPP is a member school of the Organization Development Education Association, a sub-group of the National Organization Development Network (ODN). With this membership, students in the program become members of ODN and receive all benefits provided by the association.

Joint Master's Degree
Students in the Clinical Psychology doctoral program may pursue a joint program and earn the MA in Organizational Behavior during their doctoral studies. This is particularly helpful for students who are interested in pursuing administrative positions or doing organizational work as part of their career.

The joint program requires 24 units of organizational course work and 6 units may be transferred from the primary program. The international trip is optional.

Our Graduates
Graduates from the Organizational Behavior master's program have established careers as internally-based organizational development consultants, health care and human resource professionals, training and development consultants, faculty members at higher education institutions, and have established careers in a variety of industries.

Examples of companies where our alumni work include:

ABC Television, Vice President of Human Resources.
Accenture, Senior Consultant Human Performance
Best Buy, Human Resources Measurement Manager
City of Hope National Medical Center, OD Consultant
Computer Sciences Corporation, Management Principal Leader
Digital Insight, Sr. Vice President of Human Resources
Fresno City College, Faculty
Lenovo, Director, Global Leadership Development
Lida Global Initiatives (Shanghai), Director of Operations
HealthNet, Manager of Organizational Effectiveness
IBM, Senior Manager, Business Consulting Services
Jet Propulsion Laboratory, Organization Development Specialist
Kaiser Permanente, Compliance Manager
Kaiser Permanente, Organization Development Consultant
Providence Health & Services, Regional Director, OD
RHR International, Global Practice Leader for Executive Selection

Read less
Master's Degree in Organizational Behavior. The Organizational Behavior master’s degree program in San Francisco and Fresno emphasizes the psychological principles of behavior that focus on individual and group performance within an organizational setting. Read more
Master's Degree in Organizational Behavior
The Organizational Behavior master’s degree program in San Francisco and Fresno emphasizes the psychological principles of behavior that focus on individual and group performance within an organizational setting. Courses focus on approaches to managerial skill development, emphasizing the “human side” of enterprise and the behavioral aspects of managing change.

Organizational Change and Development

Students acquire knowledge and skills applicable to management practices, theory and systems, ethics, organizational social responsibility, leadership, conflict management, employee engagement, team development, and interventions for assisting with organizational change and development.

Unique Learning Opportunities

This program provides students with opportunities to:

Develop competencies needed to successfully manage within organizations
Interact with other professionals in shared learning, dialogue, and experiential activities
Attend seminars with distinguished guest faculty from the field
Build multicultural and international awareness and competencies
International and Multicultural Training

As part of the program’s coursework, students are required to participate in an international trip that addresses the work setting from a multicultural/international perspective. Literature is examined for its relevance and application across cultures and international societies within a global economy.

Convenient Class Schedule For Adult Learners
The course schedule is designed for professional adult learners and is accessible to adults with multiple responsibilities. Courses are offered once a month in a weekend format on Friday evening, Saturday, and Sunday. The intensive weekend format makes it possible for students to attend from locations other than California's San Francisco Bay Area and the greater San Joaquin Valley.

Program Duration
Students enter the Organizational Behavior master’s program with a bachelor’s degree and a minimum of two years of professional work experience and complete the 34-unit program in 17 months. Students take courses once a month in an executive, weekend format. Most students begin the program in the spring, however, students who wish to enroll in the fall do so in consultation with the Program Director.

Experienced Faculty and Distinguished Guests
Student access faculty local to their campus and at other campuses. Faculty bring a breadth of professional experience as coaches and consultants into the classroom. Read more about our faculty.

Distinguished guest faculty provide an opportunity for students to interact with practitioners and authors in the field. Some distinguished guests have included: Richard Axelrod, William Bernstein, David Campbell, David Caruso, Arthur Freedman, Barry Johnson, Judith Katz, Frederick Miller, Barbara Mink, Jerry Perlmutter, Edie Seashore, and Christopher Worley.

Accreditation
The Organizational Behavior master’s program passed a review and assessment by a Blue Ribbon Committee in 2001, and in 2003, received accreditation by the Organization Development Institute (currently the International Society for Organization Development).

Membership in National Organization Development Association
CSPP is a member school of the Organization Development Education Association, a sub-group of the National Organization Development Network (ODN). With this membership, students in the program become members of ODN and receive all benefits provided by the association.

Joint Master's Degree
Students in the Clinical Psychology doctoral program may pursue a joint program and earn the MA in Organizational Behavior during their doctoral studies. This is particularly helpful for students who are interested in pursuing administrative positions or doing organizational work as part of their career.

The joint program requires 24 units of organizational course work and 6 units may be transferred from the primary program. The international trip is optional.

Our Graduates
Graduates from the Organizational Behavior master's program have established careers as internally-based organizational development consultants, health care and human resource professionals, training and development consultants, faculty members at higher education institutions, and have established careers in a variety of industries.

Examples of companies where our alumni work include:

ABC Television, Vice President of Human Resources.
Accenture, Senior Consultant Human Performance
Best Buy, Human Resources Measurement Manager
City of Hope National Medical Center, OD Consultant
Computer Sciences Corporation, Management Principal Leader
Digital Insight, Sr. Vice President of Human Resources
Fresno City College, Faculty
Lenovo, Director, Global Leadership Development
Lida Global Initiatives (Shanghai), Director of Operations
HealthNet, Manager of Organizational Effectiveness
IBM, Senior Manager, Business Consulting Services
Jet Propulsion Laboratory, Organization Development Specialist
Kaiser Permanente, Compliance Manager
Kaiser Permanente, Organization Development Consultant
Providence Health & Services, Regional Director, OD
RHR International, Global Practice Leader for Executive Selection

Read less
The MA in Leadership program consists of two years of interdisciplinary study. In each year, students focus on relevant, real world problem-solving projects grounded in a rigorous theoretical understanding of the nature of today’s organizations and the changing role of leadership within them. Read more
The MA in Leadership program consists of two years of interdisciplinary study. In each year, students focus on relevant, real world problem-solving projects grounded in a rigorous theoretical understanding of the nature of today’s organizations and the changing role of leadership within them. Comprehensive leadership studies address adult learning, emotional intelligence, communication and conflict, systems thinking, team facilitation and development, organizational change, and action research inquiry.

The MA in Leadership program is specifically designed to attract working professionals. It is structured on the basis of two intensive two-week long on-campus residency periods, followed by distance learning. This allows participants to substantially enhance their educational credentials, while minimizing absences from their workplace.

The MA in Leadership is further distinguished by balancing professional diversity and interdisciplinary study, with the need for sector specific knowledge and problem solving skills. This is accomplished by having a common curriculum for all students in the first year and an independent, work-based problem-solving project in the second year.

Who It’s For

The MA in Leadership is an applied, competency-based program offering advanced leadership skills for experienced leaders interested in developing more effective organizations and communities. Focusing on factors that contribute to successful problem solving and innovation, this program provides key skills and insights to professionals working in corporate, academic, public sector, and not-for-profit environments.

Core Competencies

Throughout the program, students assess their personal and organizational learning needs against our seven core competencies:
-Personal Leadership
-Managing and Enabling Learning and Change Processes
-Communication
-Team Leadership and Group Facilitation
-Systems Thinking
-Organizational Leadership
-Organizational Inquiry and Research

Curriculum

Curriculum content is driven through developing a sophisticated understanding of the following areas:
-Leadership
-Systems Thinking and Planning
-Learning
-Organizations and Organizational Change
-Research and Inquiry
-Team Building
-Communication
-Ethics

Outcomes

Graduates of the MA in Leadership will gain research and consulting skills, and become better communicators and more confident leaders with the ability to:
-Identify, analyze, and build solutions to organizational challenges
-Manage positive organizational change
-Develop effective, high performance teams
-Manage an organization’s internal and external political environment
-Communicate effectively with colleagues, clients and other stakeholders
-Implement change and achieve results

Delivery Model

Royal Roads University offers the unique advantage of brief on-site residencies combined with distance learning. This allows working professionals to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while meeting the demands of career and lifestyle.

On-campus Residencies
In all, the MA in Leadership program includes two two-week residencies over a two-year period, Internet-based distance education, and a major project involving an issue or project faced by leaders in the workplace or in the community. The result is accessible, high quality learning with minimal professional disruption.

Online Courses
The distance learning portions of the MA in Leadership program delivered over the internet. Prior to commencing each course, students are provided with a package of materials and readings. At their own pace (although there are a number of ‘real time’ deadlines for assignments, exams, etc.), each student works through the requirements of the course.

Delivery Methods
We use a number of different delivery methods, including textbooks, articles, case studies, interactive Internet learning, videotapes, and ‘chat’ bulletin boards for correspondence with team members - who may be on the other side of the country. Having already met your classmates during the first residency period, you will continue to work in teams during the distance modules as well. We have found that this approach to learning is extremely helpful to our students, enabling them to build strong relationships with their classmates.

Flexible Admission

Applicants who do not meet the Standard Admission Requirements will be considered for Flexible Admission and assessed as follows:
-At least 10 years of professional experience, with a minimum five years of leadership* experience.
-Flexible admission applicants will normally be required to take “Academic Writing and Critical Thinking” and obtain a minimum B+ (77%) prior to commencing the program.

*Leadership experience could include one or more of the following:
-Formal organizational leadership roles in which you directly supervise staff or complete performance-oriented work with individuals, groups, or teams.
-Leadership roles in volunteer organizations.
-Roles in which you consult, negotiate with, or manage diverse interest groups through relationship, in a complex environment.
-Roles in which you lead others toward shared goals and outcomes.
-Roles in which you influence, organize, and coordinate groups of people.

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The MA in Global Leadership is a two-year blended program comprised of online learning and intensive on-campus residencies designed to build and enhance globally minded leadership and management capabilities. Read more
The MA in Global Leadership is a two-year blended program comprised of online learning and intensive on-campus residencies designed to build and enhance globally minded leadership and management capabilities.

Specific topics covered in the program include:
-The competencies of global leadership as foundational knowledge for all professionals and business executives working in an International context or having global purposes
-Drivers of global change and how to respond to them
-Socio-political and economic analysis in the global context
-Social purpose organizational dynamics and performance
-Models of community development
-How to manage conflict and tensions across multi-cultural contexts
-Strategic analysis and decision making
-Intercultural communication and skill building , personal resiliency and adaptability
-Project management
-Stakeholder analysis, and authentic collaboration

The first course of the program is online and addresses the foundations of global leadership. During the first year of the program, students are required to participate in a three-week on-campus residency. The residency course is followed by four online courses which the student may complete while living and continuing to work in their home location.

In the second year of the program, students attend a one-week on-campus residency. Following this residency, students have the choice of completing an Independent Study field trip or to join a group of students on an 11 day international cultural leadership field trip. In 2016 students traveled to Ecuador to complete their credits for this course. Daily excursions in Ecuador included explorations of bio diversity, environmental challenges, indigenous community issues, and micro-financed entrepreneurial needs of Andes women.

Students follow this international trip (or independent study activity) with a six-eight month long capstone project where they are to integrate and apply their global leadership skills in a context that benefits an organization, business or community.

Graduates will develop the competencies to: lead and manage change processes, build collaborative teams, create effective interagency partnerships, design and evaluate programs, foster innovation and creativity, communicate results and work effectively and respectfully across cultures, generations, and contexts.

Who It’s For

Professionals and executives who work in a global context within their own country or an international setting and who wish to be more globally minded, self-aware and resilient, able to work with people of diverse needs and cultural backgrounds, and are anchored to values of social purpose and sustainability.

This includes professional who work or desire to work in community based organizations, government organizations, international NGOs, international government organizations, indigenous organizations, international training or institutions of higher education or other types of organizations that have a globally oriented social purpose or peace keeping mission.

The MA in Global Leadership program is also for those in the domestic or international business sector who seek to be socially responsible and globally minded.

Five years of professional work experience that requires responsibilities leading people or projects is desirable, as is familiarity with traveling or living in different international settings. Positional management authority is not necessary. The flexible admission process combined with the blended delivery model enables students to learn without sacrificing their career.

Outcomes

Graduates will be able to apply practical tools and strategies to address issues, challenges, and opportunities related to global leadership including:
-Personal awareness working in a global context
-Leading in a diverse global context
-Driving sustainable change in complex environments
-Building global networks to support life-long learning, continued growth and development in the global context

Delivery model

The MA in Global Leadership is a two-year, 36-credit program consisting of on-campus residencies, online courses, and a practical project that will seek to make a difference to a community, organization, or group of people. The result is accessible, high quality learning with minimal professional disruption. Courses will specifically support the development of core knowledge, aptitudes, and skills of global leadership at the personal, community, and organizational levels. Elective courses will further support students to explore topics of interest and/or relevance in specific sectors of practice. This program has two residencies, a three-week residency in the first year and a two-week residency in the second year and culminates with an applied research project enabling students to integrate the skills and knowledge gained in the previous coursework in the examination of a real-world issue of significance to your organization or a global community.

Residency
The residency is a carefully designed period of intense academic study. The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences. Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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The Graduate Certificate in Leadership was designed to provide a strong foundation for students to establish and build their leadership skills; examine the theory and practice of personal leadership; and develop an appreciation for open and interconnected systems within organizations and communities. Read more
The Graduate Certificate in Leadership was designed to provide a strong foundation for students to establish and build their leadership skills; examine the theory and practice of personal leadership; and develop an appreciation for open and interconnected systems within organizations and communities.

This nine-credit graduate certificate program is delivered over 11 weeks of online study, with one two-week on-campus residency, and can be used to ladder into an MA program at RRU or as a standalone course for students looking to improve their leadership skills in order to thrive within an organization.

Who It’s For

Students interested in improving their skillset within the realm of organizational leadership, but aren’t currently ready to pursue a full master’s degree, will find value in this nine-credit graduate certificate program.

Through this 11-week experiential program you will work in a cohort environment, practicing the current tools and strategies to improve communication and leadership in teams and groups, as well as examining the theories and practice of leading productive teams or facilitating effective groups.

Core Competencies

Upon completion of this graduate certificate, you will have demonstrated – to your faculty and cohort –your ability to convey the following theoretical concepts:
-Personal Leadership
-Own-Learning and Change Processes
-Enable Others’ Learning
-Communication
-Team Leadership
-Group Facilitation
-Systems Thinking

Outcomes

Learn to get results consistently while working with the individuals and teams within your organization or community by developing your ability to:
-Identify, analyze, and build solutions to organizational challenges
-Manage positive organizational change
-Develop effective, high performance teams
-Manage an organization’s internal and external political environment
-Communicate effectively with colleagues, clients and other stakeholders
-Implement change and achieve results

The nine credits earned by completing this Graduate Certificate in Leadership can be applied towards the MA in Leadership or the MA in Interdisciplinary Studies programs at Royal Roads University.

Delivery Model

Royal Roads University offers the unique advantage of brief on-site residencies combined with distance learning. This allows working professionals to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while meeting the demands of career and lifestyle.

On-campus Residencies
In all, the Graduate Certificate in Leadership program takes 11 weeks to complete, including four weeks of online study, one two-week residency and five weeks of post-residency online study. The result is accessible, high quality learning with minimal professional disruption.

Online Courses
The distance learning portions of the Graduate Certificate in Leadership program delivered online. Prior to commencing each course, students are provided with a package of materials and readings. At their own pace (although there are a number of ‘real time’ deadlines for assignments, exams, etc.), each student works through the requirements of the course.

Delivery Methods
We use a number of different delivery methods, including textbooks, articles, case studies, interactive Internet learning, videotapes, and ‘chat’ bulletin boards for correspondence with team members - who may be on the other side of the country. Having already met your classmates during the first residency period, you will continue to work in teams during the distance modules as well. We have found that this approach to learning is extremely helpful to our students, enabling them to build strong relationships with their classmates.

Student workload and expectations
A level of effort of approximately 10 hours per week, per course is required. This means a commitment of 10 to 20 hours per week depending on the schedule. During the first distance courses, the amount of time required may be higher, as students familiarize themselves with our distance learning technologies.

Students can expect to work hard during the residency period. The normal classroom schedule is Monday to Friday, from 8 a.m. to 5 p.m. Homework, readings, and team meetings are done outside of these hours. In addition to the educational activities, there may be planned recreational events.

Attendance at the residency period is mandatory; however students are not required to live on campus.

There are three courses in total within the Graduate Certificate in Leadership program:
-LEAD 526: Fundamentals of Personal Leadership and Learning (three credits)
-LEAD 527: Applied methods for Organizational Leadership (three credits)
-LEAD 528: Leadership in Systems (three credits)

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The MPhil degree in Conservation Leadership is a full-time, 11-month, Masters course aimed at graduates of leadership potential with usually at least three to five years of relevant professional experience, either in employment or in a voluntary capacity. Read more
The MPhil degree in Conservation Leadership is a full-time, 11-month, Masters course aimed at graduates of leadership potential with usually at least three to five years of relevant professional experience, either in employment or in a voluntary capacity. The unique features of this course are its delivery by a partnership between several university departments and conservation organisations based around Cambridge, and its focus on issues of management and leadership. Consequently, the course aims to deliver a world-class and interdisciplinary education in Conservation Leadership that is not available elsewhere.

The MPhil in Conservation Leadership aims to train students to address the challenges of biodiversity conservation in an integrated and interdisciplinary manner, by focusing on an understanding of the root causes of ecosystem change and biodiversity loss. The goal is not only to develop conservationists with greater awareness of the complex drivers of biodiversity loss, but to develop the ability to act and lead effectively. This includes the development of professional management and leadership skills including strategic planning, finance and accounting, HR management/planning, innovation, entrepreneurship and the management of change. The course fosters and develops the leadership of its students by promoting their capacity to understand the links among the drivers of biodiversity loss, and to think creatively about conservation solutions across organizational and political boundaries and economic sectors, and by developing their confidence and maturity of judgment.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/eaggmpmcl

Course detail

The course has two taught elements: (i) course work modules; and (ii) professional placement.

Learning Outcomes:

- To foster and develop leadership skills including strategic planning, finance and accounting, and HR management/planning, innovation, entrepreneurship and the management of change.

- To train students to address the challenges of biodiversity conservation in an integrated and interdisciplinary manner, by focusing on an understanding of the root causes of ecosystem change and biodiversity loss

Format

Formal coursework (6 core modules) is concentrated in the Michaelmas and Lent Terms, from October to March, and students follow six substantive modules spread over these two terms. Assessed course work relating to these modules is completed by the start of the Easter Term. The taught elements of the course offer: (i) inter-disciplinarity across the social and biological sciences; (ii) integration with management and leadership skills; and (iii) an emphasis on practice through engagement with conservation professionals.

Professional placements start to be developed during the first two terms in collaboration with their supervisors. Students work on a specific project which addresses a carefully defined conservation leadership challenge. The professional placement is undertaken over the Easter Term from April to June, and Summer, from July to August, and an assessed Placement Report is submitted at the end of this period.

Placements

The Placements on this MPhil aim (i) to give students the opportunity to develop applied conservation leadership skills, (ii) to put into practice some of the ideas and methods learned during the taught component of the course, and (iii) to allow students to follow their personal interests by carrying out an in-depth piece of work on an issue or problem that particularly interests them.

Students can either select their placement from a list of ideas provided by the CCI partner organisations and circulated in the Michaelmas term, or develop their own ideas and approach potential supervisors directly. Placements can be within a University department or a conservation organisation, and can include fieldwork away from Cambridge. Students will be expected to make a presentation on their proposed work to a forum during the Lent Term, and to produce a detailed logframe for their placement during the Easter Term.

Assessment

- Placement report of not more than 10,000 words. (40% of the marks)
- 4 essays (4,000 words each)
- 2 coursework (project) submissions.
- 1 group presentation and associated essay
- A discretionary oral examination on any or all of the assessed components of the MPhil

Continuing

70% or more overall score in MPhil.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

International students from cash poor, but biodiversity-rich countries, attract a range of scholarships. These scholarship may originate either from the applicants’ home country, or from sources available in Cambridge. Please see the Masters in Conservation Leadership website for further details http://www.geog.cam.ac.uk/graduate/mphil/conservation/funding.html

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

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The Master of Arts in Higher Education Administration and Leadership is a two-year, 33-credit program that provides graduates with the knowledge and skills necessary to provide effective leadership within complex and changing higher educational environments. Read more
The Master of Arts in Higher Education Administration and Leadership is a two-year, 33-credit program that provides graduates with the knowledge and skills necessary to provide effective leadership within complex and changing higher educational environments. This program will prepare students to develop the skills required to work collaboratively, take a systems view of their organization, build enduring relationships and partnerships, make evidence-based decisions, think critically, plan strategically and lead meaningful educational change.

The program includes a Specialization in International Education for those students who wish to focus on leadership in international education contexts.

Who It’s For

Leaders or aspiring leaders in post-secondary educational environments who want to expand their expertise and gain new skills and credentials in the field of higher education administration and leadership, in order to advance or redirect their career. Students of this program are required to have a background in higher education knowledge and experience.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Policy. Please visit the program admission page for more information.

Outcomes

Graduates will develop an understanding of educational improvement concepts and research and be able to apply practical tools and strategies to address issues, challenges, and opportunities related to supporting student achievement and institutional growth.

Graduates will:
-Facilitate the collaborative development and implementation of shared values, vision, mission, and goals to support learning and achievement for all students
-Understand and use change and improvement processes to support student learning and institutional growth
-Build positive and effective relationships between the institution and the larger community
-Integrate evidence-based decision making approaches into administrative leadership practices to support growth and improvement
-Engage in meaningful self-assessment and self-awareness to enhance leadership skills, positive relationships, and professional goals
-Apply systems thinking to strategically plan and manage the higher education institutional environment to support student learning
-Engage in sound financial planning/budgeting and project management practices to support organizational goals
-Foster and sustain an inclusive institutional culture and climate to support both student learning and faculty/staff professional growth
-Critically analyze the leader’s own organizational context in light of existing cultural norms, national/international trends and global perspectives
-Implement authentic and meaningful strategies assuring program quality
-Lead collaborative and systematic inquiry processes that support institutional growth and improvement

The Specialization in International Education will enable graduates to:
-Critically examine key issues, policies and perspectives that affect how post-secondary institutions integrate international education into their academic and business models
-Improve intercultural understanding, global awareness and internationalization efforts by analyzing and enhancing organizational structures, communication processes and leadership styles
-Gain expertise in the business side of international education, including business development, marketing and recruitment, contract management, policy analysis and risk management

Delivery Model

Residency
This two-year Master of Arts in Higher Education Administration and Leadership program is comprised of one mandatory two-week on-campus residency, a second residency that can be completed on-campus or online and distance learning courses.

The residency is a carefully designed period of intense academic study in which students complete two courses – Leading and Learning in Higher Education and Approaches to Educational Research in Higher Education.

The schedule of instruction and studying during the residency is structured to optimize the face-to-face access to instructors, develop networks with fellow students, and access the support services of the university if required. The typical daily schedule is from 8 a.m. to 5 p.m. Team meetings, homework, and readings are done outside of these hours.

Online Learning
Distance courses are delivered entirely online through innovative, easy to use Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Prior to the beginning of each course, students are provided with a list of resources including textbooks and/or online readings, plus a detailed course schedule. Learning activities and assignments are designed to allow participants to identify the practical applications of the course content and to work with others to construct both a personal and shared meaning from their experiences.

Each course requires a level of effort of approximately 10 hours per week. This varies from student to student and becomes easier as students familiarize themselves with Royal Roads University's distance learning technologies, and learn how to work effectively with team members in a virtual setting.

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This program is available on the Grenoble campus. The program is aimed at students wishing to pursue an international management career in a global context and. Read more

Objectives

This program is available on the Grenoble campus

The program is aimed at students wishing to pursue an international management career in a global context and:

- Acquire a specific knowledge and the understanding needed to work in HRM in an international context and to contribute to its development
- Experience a unique learning environment in working with people from different nationalities, culture and academic backgrounds and sharing the same interest in international people management
- Acquire an understanding of global business and culture and extend their international network.

The mission of the MSc International Human Resource Management and Organizational Development is to build the abilities and skills necessary for future managers to recruit, manage and enhance talent while facilitating change in multicultural and international environments. The program provides an understanding of the approach to handling international human resource management operations and the differences in international and domestic HRM.

Through a blending of theory and practice, using case studies and applied learning, students will develop the competencies to understand the HR issues facing business today and positively impact organizational structure and dynamics.

The MSc International Human Resource Management and Organizational Development focuses on the human resource and organizational issues facing companies that operate in the global market. It aims to train managers able to contribute to corporate performance and social responsibility through the effective management of the company's most valuable asset: its men and women.

A WORD FROM THE PROGRAM DIRECTOR

"The MSc in International Human Resource Management and Organizational Development combines theoretical knowledge with a strong technical and practical orientation to enable students to master key operational know-how and soft skills. Students will be able to apply this knowledge to decision-making in HR and organizational development within different geographical contexts. The program has an international focus, as an ever-increasing globalization of business impacts HRM.

Program delivery relies on a mixture of pedagogical methods and techniques from traditional to interactive lectures, e-learning activities, readings, exercises, case studies, presentations, simulations, individual and multicultural team-based work.

Students will also experiment a course based on a new pedagogy: serious games.

The Final Management Project - a supervised research paper of 20,000 words - allows students to become experts in an HR-related topic of their choice covering not only technical concepts, but also professional practices and implications."

Sabine Lauria

Program

The program explores how HR strategy fits into overall corporate strategy, the key differences between International Human Resource Management (IHRM) and domestic HRM, and the skills required to recruit, manage and enhance talent. It is designed for graduates who wish to pursue management careers at national and international levels.

Participants will develop the know-how and competencies to identify and understand the HR issues facing business today and develop appropriate strategies to ensure that effective people management strategies create competitive advantage and sources of value.

This program also emphasizes organizational development, as it is one of the new challenges in HR.

INTRODUCTION WEEK

- Introduction to the Program and to the role of HRM today.
- Study Skills and Techniques (Case Study Methodology, Academic and Professional Writing, Presentation Skills etc.)
- Team Building and integration activities
- Moodle e-learning platform user training
- Introduction to the Library and Computing Services at GGSB
- Student Administrative Issues
- Alumni Association information

THE FIVE MAIN COMPONENTS OF THE PROGRAM

1) Business Environment

- Global Business Environment and Strategic Management
- International Labor Economics
- Finance and Accounting for HR Managers

2) Fundamentals of HRM

- Fundamentals of Human Resource Management
- Compensation and Benefits
- HR Reporting
- Information Systems for HR Managers
- Staffing
- Recruitment Process and e-Recruitment
- Personality Tests and Interview Techniques

3) International HR Management and Contemporary Issues

- Strategic IHRM
- HR as a Business Partner
- HR Innovations (Serious Game)
- Managing an HR Department (Simulation)
- Legal Context
- Employee Relations, Grievances and Representation
- Comparative Legal Contexts of International HRM
- People Development
- Talent Development and Performance Management
- International Career Path and Expatriation
- Social Management
- Creating and Managing a Well-Balanced Workplace
- Managing Diversity and Ethics

4) International Organizational Development

- International Team Behavior
- Leadership, Group and Team Dynamics
- Intercultural Management
- Organizational Development
- Managing Corporate Culture and Structure
- Corporate Social Responsibility
- Change and Lean Management
- International Organization
- Company Profile

5) Research Methodology and Final Management Project Workshop

PERSONAL AND PROFESSIONAL DEVELOPMENT WORKSHOPS

In addition to the core courses, students can attend personal and professional development workshops. These workshops cover current topics of interest, recent trends in management and career development. They serve as a complement to the core modules.

COMPANY ANALYSIS AND PROFILE

Students will select a company with international business located in different national culture. The purpose is to evaluate the impact of organization design on human resources roles and responsibilities. The objective is to gather public and internal information to develop their own analysis of the situation.

The program encourages effective teamwork as the major part of modules expects students to work in groups. These groups will consist of students of different nationalities and rhythms, as some students attend courses part-time.

RESEARCH TECHNIQUES AND PROJECT PROPOSAL

A research techniques module has been created to provide the skills required to effectively work on the Final Management Projects and on future professional projects.

FINAL MANAGEMENT PROJECT

The second year of the program is dedicated to the Final Management Project, a written work of approximately 20,000 words, conducted under the supervision of a tutor from GGSB. Students will choose an aspect of International HR Management and are encouraged to link the chosen subject matter to their future career. The project can be completed in parallel with full-time employment or an internship based in France or abroad.

FOREIGN LANGUAGES

Operating in an international environment requires foreign language fluency and therefore a foreign language module is an option on the program for all students.

Non-French speakers may study French (beginner to advanced level). This option is highly advised for those who are looking to become professionals in France. French speakers may choose from a number of other languages at beginner level.

Careers

Graduates of this MSc program will be qualified for posts in both multinational corporations and companies experiencing rapid expansion in international markets.

Graduates may equally enter the consulting field in the areas of HR and organizational development.

Admission

This postgraduate MSc program is open to both young and mature graduates from any field and with no or limited work experience. Candidates should have excellent interpersonal skills, good oral and communication written skills and a strong motivation for international relations and business.

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The MSOE MBA in STEM Leadership is among the first of its kind in the world. It prepares STEM teacher-leaders to develop and support initiatives to improve student learning outcomes in STEM fields and generate greater community awareness for the importance of STEM education. Read more
The MSOE MBA in STEM Leadership is among the first of its kind in the world. It prepares STEM teacher-leaders to develop and support initiatives to improve student learning outcomes in STEM fields and generate greater community awareness for the importance of STEM education.

The MSOE MBA in STEM Leadership will provide PK-12 teachers and college instructors with the capabilities needed to drive higher levels of student achievement in STEM fields, engage colleagues and administrators in STEM initiatives, and foster community support for STEM in PK-12 schools. This innovative new program blends STEM education techniques, business knowledge, and leadership skills. The overall program objective is to support the transformation of STEM teachers into teacher-leaders to help grow STEM education at the elementary and secondary school levels, as well as within community colleges and universities.

MSOE is a leader in STEM teacher professional development. MSOE’s Project Lead The Way (PLTW) summer programs serve more teachers than any other PLTW location in the nation. In addition, MSOE is home to the Center for BioMolecular Modeling (CBM), which conducts grant-supported science outreach programs for teachers and post-secondary educators. Candidates for the MBA in STEM Leadership program will leverage their learning in the MSOE PLTW or CBM outreach program by completing guided field projects for graduate credit.

Program Features and Benefits

- Program graduates earn the MSOE MBA through completion of a 33 quarter-credit core; in addition graduates learn to effectively assimilate new teaching techniques into their schools and communities.
- The program is offered part-time and can easily integrate with a full-time work schedule, with classes delivered as either blended Internet or 100 percent online.
- Participation in PLTW and CBM science outreach programs is converted into graduate program credit through completion of guided field projects tailored to the unique needs of a student’s environment.
- Students complete a personal leadership inventory and receive one-to-one leadership development coaching throughout the program.
- Graduates are connected to a community of like-minded STEM teachers to share new ideas, disseminate effective practices, and provide support for change initiatives.

Program Objectives

1. Integrate understanding of all business functional areas to lead classroom and organizational initiatives to achieve a stated mission and strategic objectives.
2. Direct innovative initiatives and formulate policies using sound analytical skills and evidence-based practice.
3. Demonstrate the on-going integration of effective leadership traits and ethical principles into personal and professional personas.
4. Build and sustain relationships among diverse constituents, stakeholders, and policy makers that foster a culture conducive to strong student achievement and performance in STEM fields.
5. Build strong initiatives by identifying and motivating talented people, and helping guide their development.
6. Leverage existing and emerging technologies to enhance organizational efficiency and effectiveness.
7. Rise to significant leadership positions within the STEM education field.
8. Lead change efforts within courses and curriculum designed to enhance and support STEM education.
9. Lead efforts within school districts and regional communities to facilitate growth in STEM initiatives.
10. Apply evidence-based teaching practice to ensure STEM curriculum and pedagogy lead to high levels of student engagement and learning in the classroom.

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In every industry and organization, business persons are expected to acquire and develop a capability to lead their people, teams, and organization. Read more

COURSE DESCRIPTION

In every industry and organization, business persons are expected to acquire and develop a capability to lead their people, teams, and organization. Due to the rapid change at the age of globalization, business leaders are now facing with the critical and tough situation and they are required to respond to the change by making the best decision consistent to the vision and mission shared among the organizational members. Business leaders must understand how their leadership is effectively functioned in their decision making, especially in the critical situation. Furthermore, in order to achieve organizational goals, they must understand the difference
between the management systems and their leadership power by empowering their people and applying organizational resources.
Upon completion of this course, student should be able to:
 understand what leadership is, how to use leadership, and how to develop leadership capabilities in order to become a competent business leader
 gain the essential leadership concept required to succeed in their future career and work environment as a business leader.
 become effective business leaders who can implement and lead business goals in organizati
environments..
This course provide students opportunities to embody their knowledge, concept, theories and learning in the other programs as leaders in the dynamic business environment. At the new start of business career after graduation, the discussion and practices in this program will help student to have confidence in the daily tasks.
Teaching Methodology : Interactive lecture, role playing, case study and discussion

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The Educational Administration and Leadership Program (EDAL) is a graduate program of interest to persons who seek to exercise leadership in a wide array of formal and informal educational settings. Read more
The Educational Administration and Leadership Program (EDAL) is a graduate program of interest to persons who seek to exercise leadership in a wide array of formal and informal educational settings. Graduates will be prepared to provide leadership as educators, administrators and facilitators of educational change within schools and communities.
As a community of scholars and practitioners, we come from different disciplinary traditions (philosophy, law, educational administration and management, organizational studies, sociology, policy studies, media studies, Indigenous education). We bring to the Program an engagement with education undertaken in national and cultural settings in different regions of the world (South East and Western Asia, North America and the Pacific). We believe that this diversity enriches our teaching and exposes students to both Canadian and international experiences and approaches in the field of educational leadership.

Faculty members take pride in fostering student intellectual growth and in promoting student welfare. We ask much of our students and give much in return. The Program has been operating for over 40 years and has over 800 graduates, many of whom occupy strategic educational roles in schools, school districts, non-governmental organizations and in other community settings. A focus on education and educational leadership rather than “training” gives our program a special character.

Quick Facts

- Degree: Master of Education
- Specialization: Educational Administration and Leadership
- Subject: Education
- Mode of delivery: On campus
- Program components: Coursework + Major Project/Essay required
- Faculty: Faculty of Education

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This distance learning course in Organizational Psychology focuses on the social and psychological processes operating in organizations. Read more

Gain a prestigious Masters degree in Organizational Psychology

by distance learning

This distance learning course in Organizational Psychology focuses on the social and psychological processes operating in organizations. Drawing on current and classic theory and research, the course enables you to understand organizations and develop ways of improving them.

Redeveloped in 2014, the course features a range of new modules including 'Understanding organizations and change', 'Employee relations and motivation', and 'Leadership and performance management'. Your study experience is enriched through online seminars and discussions and a personal tutor.

Benefit from fully supported online learning

On your home computer, you can watch the same lectures as those given 'live' to postgraduate students studying on campus at the University of London, accompanied by PowerPoint slides. You are also supported by:

- tutor-led online seminars for each module.
- a personal tutor who provides general guidance throughout your studies.
- extensive, purpose-written study materials.
- an online facility for submitting essays and mock exams to your tutor.
- access to world-class online library facilities.
- optional face-to-face seminar and exam revision session in London (held in February/September respectively).

Developed by leading academics at Birkbeck, University of London

The programme is developed by academics within the Department of Organizational Psychology at Birkbeck, University of London. The department is the oldest and largest of its kind in the UK and makes a major contribution to research in the field of behaviour at work. It is a major provider of academic and professional training in organizational psychology (also known as occupational psychology) and career management.

Employment routes

Graduates of this course go on to become trainers, motivators, careers advisers, managers and consultants within large multinational companies, government departments, or in any organization where advanced knowledge of organizational psychology may be useful.

Singapore-based Organizational Psychology graduate Janet Wong said: "The course not only covered relevant and practical modules that I'm passionate about which I can apply in my job, but also provided me with the ease of studying almost anywhere in the world."

Study at your own pace

Provided you complete the Masters or Postgraduate Diploma within five years, you can study at your own pace. As a guide, if you wish to complete in the minimum study period, you should be prepared to study 20 hours per week during the academic session. Academic sessions run from September until July in 2014-2015.

Contact us

If you have any questions, please contact our Student Advice Centre:
http://www.londoninternational.ac.uk/contact-us

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