The Global Environmental Change and Policy course focuses on 4 key questions:
By addressing those four questions the overall aim of the course is to provide students with a comprehensive and broad understanding of the scientific, legal and policy concerns informing the GEC field, and to guide students towards applying, independently, the necessary tools to address GEC questions, analytically and critically. This is done through small group seminars, lectures and case studies arranged into four main strands:
Strand I - Climate Change Science, Environmental and Health Impacts and Adaptation
This strand explores the analysis and prediction of change in the earth's physical and chemical systems and their impact based on scientific evidence. Sessions include analysis, prediction and impact of changes such as climate change and acidification in the atmosphere, oceans, the water cycle and global land cover and use. In light of the projections of scientific bodies such as the UN Intergovernmental Panel on Climate Change (IPCC), students become acquainted with different global warming scenarios and their likely impact on water management, vegetation, soil, health and other relevant sectors, and the correlated adaptation policies required in different parts of the globe in order to manage environmental change. It also addresses specific adaptation policies necessary in areas that are most likely to be affected by climate change, such as in Africa.
Strand II – Climate Change Mitigation, Business Strategies and Innovation
This strand focuses on climate change mitigation (non-LULUCF) and related business strategies and the development of technologies in the transition towards a low-carbon economy. A number of greenhouse gas mitigation and alternative energy policies – including renewable energy deployment and Carbon Capture and Storage (CCS) - are selected for analysis. It examines the social and economic causes of the environmental changes with respect to population, urbanisation, energy policy, and pollution and addresses the policy options to mitigate climate change. It includes a study of international and regional schemes, carbon markets and alternative policies such as carbon or fuel taxes. In addition, this strand assesses the broader question of quantifying the costs and benefits of mitigation and adaptation in light of the developmental priorities of different regions of the globe, as well as possible business solutions towards low carbon economic growth.
Strand III – Biodiversity, Land Use Change and Forestry, and Conservation Strategies
This strand explores biodiversity loss, conservation strategies, the monitoring and prediction of change in the earth's ecosystems and their response to a range of environmental changes including climate change, and the impact of these changes on humans, ecosystems and the management of natural resources. The different mechanisms proposed or already applied to protect biodiversity broadly and in relation to climate change are covered in this part of the course. Among other things, we may critique mitigation policies applicable to the agricultural sector and look at the sustainability of biofuels as cleaner sources of energy.
Strand IV – Law and Governance
The strand draws together some of the issues outlined above. The role of international law and policy in developing innovative solutions for global environmental problems, such as climate change and biodiversity loss, is emphasised. It addresses the law and politics behind the negotiation of, inter alia, global climate change agreements, the international framework for climate change, environmental governance, examines the role of compliance and monitoring, asks bigger philosophical questions related to rights, equity and justice in an environmental context and looks at the fundamental principles and norms of the international environmental law regime and their utility in going forwards.
The course structure, individual seminars and activities are designed to enable each student to attain the following:
Understanding, skills and capabilities are developed and assessed through active participation in coursework which comprises research and presentation, negotiation and conflict management and a panel group exercise. Panel Meetings run throughout the option term. The aims of these sessions are to establish and coordinate research, discussion, presentation and negotiation in respect of selected global environmental change issues, leading ultimately to the formal conclusion or agreed policy and scientific statement on one or more aspects of GECP.
The MSc Fashion Marketing Management degree at Cardiff Met is a dynamic and exciting course that blends fashion, marketing and management principles to equip you for a career within the global fashion industry. The overall aim of the programme is to develop fashion marketers who can run and successfully integrate at a managerial level in a broad range of fashion organisations and marketing environments.
The course will be ideal for graduates motivated by the desire to launch or develop an existing career in the fashion industry. Central to our MSc Fashion Marketing Management degree is the opportunity to integrate marketing theory with and principles with practice, especially in relation to your own career needs.
You will gain critical insights into the needs and desires of fashion consumers, understand the importance of brand marketing in fashion and the international scope of the fashion industry. You will explore aspects such as fashion buying and merchandising including trend prediction, supply chain management and fashion forecasting.
You will discover the art of effectively communicating with a variety of fashion customers using both digital and traditional methods through our Multi-Channel Fashion Marketing module. Finally you will apply your knowledge and understanding to creating marketing strategies within International Fashion and Brand Management focusing on all levels of the industry, from fast fashion to luxury brands.
Achieving all of this means our approach to teaching goes beyond merely presenting you with sets of theories and principles of marketing. Instead it extends to you being able to evaluate the usefulness of these theories and principles in practice through the use of case studies and 'live' projects. We believe this programme will give the skills and knowledge to excel within the fashion industry by being equipped with the insights, education and critical understanding needed to operate in what is a dynamic and ever-changing global industry.
The programme is comprised of three distinct stages, Postgraduate Certificate (PGCert) Fashion Marketing, Postgraduate Diploma (PGDIP) Fashion Marketing, and MSc Strategic Fashion Marketing, with a range of compulsory taught modules (120 credits), and a non-taught element (60 credits). The MSc will be awarded on successful completion of 180 credits.
Term 1: (Certificate = Completing 60 credits):
• Multi-channel Fashion Marketing (20 credits) • Strategic Fashion Buying and Product Management (20 credits) including Trend Prediction, Supply Chain and Fashion Forecasting • Modern Marketing Research for Fashion (20 credits)
Term 2: (Diploma = Completion of stage 1 and an additional 60 credits):
• Understanding the Fashion Consumer (20 credits) • International Fashion and Luxury Brand Management (20 credits) • Academic Research for Business (20 credits)
Term 3: (Masters = Completion of stages 1 & 2) and:
• Dissertation (60 credits) or • Fashion Marketing Plan (60 credits)
•Or Optional Creativity, Marketing and Enterprise (20 credits) and International Fashion Research Project (40 Credits)
The course is delivered with a mixture of lectures and seminars. Many of the assessments will be based on real world cases and therefore specialist guest speakers and visits to businesses will also form part of the learning journey. At Master’s level, self-management and independent research and study is expected with students being directed and encouraged to deepen their understanding of particular areas of Marketing. Moodle is used as an interactive VLE but the development of a learning community is particularly prevalent at Cardiff Metropolitan with excellent student support.
Assessment on the programme is mixed and will include a variety of formats. You are assessed throughout the course on the basis of coursework and presentations, many of which are focused on real-life cases studies.
The MSc Fashion Marketing Management degree has been designed for people wanting a successful and rewarding marketing career in the Fashion Industry. Expected career paths include but are not limited to:
Additionally the course is excellent preparation for continuing your study at MPhil or PhD at Cardiff Metropolitan University.
Get professional training in Meteorology and explore the fundamental concepts of dynamic meteorology, radiation and thermodynamics.
Taught in conjunction with New Zealand's leading weather forecasting organisation—MetService—you'll learn about cloud physics, satellites, climatology and numerical weather prediction. Gain an expert understanding of mid-latitude weather systems, particularly weather systems in New Zealand and the Tasman Sea region.
You'll also do a practical project based on one of the research topics arising from the work of MetService. Gain new knowledge along with expertise in independent research, critical thinking and scientific rigour.
Choose to study the Master of Meteorology (MMet) or you can opt for the shorter Postgraduate Diploma in Meteorology (PGDipMet).
The MMet is only offered on alternate years.
Your Meteorology qualification will be recognised throughout the world and complies with the standards of the World Meteorological Organization.
The 180-point Master of Meteorology will take you three trimesters of full-time study or six trimesters when studied part time.
The 120-point Postgraduate Diploma in Meteorology takes two trimesters of full-time study or four trimesters part time.
If you are studying full time, you can expect a workload of 40–45 hours a week for much of the year. Part-time students doing two courses per trimester will need to do around 20–23 hours of work a week. Make sure you take this into account if you are in employment.
You'll learn through coursework and an independent project based on a real-world meteorological research objective.
PGDipMet students will complete seven courses and MMet students will do nine.
Both qualifications start with five core 400-level Geophysics (Meteorology) courses—covering mid-latitude weather systems, radiation and thermodynamics, cloud physics and weather prediction. You'll add another 400-level Geophysics course of your choice or an approved course of your choice that can be from another discipline, and complete the 500-level research project. If you're doing the Master's, you'll take an additional two 500-level courses.
The 30-point project gives you the opportunity to work on current meteorological issues, with data supplied by New Zealand's MetService. You'll be guided and supported by staff from both the MetService and Victoria.
Process systems engineering deals with the design, operation, optimisation and control of all kinds of chemical, physical, and biological processes through the use of systematic computer-aided approaches. Its major challenges are the development of concepts, methodologies and models for the prediction of performance and for decision-making for an engineered system.
Suitable for engineering and applied science graduates who wish to embark on successful careers as process systems engineering professionals.
The course equips graduates and practising engineers with an in-depth knowledge of the fundamentals of process systems and an excellent competency in the use of state-of-the-art approaches to deal with the major operational and design issues of the modern process industry. The course provides up-to-date technical knowledge and skills required for achieving the best management, design, control and operation of efficient process systems.
Process systems engineering constitutes an interdisciplinary research area within the chemical engineering discipline. It focuses on the use of experimental techniques and systematic computer-aided methodologies for the design, operation, optimisation and control of chemical, physical, and biological processes, e.g. from chemical and petrochemical processes to pharmaceutical and food processes.
A distinguished feature of this course is that it is not directed exclusively at chemical engineering graduates. Throughout the years, the course has evolved from discussions with industrial advisory panels, employers, sponsors and previous students. The content of the study programme is updated regularly to reflect changes arising from technical advances, economic factors and changes in legislation, regulations and standards.
By completing this course, a diligent student will be able to:
This MSc degree is accredited by Institution of Mechanical Engineers (IMechE)
The taught programme for the MSc in Process Systems Engineering is delivered from October to February and is comprised of six compulsory taught modules. There are four optional modules to select the remaining two modules from.
The Group Project, which runs between February and April, enables you to put the skills and knowledge developed during the course modules into practice in an applied context while gaining transferable skills in project management, teamwork and independent research. The group project is usually sponsored by industrial partners who provide particular problems linked to their plant operations. Projects generally require the group to provide a solution to the operational problem. Potential future employers value this experience. This group project is shared across the MSc in Process Systems Engineering and other courses, giving the added benefit of gaining new insights, ways of thinking, experience and skills from students with other backgrounds
During the project you will develop a range of skills including learning how to establish team member roles and responsibilities, project management, and delivering technical presentations. At the end of the project, all groups submit a written report and deliver a presentation to the industrial partner. This presentation provides the opportunity to develop interpersonal and presentation skills within a professional environment.
It is clear that the modern engineer cannot be divorced from the commercial world. In order to provide practice in this matter, a poster presentation will be required from all students. This presentation provides the opportunity to develop presentation skills and effectively handle questions about complex issues in a professional manner.
Part-time students are encouraged to participate in a group project as it provides a wealth of learning opportunities. However, an option of an individual dissertation is available if agreed with the Course Director.
The individual research project allows you to delve deeper into a specific area of interest. As our academic research is so closely related to industry, it is very common for our industrial partners to put forward real-world problems or areas of development as potential research topics.
The individual research project component takes place between April/May and August for full-time students. For part-time students, it is common that their research projects are undertaken in collaboration with their place of work under academic supervision; given the approval of the Course Director.
Individual research projects undertaken may involve designs, computer simulations, feasibility assessments, reviews, practical evaluations and experimental investigations.
Taught modules 40%, Group project 20% (dissertation for part-time students), Individual Research Project 40%
To help students in finding and securing appropriate funding we have created a funding finder where you can search for suitable sources of funding by filtering the results to suit your needs. Visit the funding finder.
The principal component of this degree is an intensive novel research project providing 'hands-on' training in methods and techniques at the cutting edge of scientific research. The programme is particularly suitable for those wishing to embark on an academic career, with a strong track record of students moving into graduate research at UCL and elsewhere.
Students develop a systematic approach to devising experiments and/or computations and gain familiarity with a broad range of synthetic, analytical and spectroscopic techniques, acquiring skills for the critical analysis of their experimental and computational observations. They also broaden their knowledge of chemistry through a selection of taught courses and are able to tailor the programme to meet their personal interests.
Students undertake modules to the value of 180 credits.
The programme consists of one core module (30 credits), four optional modules (15 credits each) and a research project (90 credits).
All students undertake a literature project (30 credits) and a research dissertation (90 credits), which are linked.
Students choose four optional modules from the following:
All students undertake an independent research project which culminates in a dissertation of 15,000 words and a viva voce examination (90 credits).
Teaching and learning
The programme is delivered through a combination of lectures, seminars, tutorials, laboratory classes and research supervision. Assessment is through the dissertation, unseen written examinations, research papers, a written literature survey, and an oral examination. All students will be expected to attend research seminars relevant to their broad research interest.
Further information on modules and degree structure is available on the department website: Chemical Research MSc
This MSc is designed to provide first-hand experience of research at the cutting-edge of chemistry and is particularly suitable for those wishing to embark on an academic career (i.e. doctoral research) in this area, although the research and critical thinking skills developed will be equally valuable in a commercial environment.
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
With departmental research interests and activities spanning the whole spectrum of chemistry, including development of new organic molecules, fundamental theoretical investigations and prediction and synthesis of new materials, students are able to undertake a project that aligns with their existing interests.
Students develop crucial first-hand experience in scientific methods, techniques for reporting science and using leading-edge research tools, as well as further essential skills for a research career.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Chemistry
94% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.