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Masters Degrees (Post Graduate Diploma)

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Rigorous. Relevant. Real. Relational. Become an accredited supervisor and an expert in coaching supervision. Make a difference to your practice today. Read more
Rigorous. Relevant. Real. Relational.

Become an accredited supervisor and an expert in coaching supervision.

Make a difference to your practice today. Our next intake is April 2018.

While coaching is about you as a person, supervision explores the nature of your relationship with the people you coach and your developing practice.

To download brochure click here

https://www.ashridge.org.uk/qualifications/postgraduate-diploma-in-organisational-supervision/

Find out more about our ‘Trust and Safety in Supervision’ research, conducted by Ashridge in Spring 2016.

Supervision makes an important contribution to the professional development and quality assurance of consultants and executive coaches. It can be a key differentiator in the marketplace and is increasingly central to many formal consulting and coaching qualifications.

About the programme

This 14-month part-time programme was developed by experienced practitioners who have a combination of supervision, research, psychological and organisation development (OD) experience.

The qualification will give you the skills, credibility and confidence to offer a new service to your clients. It is designed to build your status as a senior practitioner and supervisor of coaches and consultants.

Aimed at experienced OD consultants and executive coaches, this is an opportunity to be supervised on any aspect of your work, individually and as part of a group of equally experienced coaches. You will learn how to supervise other consultants and coaches effectively.

As with all Ashridge coaching programmes, this programme takes a relational perspective. It develops your theoretical knowledge of the psychological underpinnings of supervision and your critical evaluation of supervision models and theories.

The programme is a natural follow-on from the Masters in Executive Coaching https://www.ashridge.org.uk/qualifications/masters-in-executive-coaching/ and the Masters in Organisational Change https://www.ashridge.org.uk/qualifications/masters-in-organisational-change/
It is structured around three modules. The first two are based on a series of six intensive workshops, spread across the 14 months - each lasting two days. The third is the accreditation module.

Ashridge Approach to Supervision

The Ashridge perspective on coaching and consulting supervision has been the subject of a number of articles and publications. We also run Coaching Supervision sessions which either form part of the qualification or can be purchased individually.

Ashridge sees supervision as an essential quality assurance process for coaches and consultants. It ensures that the client benefits from a professional consultant who is equipped with the insight and personal resourcefulness to make a difference.

We believe that the power and effectiveness of supervision stems from the possibility for new scrutiny and fresh perspectives.

We take a broadly relational perspective on supervision, based on personal experience of effective coaching and the themes and issues at the core of the process.

This is based on the following core principles:
‌•Human beings are deeply motivated to be in relationships with others, so part of what we (consultant and supervisor) hope to get from this relationship is to repeat our previous relational patterns and through awareness of these, create better patterns both inside and outside the coaching space
‌•All content of supervision can be seen as relational, i.e. supervisees are continually, even if subliminally, linking relationships elsewhere (real and imagined) to this one
‌•This supervisory relationship is worth constantly exploring because of the rich learning it can offer
‌•The supervisee’s experience of the supervisory relationship is worth enhancing.

Benefits to you

‌•If you run your own consulting practice, you will be benefit by:
‌•Being able to offer supervision as well as finely-tuned coaching skills to individuals and organisations
‌•Having the Ashridge accreditation quality stamp to give clients the added reassurance that you can offer high-level supervision
‌•Having more confidence in your abilities and being able to introduce new knowledge and skills in your daily work.
‌•If you work for an organisation, it will benefit from:
‌•The new practices that you can share with colleagues and/or your organisation’s clients
‌•Your supervision work - a useful differentiator for the business
‌•Added credibility thanks to your Ashridge accreditation
‌•Your increased self-awareness, knowledge and network could make you a candidate for senior level positions in the organisation.

Find out more about The Ashridge Difference https://www.ashridge.org.uk/qualifications/the-ashridge-difference/ and what makes an Ashridge Masters so relevant to business today.

Alternatively, read our participant case studies https://www.ashridge.org.uk/qualifications/postgraduate-certificate-in-advanced-coaching-and/participant-insights/ to find out how this qualification has benefitted them.

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Hebrew University. , Faculty of Dental Medicine and. Healthcare Learning. are pleased to announce their latest qualification, Postgraduate Diploma in Implant Dentistry. Read more

Hebrew University, Faculty of Dental Medicine and Healthcare Learning are pleased to announce their latest qualification, Postgraduate Diploma in Implant Dentistry.

Covering the foundations of Implant dentistry right through to advanced treatment procedures, this innovative blended learning programme will give dentists' the skills and knowledge required to give the best treatment possible to their patients.

The programme is part-time and will run over the course of 2 years, commencing in February 2017. This technology driven qualification is delivered from a high class international faculty through which students will communicate with a diverse global community of peers.

Syllabus

The programme covers six units including:

- Unit 1: Introduction

- Unit 2: Treatment Planning

- Unit 3: Prosthodontics

- Unit 4: Introduction to Surgical Techniques

Aims

The programme aims to:

- Provide an innovative programme that enhances current knowledge and clinical skills in Implant Dentistry

- To present sound academic theory and high quality practical training in Implant Dentistry by world class mentors

- To provide students with the confidence and ability to enhance their current clinical practice by incorporating the latest advances in technology and research

- To deliver learning using the latest technology enabling students to access the course regardless of places or time zone whilst maintaining their dental practice

As we believe that all our students should have an unrivalled learning experience, we will only be accepting a limited intake for the first cohort.

To learn more, please visit: http://www.healthcare-qualifications.com/implant-dentistry/

Alternatively you can speak to a member of the Healthcare Learning team by calling

+44 20 7400 8989

or emailing



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Healthcare improvement is a hot topic globally, and this programme offers an advanced education in healthcare improvement leadership. Read more

Healthcare improvement is a hot topic globally, and this programme offers an advanced education in healthcare improvement leadership. Aimed at individuals employed within health care disciplines, you will benefit from the course if your role requires you to lead improvement initiatives and those who wish to adopt a rigorous, evidence informed and systematic approach to their practice.

This programme offers a high degree of flexibility and allows you to tailor your studies to meet your own personal development requirements, the needs of your professional role, and sponsoring employer. The course is inter-professional in nature, suitable for those working in both clinical and non-clinical roles. Work-based projects are central to the assessment and students are encouraged and supported to learn in and from practice.

This programme is part-time with start dates available in January, June and September. 

Study information

This part-time MSc is usually studied over 3 years. You can also choose to study for the interim award of Post Graduate Certificate or Post Graduate Diploma.

This programme is not suitable for full time study.

Modules within the Post Graduate Certificate and Post Graduate Diploma stages can be taken on a ‘stand alone’ basis as individual units of study.

Year 1 (Post Graduate Certificate stage)

Core modules

  • Healthcare Improvement Project
  • Evidencing Personal and Professional Development

Year 2 (Post Graduate Diploma stage)

Core module

  • Research and Literature Review Methods

Optional modules

  • Two options (to be chosen from those suitable and available)

Year 3 (Master’s Degree Stage)

Core module

  • Dissertation

Future prospects

The MSc in Healthcare Improvement Leadership is aimed at those already employed in a health-care related organisation. The programme will give you the knowledge and skills to go on to specialise and lead in the implementation of healthcare improvements. The programme also prepares you to progress on to further study, and the University offers a range of research degrees in Health, Nursing and Midwifery.



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This programme is designed to support existing or aspirant leaders to develop their knowledge and understanding of leadership theories and frameworks. Read more

This programme is designed to support existing or aspirant leaders to develop their knowledge and understanding of leadership theories and frameworks. If you are employed in any health or social care discipline and you’re passionate about improving the quality of service, this programme will enhance your professional function as a leader to enable a more effective delivery of health and social care. This course is inter-professional in nature, suitable for individuals occupying both clinical and non-clinical roles. 

You’ll study modules that explore the concept of leadership from a personal, professional and organisational perspective. And you'll develop your strategic thinking skills – gaining the knowledge and skills to generate and lead change within an organisational context. The flexible nature of this programme enables you to fit your study with other work and life commitments. You have the option of taking the course at PGCert or PGDip level, or as a full Masters degree.

This programme can be studied over 18-months full-time, and three years part-time. Start dates are available in January, June and September. 

Study information

The part-time MSc is usually studied over 3 years. You can also choose to study for the interim award of Post Graduate Certificate or Post Graduate Diploma. The sequencing of modules will depend on point of entry onto the programme (September, January or June for part-time programmes).

The full-time MSc is designed to be studied over a period of 18 months. Post Graduate Certificate and Diploma stage modules can be studied simultaneously but must be successfully completed prior to the dissertation stage.

Modules within the Post Graduate Certificate and Post Graduate Diploma stages can be taken on a ‘stand alone’ basis as individual units of study.

Year 1 (Post Graduate Certificate stage)

Core modules

  • Self as Leader
  • Developing Strategic Influence

Optional modules

Year 2 (Post Graduate Diploma stage)

Core modules

  • Creativity, Innovation and Change
  • Research and Literature Review Methods

Optional modules

Year 3 (Master's Degree stage)

  • Dissertation

Future prospects

This programme provides career progression and academic development for the leaders of the future. The course also opens up opportunities for further study, and the University of Hull offers research degrees in Health, Nursing and Midwifery.



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Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector. Read more
Participants will develop the professional and practical skills needed to become a teacher working in post-compulsory education, opening up employment opportunities in a wide range of organisations from general FE colleges to universities, prisons, businesses and the voluntary sector.

The course will equip you with the professional knowledge and skills to work within this sector and adapt to organisational and policy change, it will also provide a base for your further personal and professional development.

After completion of the course you will be able to apply for Qualified Teacher: Learning and Skills status (QTLS).

This course is offered in-service as well as pre-service depending on your needs.

There are several locations available to study this course.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4#about

Study at:

Tresham College of Further and Higher Education - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education8

Central Bedfordshire College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education4

Bedford College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education12

Barnfield College - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education11

Bedford Campus - https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/professional-graduate-certificate-in-education2

Course detail

• Learn through taught sessions and professional practice, applying theory to your teaching practice to develop the core skills for teaching in post compulsory education
• Build on your expertise and experience in your field to develop your teaching skills
• Gain a qualification that includes recommendation for Qualified Teacher: Learning and Skills status (QTLS) opening up employment opportunities in a range of settings from schools and FE colleges to universities, prisons, business and the voluntary sector, and which provides a base for further personal and professional development
• Develop your ability to understand and work with professional, organisational and policy change
• Explore issues in teaching, learning and assessment
• Benefit from a qualification that is quality assured by the Institute for Learning (IfL) endorsed by the Learning and Skills Improvement Services (LSIS) as a Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and can be used to achieve Qualified Teacher: Learning and Skills status (QTLS)

Modules

• Planning and preparing for teaching and learning
• Teaching and learning process
• Assessment and evaluation
• Professional practice and skills
• Theories and principles of inclusive Learning and teaching
• Researching practice
• Context - Curriculum design and innovation
• Professional practice and development

Assessment

The course adopts a submission based approach, making effective use of a submission proposal process, which enables you to contextualise the outcomes and ensures their relevance to your own professional practice.

There are regular teaching observations and individual target setting will be used to ensure that you are you are making progress towards achieving the required professional standards.

Assessments include portfolios, reports, essays, presentations, teaching observations, practical tasks and teaching materials.

Careers

This course is primarily ‘in-service’ (although a pre-service route is available at certain locations), which means that all participants will already be employed in a teaching role within the post compulsory sector.

QTLS is now required of all new teachers in state-funded further education. It is available not only to new entrants to teaching, but also to established staff who do not hold a recognised teaching qualification, as a portal to promotion and advancement.

You will be challenged to explore theories of teaching and learning and to examine the implications of such theories for your own development. In doing this you will refine, form and reform your own principles, perspectives and values in relation to professional teaching practice.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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The RVC Graduate Diploma in Professional and Clinical Veterinary Nursing is a unique distance-learning advanced veterinary nursing diploma for practising registered veterinary nurses. Read more
The RVC Graduate Diploma in Professional and Clinical Veterinary Nursing is a unique distance-learning advanced veterinary nursing diploma for practising registered veterinary nurses.

If you are currently employed in practice and looking to study from home, the Diploma will help you to develop valuable knowledge and skills to take you to the next level of your career.

Under the microscope

The Diploma is managed and taught by leading veterinary professionals who are recognised by employers both within the UK and internationally. We focus on developing critical thinking, using both theory and its practical application, enabling you to become better equipped to care for your patients.

Our learners come from a wide range of veterinary practices around the world. Whether you work in a first-opinion practice, a charity clinic or a large specialist referral practice, you will all share an ambition to excel in the veterinary field and a desire to improve animal health and welfare.

We welcome applications from individuals with the dedication to commit to the course and progress the professional role of the vet nurse in the veterinary profession. You will need a high level of motivation and, in return, we promise a rich and rewarding experience during your time with us.

The course

The Graduate Diploma in Professional and Clinical Veterinary Nursing consists of modules that run consecutively through the academic year. At the start of the course, you will study a 'pre-requisite bridging short-course', which involves learning contemporary study skills, and includes a compulsory Orientation Week.

In Year One, you are required to study the following core modules:
- Evidence-based veterinary nursing
- Problem solving in veterinary physiology
- Professional studies

In Year Two, you will study three elective clinical modules.

How will I learn?

The Graduate Diploma is delivered through flexible online learning via the RVC’s Virtual Learning Environment (VLE) – ‘Learn’. This means you can work towards the qualification at your own pace and can schedule your study around other aspects of your personal and professional life.

Each module has a subject specialist assigned as module leader. They act as your personal tutor, helping you navigate through the module and setting a series of collaborative tasks, assignments and online discussion activities. All of these will contribute to your specialist knowledge and learning.

Learning outcomes

During the programme you will:
- Benefit from exposure to some of the best clinical specialists in the UK
- Join a network of like-minded individuals all striving to enhance the professional status of the veterinary nurse
- Become better equipped to influence the health of animal patients within your care
- Learn to apply new solutions and approaches to often complex problems at work
- Have the potential to publish work developed as part of your course studies (see Published papers of previous students)
- Develop an appetite for lifelong learning.

In addition, your practice will benefit from your motivation and ability to make an enhanced contribution to the workplace.

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This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate. Read more

This programme of study, skills development and placement experience allows you to build upon a first degree in biosciences, life sciences or health sciences in order to function as a qualified physician associate.

The programme teaches you to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of, a senior experienced doctor.

By the end of the programme, you will be able to deliver holistic medical care and treatment to a standard defined by the National Examination for Physician Associates, which will enable you to work in either Primary or Secondary Care.

Programme structure

The programme consists of eight taught modules.

On successful completion of the programme, students will receive a Post Graduate Diploma in Physician Associate Studies, but will also need to sit a National Examination comprising a written paper and OSCE examination, set by the Faculty of Physician Associates at the Royal College of Physicians, in order to be able to practise in the NHS.

On passing the National Examinations, the graduate can be registered on the National Register (currently a Voluntary Register but awaiting accreditation and appointment of a Regulatory Body). The graduate can only work as a physician associate in the NHS if he/she is on this National Register.

Example module listing

The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.

What is a physician associate?

Physician associates support doctors in the diagnosis and management of patients. As a physician associate, you might work in a GP surgery or be based in a hospital, but wherever you work, you'll have direct contact with patients.

You’ll be trained to perform a number of day-to- day tasks including:

  • Taking medical histories
  • Performing examinations
  • Diagnosing illnesses
  • Analysing test results
  • Developing management plans

You can find further information on the role through the Faculty of Physician Associates at the Royal College of Physicians (FPARCP) or the NHS careers website.

To understand what a physician associate does on a day-to- day basis, Health Education England have produced this informative Day in the Life of a Physician Associate video.

Collaboration

This programme will be delivered through collaboration with Health Education Kent, Surrey and Sussex and engagement with Brighton and Sussex Medical School (BSMS), Canterbury and Christchurch University (CCU) and the University of Kent.

The majority of teaching, however, will be conducted by Surrey staff and local NHS clinicians. The four HEIs (including Surrey) may share facilities in areas of individual specialist expertise, although teaching will be conducted by Surrey staff.

Working with local NHS Trusts (primary and community care, acute, secondary care and mental health) will enable elements including work-based assessments and summative assessments (the clinical OSCEs).

Surrey Health Partners

The University of Surrey is part of the Surrey Health Partners Alliance, bringing together NHS Trusts in Surrey with the University to enhance learning and teaching, research and clinical practice.

The local Clinical Commissioning Groups (CCGs, covering GP practices) and NHS Health Trusts (covering hospitals, community care and psychiatric care) are all represented fully within Surrey Health Partners.

Career opportunities

Following successful graduation from this Diploma course, you will need to sit the National Assessment for Physician Associates, set by the Faculty of Physician Associates at the Royal College of Physicians, London.

Passing the National Assessment will allow you to be put onto the National Register for Physician Associates, so that you can practise clinically in the UK.

Career prospects

The predicted growth of the physician associate role across the NHS to fill an important resource gap indicates strong continued employment prospects for graduates. Physician associates will pursue a profession that is supported by the NHS and the Department of Health: over 30 hospitals currently employ PAs across the UK and the numbers are growing fast.

Health Education Kent, Surrey and Sussex aims to produce PAs who can work in primary as well as secondary care.

Educational aims of the programme

The overarching educational aim of the programme is to train graduates with a first degree in Biosciences, Life Sciences or Health Sciences, or suitable approved programme, to Post Graduate Diploma level, to function as a qualified physician associate (on passing the National Examination).

Physician associates will be able to:

  • Deliver holistic medical care and treatment under defined levels of supervision, in acute and primary care settings in the National Health Service.
  • Work effectively with patients and multi-disciplinary healthcare teams from diverse backgrounds.
  • Use a patient-centred approach, and be expert communicators, ensuring patient safety at all times
  • Promote health and wellbeing on an individual and population basis
  • Engage in reflective practice, work within the limits of their competence and engage actively in lifelong learning and professional development

This training includes the necessary knowledge, skills and professional attitudes needed to work to the medical model, demonstrating safe medical practice, medical competence, compassion, reflective and critical thinking in diagnostic reasoning and clinical management.

Graduates will be able to assess, diagnose and manage medical problems competently, consulting with patients presenting with a variety of specified conditions on behalf of, and under supervision of a senior experienced doctor.

They will be able to understand and demonstrate the principles of safe and effective prescribing.

Graduates will be trained to a standard defined by the National Examination for Physician Associates that will enable them to work as physician associates in the National Health Service, with appropriate accreditation and regulation once these have been decided and implemented.



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Broaden your understanding and develop a critical awareness of the role and responsibility of key aspects of district nursing, including the coherent an detailed knowledge at the forefront of care. Read more

Broaden your understanding and develop a critical awareness of the role and responsibility of key aspects of district nursing, including the coherent an detailed knowledge at the forefront of care.

 

Our course is designed for qualified nurses who hold a current registration as a nurse (part 1) with the UK Nursing and Midwifery Council Register (equivalent to parts 1 or 12 of the NMC Register). The programme enables the student to qualify as a District Nurse and record the qualification with the NMC.

An attractive feature of the programme is that the Postgraduate Diploma element of the courses can be taken full time for 1 year (self-funded) or part time over 2 years (possibility of Welsh Government funding if you work in Wales) or flexibly by a module by module approach (over 4 years).

The Postgraduate Diploma (Level 7) is open to students who hold a minimum of 120 credits at level 6. On successful completion of the Postgraduate Diploma students can continue their studies and achieve a full Masters, titled MSc Health and Social Care (Community Specialist Practice).

This programme is also offered at Undergraduate level - see BSc (Hons) Community Specialist Practice for more details

Key Course Features

The specific aims of the programme are to:

-Broaden the student’s understanding of key aspects of district nursing including the acquisition of coherent and detailed knowledge at the forefront of care.

-Prepare students for study and competent practice at a specialist level within district nursing in order to meet the NMC (2001) Standards for Specialist Practice.

-Develop a critical awareness of the role and responsibilities of Specialist Community Nurses in contemporary society.

Utilise contemporary research and advanced scholarship to critically analyse and evaluate key aspects and developments in District Nursing.

Additional features:

-You will be taught by a dedicated team of professional nurses who have backgrounds in District Nursing and Community Nursing Roles.

-On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC.

-The programme consists of 50% theory and 50% practice (minimum of 600 hours practice) within a district nursing team and has a 6 week period of practice consolidation at the end of the programme, ensuring that you feel fully prepared for your new role as a District Nurse.

-On successful completion of the Post Graduate Diploma students who have accrued the required credits at level 7 can be offered the opportunity to undertake a 60 credit dissertation leading to a full Masters qualification titled MSc Health and Social Care (Community Specialist Practice).

What Will You Study?

MODULES

Foundations of Community Practice

The Foundations of Community Practice module will enable registered practitioners to enhance their knowledge and problem-solving skills to a point where they can practise competently in a community setting. 

Research Methods

The Research Methods module aims to provide the student with a critical understanding of the philosophical, practical and ethical concepts of research and research methodology within the context of health and society.

Clinical Portfolio

The Clinical Portfolio module will enable the student to engage in critical reflection during their community placement and explore their professional practice and personal development.  

Nurse Prescribing (V100)

The Nurse Prescribing module aims to prepare community nurses to prescribe safely, appropriately and cost effectively from the Nurse Prescribers’ Formulary for Community Practitioners.

Assessing Complex Needs

The Assessing Complex Needs module will prepare students to deal with complex care situations systematically and creatively and make sound judgements within the boundaries of their own discipline.

Managing Community Specialist Practice

The Managing Community Specialist Practice module will equip the students with the underpinning knowledge of leadership and management in the context of district nursing practice.

Innovations in Community Practice

The Innovations in Community practice will enhance the students’ ability to lead and manage a district nursing team by recognising the need for change and designing and planning an innovation to reflect the needs within the locality. The module will also enable the students to disseminate this good practice.

Consolidation of Practice (NMC requirement)

Students will complete this module at the end of their studies and it will enable them to manage a small caseload of patients in readiness for embarking on their new role as a District Nurse. The students will feel fully prepared having worked towards the NMC proficiencies over a prolonged period of time.

Students who wish to continue their studies on completion of the Post Graduate Diploma will undertake a dissertation module.

Dissertation Module to gain full Masters

Students will have the opportunity to demonstrate independent thought and select, plan, prepare and write a dissertation which explores a topic relevant to District Nursing.   

Assessment & Teaching

District Nursing students are assessed in a variety of ways over the course of their studies. The balance between the different forms of assessment is determined by the different aims and learning outcomes of the modules.

Assessment methods include academic assignments, case studies, poster presentations and examinations. As the programme is about learning in practice, all students have a clinical portfolio which is completed as students’ progress through the modules. All students are allocated a mentor/sign off mentor within practice who will assess your competency against the NMC Specialist Practice Standards for District Nursing.

Career Prospects

On successful completion of the Community Specialist Practice Programme, the District Nursing qualification will be recordable with the NMC. This coveted qualification will enable you to apply for Band 6 roles within District Nursing and will increase opportunities within Community Nursing as a whole.

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.



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This module equips students with the knowledge and tools required for critical examination of the ways in which change can be introduced, managed evaluated and reviewed. Read more
This module equips students with the knowledge and tools required for critical examination of the ways in which change can be introduced, managed evaluated and reviewed. The learning outcomes for the module are to enable the student to:
-Evaluate tools used in the diagnosis of change
-Critically appraise strategies and models for managing change
-Evaluate the potential sources of resistance to change and strategies which can be used to successfully overcome them
-Critically analyse models of organisational culture and implications for managing change
-Apply a critical understanding of the nature of change and the change process
-Demonstrate the critical application of change models and tools

Why Bradford?

At the Faculty of Health Studies, University of Bradford, you can choose to study for individual modules, a named award or build module credits through the SSPRD Framework for Flexible Learning to achieve an award relevant to your professional needs.

The Framework for Flexible Learning in Health and Social Care is a Faculty-wide academic structure for Specialist Skills and Post-Registration Development. It offers students increased flexibility and choice in the modules and courses that can be undertaken and it is also responsive to employer needs. The flexibility also allows you to move from one award to another if your career changes or you take time out from regular studying. Shared teaching and research expertise from across the Faculty is offered through interdisciplinary teaching across our core research modules.

The Faculty of Health Studies is regionally, nationally and internationally recognised for its teaching and research, and works with a number of healthcare partners to ensure clinical excellence.

Modules

The syllabus for the module includes:
-Organisations and their changing environments; the nature of change and its impact on organisations; individuals and groups
-Organisational development; origins and phases to a planned approach
-Developments in change management; emerging challenges from planned to emergent change.
-Organisational culture and its impact on change
-Diagnosis, models and theories of change; planning, implementing and evaluating successful and unsuccessful change.
-Frameworks for change; approaches and choices
-Individuals and change; resistance, commitment and readiness, individual reactions to change, individual preferences, the role of the change agent, employee involvement and engagement
-Change and knowledge management
-Leading and managing change; the role of the leader and the manager in the change process
-Understanding the realities of change and its impact on people and organisations

This module is a core module for:
-MSc /Post Graduate Diploma Leadership Management and Change in Health and Social Care
-MSc International Health Management (Bradford and Dubai)
-Postgraduate Certificate Project and Change Management

The module is also an option for:
-MSc /Post Graduate Diploma in Health & Social Care Management

Learning activities and assessment

A 4000 word applied assignment critically examines the application of change theory in practice.
OR
Storyboard using a change model critically analysed & supported with theory (4000 word equivalent).

Career support and prospects

The University is committed to helping students develop and enhance employability and this is an integral part of many programmes. Specialist support is available throughout the course from Career and Employability Services including help to find part-time work while studying, placements, vacation work and graduate vacancies. Students are encouraged to access this support at an early stage and to use the extensive resources on the Careers website.

Discussing options with specialist advisers helps to clarify plans through exploring options and refining skills of job-hunting. In most of our programmes there is direct input by Career Development Advisers into the curriculum or through specially arranged workshops.

The module sits within programmes designed to meet the needs of existing (middle or senior) or aspiring managers in health or social care organisations, social enterprises and the voluntary or independent sector who wish to develop strategic management skills.

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Reflecting current developments in the field, this postgraduate diploma provides quality training in an Integrative approach to Psychotherapy. Read more

Reflecting current developments in the field, this postgraduate diploma provides quality training in an Integrative approach to Psychotherapy. It is offered part-time and is suitable for those in employment. It will provide students with a constructive and challenging learning experience which develops interconnectedness of theory, practice, research, self-awareness and personal development. It offers trainee psychotherapists a sound experience for the development of an Integrative approach that forms a critical basis for practice and has ethical and professional integrity. It aims to develop practitioners who are competent to offer high-quality Integrative Psychotherapy in a variety of contexts, appropriate to the needs of the client, organisation and society.

INDUSTRY LINKS

This is a BACP accredited professional psychotherapy training, which enables those who successfully complete it to practice as a psychotherapist.

LEARNING ENVIRONMENT AND ASSESSMENT

The learning environment will be student-centred, using and sharing students' experiences to aid the learning process and encourage independent learning. Participants and tutors are co-learners. A diverse range of learning and teaching methodologies will be used, including student-led seminars, group discussion, group and individual psychotherapy practice and observation, the use of audio and DVD recording, case studies and discussion, experiential exercises, lectures, guest speakers and supervised practice.

The residential is assessed by a reflexive essay and tutor observation. Students are required to pass the observation before commencement of the course.

In the first year, students are required to submit a theoretical essay, a critique of a research paper, a DVD recording and evaluation, an ethics essay, a reflexive statement and a student-led presentation. There is also an end of year viva, or oral exam, with a personal tutor, which is based on a personal development statement that the student makes.

In the second year, students are required to submit a Case Study, an audio tape and self-evaluation, a reflexive practitioner extended essay, practice portfolio and a student-led presentation and include an account of their clinical supervision.

In the third year, students are required to submit a research proposal and a Masters dissertation.

FURTHER INFORMATION

UCLan’s Postgraduate Diploma in Integrative Psychotherapy is BACP accredited and those who successfully complete the Postgraduate Diploma are entitled to practice as psychotherapists. This course provides quality professional training in Integrative Psychotherapy. It will provide students with a constructive and challenging learning experience which develops interconnectedness of theory, practice, research, self-awareness and personal development. It offers trainee psychotherapists a sound experience for the development of an Integrative approach to Psychotherapy that forms a critical basis for practice and has ethical and professional integrity. It aims to develop practitioners who are competent to offer high-quality Integrative Psychotherapy in a variety of contexts, appropriate to the needs of the client, organisation and society.

The course is divided into five main areas:

  1. Integrative Psychotherapy theory that builds in Year 1 from a relational and phenomenological base, drawing on key influences from the Gestalt/Dialogic, Person Centred, Emotionally Focused Therapy. In Year 2 Psychodynamic and Intersubjective influences on therapeutic process are also drawn on, as well as a consideration of the existential and transpersonal dimensions of the therapeutic relationship. Students are facilitated to establish an approach to Integrative Psychotherapeutic practice via established models (Gelso and Carter, Clarkson), supported by research, awareness and skills.
  2. Personal Development is interwoven in the experiential nature of the course and processed throughout. There is also a Personal Development Group every week in the first two years.
  3. Professional Development which includes the BACP Ethical Framework, practice-based research, note-taking, supervision, issues of difference, gender, race, sexuality, spirituality, disability, and psychotherapy contexts and themes.
  4. Professional Practice, which includes the use of DVDs, small group work, triads, peer and tutor observation, and a supervised placement of a minimum of 100 hours in an approved setting.
  5. Research via a critique of a research paper, the study of research methodology, a small research project and the writing of a dissertation in the third year. Current research is imparted throughout the course.

The first two years of the program constitute the post graduate diploma in integrative psychotherapy. The successful completion of the postgraduate diploma will enable students to claim the status of a graduate of a BACP accredited training course.

The MA dissertation may then be undertaken by those students who are able to continue, having gained at least a merit in the post graduate diploma, and who wish to undertake postgraduate research.

Applicants must be aware that Accreditation of Prior Learning is not permitted on this course.



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The new Graduate Diploma in Applied Equine Locomotor Research being launched by the RVC offers professional farriers the chance to gain the necessary skill-set to produce original research and increase the evidence base behind farriery. Read more
The new Graduate Diploma in Applied Equine Locomotor Research being launched by the RVC offers professional farriers the chance to gain the necessary skill-set to produce original research and increase the evidence base behind farriery.

The course takes a minimum of two and a maximum of five years to complete. Some of the programme is delivered during residential weekend sessions while some of the learning is self-directed, with continuous support from teaching staff.

Under the microscope

Participants in the course will develop knowledge and skill in equine locomotor research directly related to the field of farriery. The course is specifically designed to enable participants to develop the necessary scientific and academic skills in order to produce their own research project to the highest professional standard.

Graduates will be awarded a Graduate Diploma in Equine Locomotor Research, which is a Level 6 (FHEQ) UK Higher Education qualification. The programme has been carefully designed to help graduates meet the project and presentation requirements for the Fellowship of the Worshipful Company of Farriers examination.

The course

We are mindful of the fact that the farriery profession is made up of a cross-section of individuals with varying academic backgrounds.

The course divides into two distinct sections. Section 1 acts as a springboard that enables participants who have not had any involvement in formal education in a number of years to familiarise themselves with current learning methods and thus 'ease into' academic work. Applicants who already hold a degree may be exempt from this and can apply for an exemption from Section 1 of the course and direct entry into Section 2.

Section 1: Contemporary Study Skills - this section of the course includes the following modules:

- Introduction to online learning
- Learning styles and self-regulation of learning
- Searching for information
- Academic writing
- Presentation skills

Section 2: Applied Equine Locomotion - this section of the course comprises of five modules:

- Equine locomotor biomechanics and orthopaedics
- Critical evaluation of scientific literature
- Study design and equine locomotor assessment methods
- Data processing, analysis and presentation
- Research project

How will I learn?

The course will run over a minimum of 24 months, with self-study tasks (‘homework’) in between sessions. Some of the programme is delivered during residential weekend sessions while some of the learning is self-directed, with continuous support from teaching staff.

In Section 1, participants are expected to spend five hours of study a week, and in Section 2, participants are expected to spend ten hours of study a week

'Study' does not only include the time sitting at a desk and working on the computer or reading scientific literature it also includes thinking “on the job”, discussing cases with fellow farriers, vets or other knowledgeable stakeholder as well as collecting data, e.g. taking photographs of horses’ feet or reflecting about what you could have done differently about the last horse while driving to the next horse can count as study time.

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Arabic as a Foreign Language. These awards have contributed substantially to the professionalising of Arabic teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Arabic as a Foreign or Second Language.

The Certificate in Teaching Arabic is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Arabic as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Arabic to a broad spectrum of Arabic learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Arabic is designed to:

- equip trainees to be able to deal professionally with the teaching of Arabic in different contexts and through the integration of different varieties of the Arabic language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Arabic using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Arabic in higher education in the UK, Europe and other parts of the world, for teaching Arabic at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Arabic language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Arabic is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in teaching Arabic is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Arabic:
- Arabic Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Arabic (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Arabic with different types of student groups, covering a range of levels. Trainees will observed and assessed in teaching Arabic, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/arabic/postgraduate-certificate-diploma-in-teaching-arabic-as-a-foreign-language.html

Closing Date for Applications:
Overseas Applicants - Friday 23rd September 2016
UK and EU Applicants - Friday 7th October 2016

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This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. Read more
This SOAS Language Centre programme of professional development leads to highly sought after and widely accepted post-graduate qualifications (Certificate and Diploma) in teaching Chinese as a Foreign Language. These awards have contributed substantially to the professionalising of Chinese teaching in the UK and elsewhere and to the recognition of the expertise of teachers of Chinese as a Foreign or Second Language.

The Certificate in Teaching Chinese is designed:

- to meet the rapidly growing demand in the UK and elsewhere for trained and qualified teachers of Chinese as a foreign language.

- to equip trainees with the knowledge and skills which will enable them to teach Chinese to a broad spectrum of Chinese learners in UK, European and worldwide educational contexts.

The Postgraduate Diploma in Teaching Chinese is designed to:

- equip trainees to be able to deal professionally with the teaching of Chinese in different contexts and through the integration of different varieties of the Chinese language.

- familiarise trainees with the theoretical principles underlying the content and design of instructional materials and teaching/testing techniques.

- provide trainees with the knowledge and skills and the supported teaching practice to enable them to teach Chinese using the latest communicative methods.

- show trainees how to create coherent and progressive schemes of work and design effective and efficient lesson plans that are adapted to students’ learning needs.

- show trainees how to analyse empirical data in order to evaluate second language learners’ performance objectively and how to describe achievement and proficiency levels using appropriate terminology.

- enable trainees to fulfil supervisory and pedagogical lead roles, such as those of syllabus designer, course co-ordinator, teacher mentor and materials developer.

Graduates will be qualified and well-prepared for teaching Chinese in higher education in the UK, Europe and other parts of the world, for teaching Chinese at private institutions or companies, for fulfilling administrative or consultative roles in educational organisations and for undertaking commissioning and editing in companies which create and market Chinese language courseware.

Visit the website http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

The overall learning required is full-time, though attendance in sessions at SOAS is not required 5 days per week. The course requires attendance on normally three days per week, depending on assignments set and appointments to observe live teaching, which may be on an evening or on a Saturday. The overall learning required is full-time, though attendance in session at SOAS is not required 5 days per week. The days where no presence at SOAS is required are to be devoted to lesson planning and materials preparation, writing of self-reflections and peer appraisals, readings of theoretical applied linguistics and teaching theory books/journal articles, self-access learning, specified VLE learning activities, guided independent study, assigned homework tasks and completion of formal assessments. The programme is very demanding and students will be expected to spend at least 20-30 hours of study outside of class every week.

Structure

The Postgraduate Diploma in Teaching Chinese is equivalent to 3 post-graduate level course units carrying 135 CATS credits.
The Postgraduate Certificate in Teaching Chinese is equivalent to 1.5 post-graduate level course units carrying 67.5 CATS credits.
Trainees take compulsory courses in two main areas.

1. Principles and Practice in Communicative Language Teaching for Chinese:
- Chinese Applied Linguistics (0.5 unit)
- Language Awareness, Methods and Techniques in Teaching Chinese (1 unit)

2. Knowledge and Skills for Second Language Teaching:
- Theories of Language Learning and Acquisition (0.5 unit)
- Approaches and Methods in Language Teaching and Language Assessment (1 unit)

Teaching Practice

A key component of the course is the opportunity for live observation of experienced teachers, followed by teaching practice of Chinese with different types of student groups, covering a range of levels. Trainees will be observed and assessed in teaching Chinese, including the quality of lesson plans and teaching materials they have created, competencies in using a range of different communicative teaching techniques and ability to create rapport and establish a co-operative learning environment.

All our teacher trainers are expert classroom teachers themselves. Have a look at one of them teaching (http://www.soas.ac.uk/languagecentre/languages/chinese/) and see the kinds of classroom skills you will learn to use yourself.

Find out how to apply here - http://www.soas.ac.uk/languagecentre/languages/chinese/postgraduate-certificate-diploma-in-teaching-chinese-as-a-foreign-language.html

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Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision. Read more

Gain the qualification you need to teach in the area of special educational needs in Post-16 and Further Education, previously known as Post-Compulsory Education and Training (PCET), and including 14-19 provision.

It is suitable whether you are new to teaching and need us to find you a placement, or if you are already working as a teacher or trainer within the SEN context and want to become qualified.

The course maps to the national framework for teaching qualifications in Post-16 and Further Education, the new Diploma in Education and Training for Disabled Learners (DET, previously DTLLS). The course is recognised by the professional body, currently the Institute for Learning (IfL) and sector body the Education and Training Foundation (EtF). It enables you to apply for Qualified Teacher Learning and Skills (QTLS) status for Post-16 and Further Education, which is equivalent to Qualified Teacher Status (QTS) in schools. QTLS is currently awarded by IfL who charge a fee for membership and QTLS registration. An employer may be willing to pay the fee for you.

On the course, you

  • develop as a teacher in special educational needs
  • develop your knowledge and understanding of educational ideas and theories
  • engage with the latest developments for special educational needs in the Post-16 and Further Education context

You apply the course theory through your teaching practice. This consists of at least 120 hours teaching over either one year or two. During the course, University staff and your placement or workplace mentor assess your teaching practice eight times.

Key areas covered include • planning and preparing to teach • assessment for learning • teaching methods • behaviour for learning • using technology in teaching and learning • progression against the professional standards • understanding your wider professional context.

Settings of Post-16 and Further Education and Training include • further education colleges • school sixth forms • higher education institutions • adult and community learning providers • private training companies • public services • 14-19 educational providers.

After successfully completing the course, you gain a level 7 qualification equivalent to DTLLS or the new Diploma in Education and Training, but at masters level, and you can use these 60 credits towards a masters course.

We have partnerships with a range of settings across the Post-16 and Further Education sector, who provide you with a wide range of placement opportunities.

If you do not have an undergraduate degree or equivalent and need an initial teaching qualification, you can study our CertEd Post-16 Education and Training. This route is not available with the special educational needs specialism.

Further information

For more information regarding our routes into teaching, including funding, placements, QTS skills tests and career prospects visit our teach site.

Professional recognition

The course is recognised by the Education and Training Foundation (EtF).

Course structure

Modules

  • introduction to learning, teaching and assessment
  • the learner experience (SEN)
  • professional practice 1 and 2 (SEN)
  • exploring your specialist context (SEN)
  • extending teaching for learning

Assessment

  • assessment of practical teaching
  • presentations
  • planning and evaluation exercises
  • preparation of teaching materials
  • written assignments

Employability

We have an excellent graduate employment record. On average 95% of our PGCE graduates are teaching or in further study within six months of graduating.

Previous students have gone on to teach in • further education colleges • sixth form colleges • schools • public services • private training organisations • voluntary sector.

Others work as educational development officers or similar for local education authorities, non-governmental organisations and charities.



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The University of Bolton Professional Graduate Diploma in Education (Level 6 Diploma in Teaching in the Lifelong Learning Sector) is a teacher training… Read more
The University of Bolton Professional Graduate Diploma in Education (Level 6 Diploma in Teaching in the Lifelong Learning Sector) is a teacher training course for graduates who wish to teach in the post-compulsory sector of education; for example, in adult and community education, further education, sixth form colleges, the prison and probation services, pre-employment training and work-based learning. Your choice of study will depend on the subject and area in which you wish to teach. For teaching in a vocational and/or academic curriculum area you will choose the Generic pathway.

For teaching ESOL/literacy or numeracy you will choose the Skills for Life pathway. For teaching learners with additional needs you will choose the Teaching Learners with Additional Needs pathway. You should select your specialist area at the time of your application. The full PGDE awards equate to the DTLLS qualifications.

You may study the Generic pathway at either the University of Bolton or at a partner college. If you wish to study at a partner college, you will need to contact the college directly for timetable information. Full contact details of our partner colleges are available by visiting our 'related links' section and selecting our 'partner colleges' web page. Please note: the Skills for Life pathways are only available for study at the University of Bolton; Bury College offers (ESOL/Literacy specialism route).

The Teaching Learners with Additional Needs pathway is only available at the University of Bolton. As part of your studies you will be required to carry out a teaching placement equivalent to two days a week. This may involve daytime or evening teaching or both. The university or partner college at which you are studying may find your placement for you or it may be possible for you to organise your own placement. If you organise your own placement this must be agreed in advance with your tutor who will need to confirm that the placement is suitable.

For more information pleae visit http://www.bolton.ac.uk/postgrad

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