Masters Degrees (Programme)

Course Overview

​This programme focuses on the application of the key principles of multidisciplinary public health practice to the breadth of 21st Century public health challenges. Our aim is to develop reflective public health practitioners capable of designing, implementing and evaluating community-focussed public health interventions – in Wales, the UK and internationally.

In this programme we will challenge your preconceptions and practice, developing your knowledge, skills and competences, helping you develop as a reflective public health practitioner. We place a strong emphasis on your own area of practice, and encourage you to base your studies on the issues and situations you face in your own field.

The programme has been designed to meet the needs of a wide range of public health practitioners, professionals, community workers and volunteers working to achieve improvements in the wider determinants of health. Our objective is to support you in further developing your public health knowledge and skills in order to improve your current and future practice, and enhance your career options.

The programme is aimed at anyone with an interest in improving the full range of social, economic and environmental determinants of health: for example, people working in education, health promotion, housing, transport, leisure, environmental health, community development, health & wellbeing partnerships, planning, social services, school nursing, and health visiting (not an exhaustive list!). We welcome applicants from all sectors: public, private and the voluntary & independent sector. The programme retains an international focus, addressing public health issues faced around the world, as well as in Wales and the UK.

See the website https://www.cardiffmet.ac.uk/health/courses/Pages/Applied-Public-Health---MSc.aspx

​Course Content​​

The course is designed as a Masters programme but it has exit points at both postgraduate certificate & diploma level. Reflective practice is integrated into the programme: we’ll encourage you to reflect upon your learning as you progress, culminating in an assessed reflective statement demonstrating the integration and development of your learning and practice through the course of your studies. The dissertation also incorporates a reflective practice element. The programme is available on a part-time and full-time basis; you can also apply to study individual modules on a CPD basis.

For the Postgraduate Certificate, you’ll complete the following modules:
- Assessing Health, Wellbeing & Inequity (20 cred​its): Assess, evaluate and communicate information about the health and wellbeing of populations & communities

- Health Risk Perception & Communication (10 credits): Appraise the sociocultural, emotional and psychological factors that influence responses to threats to population health and wellbeing

- Public Health Policy Development (10 credits): Evaluate the political, social and economic framework within which policies influencing health & wellbeing are developed

- Applied Research Methods and Design (20 credits): Develop the qualitative and quantitative research skills necessary to undertake research and evaluate interventions and day-to-day practice.

For the Postgraduate Diploma, you’ll undertake the above modules, plus the following modules:
- Frameworks for Public Health Intervention (30 credits): Explore approaches to intervention for the protection and improvement of health and wellbeing, and integrate learning from across the programme in the development a coherent multidisciplinary intervention on an identified public health issue.

- Health Protection (20 credits): Assess, prevent and manage risks to health arising from the general environment, communicable disease and environmental health hazards.

- Reflective Public Health Practice (10 credits): Reflect on your learning, practice and experiences in order to evidence the development of your professional public health practice.

To obtain the MSc, you will also complete a Dissertation (60 credits): Design, plan and undertake a piece of independent applied research, and present the findings.

Learning & Teaching​

- ​Course Delivery
Attendance for taught modules is usually one evening per week (part time) or two evenings per week (full time). SHS7000 Applied Research Methods & Design is currently delivered as a blended learning module over four contact days, two days in the autumn term (October) and two further days in the spring term (February), supported by e-learning materials and activities. The APH7008 Health Protection module follows a similar approach, being taught via three 2-day short courses spread through the academic year (November, February, April), plus an assessment day in May.
During your dissertation studies, you will attend research project workshops and be allocated individual supervision time. These usually begin in March (of the 2nd year of study for part-time students).

- Learning & Teaching Activities
The teaching and learning strategy for the programme places a strong emphasis on application of theoretical frameworks to real problems and situations, and allows for substantial student input and discussion. During the programme you will engage with a variety of learning & teaching activities, including:

- Lectures
Lectures will be used to provide you with a framework of ideas and theory, into which you can fit material obtained from independent study and tutorials. Whilst lectures are seen as opportunities for imparting key information they are also intended to be interactive, and debate is encouraged.

- Seminars
These will provide you with the opportunity to discuss problems related to specific subjects. Group seminars will enable you to share experiences and discuss, analyse and evaluate possible solutions.

- Workshops
Tasks will be set requiring you to work together to develop problem solving strategies and to analyse issues.

- Student Symposia
Learning activities led by students will form part of the programme. You will be required to develop and present short papers and facilitate discussion relating to specific issues.

- Case Studies
These sessions will present a case for discussion based on previous events, and you’ll be expected to analyse the situation and suggest appropriate public health interventions in response. These studies will be aimed at improving your skills with respect to the analysis of problems and the synthesis and evaluation of solutions.
Preparation for such a case study may include the following:
- Presentation of available data and information about the case.
- Group discussions, tutorial and individual learning to enable you to identify the problem and synthesise possible solutions.
- Discussions and lectures with relevant professionals to understand the rationale behind the adoption of specific solutions.
- Debriefing by way of tutorials and seminars.

- Contact Time and Self-Directed Learning
The direct contact time between student and tutor varies from module to module. Generally, unless otherwise stated on the module guide, 10 credit modules will include up to 18 hours contact time and 20 credit modules will include up to 36 hours contact time. An exception to the above is APH7010 Frameworks for Public Health Intervention, which includes student-led group work supported by keynote lectures.

In addition to direct contact time you are generally expected to undertake a further 3-4 hours of self-directed learning for every 1 hour of contact time.

- Introduction to Academic Skills
Included within the introduction to the programme is an introduction to the academic skills needed to study at Masters level. This includes the provision of specific e-learning material, a formative assignment and access to a Personal Tutor.

- Moodle
You can access programme material both on and off campus via Moodle, the University’s virtual learning environment. This includes access to lecture presentations, recommended and required reading, group forums, e-portfolios and a range of other learning and teaching resources specific to the modules and programme.

- Personal Tutors & Professional Development
In addition to a general open door policy, we encourage you to meet with the Programme Director and tutors regularly throughout the programme to discuss feedback on assignments and the development of academic skills.
You’ll be an allocated a Personal Tutor at the beginning of the programme, who you can work with to develop your academic skills and consider how you can integrate your learning experiences with your own professional development needs and aspirations. Your aspirations for professional development will be discussed during the induction to the programme. Support and guidance will then be tailored throughout the programme to ensure that you are best able to fulfil your chosen professional development needs.

Assessment

To reflect the applied nature of study, the programme contains no unseen written examinations. Instead, teaching and assessment will focus on case studies, exercises & scenarios reflecting contemporary issues in public health practice, often located within your own professional experience and environment. Examples of assessment tasks include: reports, essays, briefings, oral presentations, group work, observed practice scenarios, online tests and posters.

Throughout the programme, the assessment tasks we set will encourage you to select specific topics of study that are relevant to your interests and practice. For example, in the Assessing Health, Wellbeing and Inequity module, you will be asked to assess and evaluate the health and wellbeing of a specified population (in general or focussed on a specific issue/range of issues). You’ll be free to select a population and issue of professional and/or personal interest to you.

Employability & Careers​

The promotion, protection and improvement of public health are key objectives for the Welsh Government, UK Government and at an international level, as exemplified by the WHO Commission on the Social Determinants of Health.

Our programme is closely mapped to Levels 6 & 7 of the Public Health Skills & Knowledge Framework - the recognised competence framework for public health at all levels in the UK. The programme provides the underpinning knowledge to enable you to pursue UK Public Health Practitioner registration (which requires completion of an assessed portfolio through a recognised development scheme, such as that operated by Public Health Wales – see http://www.wales.nhs.uk/sitesplus/888/page/49062 for details). We are also working on a project with Public Health Wales to develop and pilot a scheme to enable recognition of Advanced Practice (Public Health), supported by work-based learning.

If you'd like to find out more about career development opportunities in public health, we strongly recommend the PHORCAST website - http://www.phorcast.org.uk/.

Graduates from the programme have progressed to advanced positions in their chosen specialist career areas. Examples of roles our graduates have attained include:
- Project lead for Safeguarding, Public Health Wales
- Director of Business Performance for a large UK voluntary organisation
- Senior Project Co-ordinator, mental health charity
- Public Health Fellow (American India Association) and Project Manager, Tata Steel Rural Development Society
- Senior Public Health Practitioner, Public Health Wales
- Community Health Advocate
- Environmental Health Team Leader, Welsh local authority
- Program Manager, Maternal and Child Health, Pakistan non-profit organisation
- Data and Information Officer, research funding organisation
- Project Co-ordinator, community regeneration charity
- Lecturer in Health, Wellbeing and Sport, Welsh university
- Service Improvement/Change Manager at NHS Wales

Graduates have also progressed to further study on research degrees leading to MPhil and PhD qualifications.

The programme team are currently investigating opportunities for accrediting the programme with the International Union for Health Promotion and Education (http://www.iuhpe.org) and the Agency for Public Health Education Accreditation (http://www.aphea.net/). We will provide further updates on this process as it progresses.

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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Pharmacists can now choose between two routes:

- Non-Medical Prescribing multi-professional course for pharmacists in the South West region seeking HESW funded places
- The University of Bath uni-professional Pharmacist Prescribing Programme for self-funding and organisationally-funded applicants

To find out more about HESW-funded, self-funded and organisationally-funded places, go to the Funding page.

The Pharmacist Prescribing Programme is designed to help you achieve annotation as an Independent Prescriber. Accredited by the General Pharmaceutical Council (http://www.pharmacyregulation.org/), the programme is relevant if you are working in a hospital based role, running clinics or providing a specialist service within your CCG. Bath's retention and pass rates for this programme are exceptional. This has been achieved through the dedication of our learners, supported by relevant, up-to-date materials, outstanding support and excellent face-to-face workshops. We focus on the application of knowledge and clinical skills to your professional setting.

Programme features

- Study at your own pace with minimal time away from work
- Excellent support and learner networks with a user-friendly virtual learning environment
- Increased professional expertise and status with enhanced career prospects
- Complete programme to attain the Practice Certificate in Independent Prescribing
- Gain postgraduate credits that can be used towards a Postgraduate Certificate, Diploma or MSc in Prescribing and Therapeutics or Advanced and Specialist Healthcare Practice

Visit the website http://www.bath.ac.uk/study/pg/programmes/phar-pres-prog/

Pathways

- Prescribing & Therapeutics
- Advanced and Specialist Healthcare Practice

The Pharmacist Prescribing Programme is a single unit programme of 18 credits running over eight months. It contains three discrete parts:

- Prescribing in Context
- Consultation Skills for Prescribing
- Prescribing Effectively

Further information

See the postgraduate programme brochure for more information (http://www.bath.ac.uk/study/pg/programmes/phar-pres-prog/pharmacist-prescribing-course.pdf). Programme descriptions can be found in the University’s online programme catalogue (http://www.bath.ac.uk/catalogues/other.html).

Funding

- Pharmacists in the South West region seeking HESW funded places
In response to specific commissioning requirements from HESW, we have been working in partnership with the University of the West of England (UWE) to develop a new interprofessional Non-Medical Prescribing Programme for a range of the non-medical professions eligible to train as prescribers (including pharmacists, nurses and the allied health profession registrants of the Health and Care Professions Council). This partnership between the University of Bath and UWE is called the South West Non-Medical Prescribing Alliance (http://www1.uwe.ac.uk/whatcanistudy/professionaldevelopment/coursesbysector/health/non-medicalprescribing.aspx).

The first intake of the new interprofessional Non-Medical Prescribing Programme will be in September 2016. Students applying for HESW funded places on this Programme will enrol directly as UWE students.

To apply for a HESW funded place, candidates need to have provided details of their requirement for a place into the ‘demand forecast’ for HESW funded places. The demand forecast process is conducted by UWE. Normally information on the requirement for funded places should be collated and submitted into the demand forecast by the employing organisation, or the local CCG. However, if individuals are in doubt about how to do this (particularly those employed in the General Practice setting), they can contact Emily Haycock at UWE ([email protected]) for more information.

In order to be considered for a HESW funded place, there needs to be a confirmed workforce need from the training organisation (which must be a provider of NHS services/contracted to provide NHS services) for the candidate to become an independent prescriber.

There are additional entry requirements set out by the General Pharmaceutical Council that applicants must meet in order to be considered for a place on the Programme; these can be found in the application documentation. Once candidates have registered their interest for a HESW funded place on the interprofessional Non-Medical Prescribing Programme, UWE will provide them with more information on the application process directly.

- The University of Bath uni-professional Pharmacist Prescribing Programme for self-funding and organisationally-funded applicants

The University of Bath will continue to offer the Pharmacist Prescribing Programme, with workshops held at the University of Bath campus, in order to cater for self-funding candidates and organisationally-funded pharmacists outside of the HESW region (including those who wish to complete an independent prescribing course as part of the University of Bath Postgraduate Diploma).

Candidates for the Pharmacist Prescribing Programme should contact Di Pullin ([email protected]) to register their interest. For full details on how to apply visit http://www.bath.ac.uk/study/pg/programmes/phar-pres-prog/.

The next intake of the Pharmacist Prescribing Programme at the University of Bath is planned for September 2016. The deadline for applications is 15 July 2016.

Our research

Research in our Department is centred around a number of focused areas or themes. To find out more, please see our:
- Departmental research webpages (http://www.bath.ac.uk/pharmacy/research/)

Our research staff and students are also involved in a number of formal Research Centres and networks:

Bath Inflammation/Rheumatology Research Network (BIRD)
Cancer Research at Bath ([email protected])
Centre for Extremophile Research
Centre for Mathematical Biology
Centre for Regenerative Medicine (CRM)
Inter-Departmental Infection and Immunity Network
Neuroscience Network at University of Bath (NNUB)
ReMedDes

Find out about the department here - http://www.bath.ac.uk/pharmacy/

Find out how to apply here - http://www.bath.ac.uk/study/pg/apply/index.html

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The Cass Full-time MBA course is a challenging 12-month journey combining intensive learning and practical application that will sharpen your performance and give you the clarity to design the next decisive phase of your career.

An engrossing mix of lectures, workshops, live projects and overseas ventures make for an exhilarating and hugely rewarding year. At the end of your MBA journey you will emerge more capable, confident and most importantly, sought after. The programme attracts exceptional students from across the world to take their education to the next level.

Located in the City of London with unparalleled links with international businesses, the Cass Business School Full-time MBA programme is one of the most highly respected and prestigious MBAs in the UK and Europe.

Full-time MBA Course outline

The MBA programme allows you to tailor your skills and learning around a Core General Management Programme. This will develop your core knowledge and skills in business and management giving you the base skill set to succeed for the remainder of the course.

The MBA has a large number of modules that will cover all areas of business and management.The links below act as a guide on how you will be spending your 12 months on the Cass Full-time MBA programme.

September - April

• Core General Management
• Block 1: Strategy and Organisations 
• Block 2: The Financial Environment
• Block 3: Creating Management Advantage 
• Block 4: Knowledge and Policy
• Strategy Project
• International Consultancy Week 

April - September 

• Tailored Programme 
• Electives 
• Business Mastery Project

Throughout the year

• Professional Development 
• MBA Networking Events 

Tailor your MBA: Electives

It's your Full-time MBA programme and we give you every opportunity to tailor its content through a wide choice of electives, a personal and professional development programme and one-to-one career coaching so that your MBA course takes you where you want to go not just after your MBA, but over the lifetime of your career.

Elective modules cover the following areas:

• Consulting and Strategy
• Entrepreneurship and Innovation
• Finance
• General Management
• Marketing.

There are also several international modules available, including a UAE International Study Tour, China International Study Tour and Strategic Marketing in Action: Exploring Location Brands.

Learn more about the elective modules.

You will run two projects alongside the core and elective modules - one Strategy Project in the first half of the MBA programme, followed by a Business Mastery Project in the latter half. These challenging yet rewarding projects are integral to your MBA study.

Our London Full-time MBA course is fully accredited by:

• Association of MBAs (AMBA)
• European Quality Improvement System (EQUIS)
• Association to Advance Collegiate Schools of Business (AACSB).

Full-time MBA Careers

Dedicated to your success

At the Career and Professional Development Centre our aim is to offer training and guidance in employability skills enabling you to make the most of your MBA and increase your chances in the jobs market. We will guide you on how to prepare and implement your strategy to achieve your own career objectives, whether you are progressing in your current career or changing direction.

The support we offer can be tailored to your individual needs and career objectives through our comprehensive range of lectures, workshops, personal advice and online resources. Our self-assessment sessions will help evaluate your strengths, motivations and values, and enable you to relate these to your career strategy.

Career Impact

The Cass Business School MBA is ranked in the top 3 for career progression in the UK and our Class of 2015 reported significant career impact three months after completion:

• 53% average increase in salary
• 61% changed job function
• 59% changed sector
• 87% reported an increase in salary
• 62% working within the UK

Not only will you gain invaluable business knowledge, key abilities and skills, but also have access to leading careers support and advice.

One-to-one support

From the start of term you will work with a member of the Careers Team who will be available to support you throughout your time at Cass. In particular, they will help you focus on your job search strategy as well as providing you with expert CV, interview and networking advice. Industry specialists and career coaches are also available to help build a clear picture of your career options.

Cass Careers Online

Cass Careers Online (CCO) is your personal career management tool. With everything from booking events to job vacancies, you'll find invaluable assistance to aid every step of your career search.

CCO enables you to:

• View and book upcoming careers events and workshops
• Apply for jobs, projects and work placements and keep track of your applications
• View company profiles and information
• Choose to allow employers to view your CV by having it featured in our MBA CV Book

All Executive part-time, modular or EMBAs, in London and Dubai benefit from a suite of online resources on Cass Careers Online. These include careers advice videos, practice psychometric tests and job and networking sites specifically for MBAs

Professional Development Workshops

Our wide range of workshops gives you the chance to develop invaluable skills in a highly-focused, professional environment. Forming the backbone of any serious careers strategy, learn the secrets of maximising CV impact, how to impress at interviews, effective job search techniques and networking skills.

MBA Professional Development Week

Experiential learning is the process of making meaning from direct experience, and this week is dedicated to active experimentation and reflective observation.

The main event is held off campus and takes students away from a typical working or study environment. Over the course of this three day programme you will participate in a range of practical activities and challenging ‘learning metaphors’ which are used as a starting point to discuss skill traits, individual development themes and to receive feedback from trained facilitators and cohort peers.

This event provides the opportunity to explore leadership styles, the ability to create followership, examine examples of effective communication in challenging team contexts and to develop deeper insight regarding mental toughness and resilience.

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Modules Contents and Objectives

IN BIOFORCE

1) Opening Sessions

Objectives: To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme.

Contents: Bioforce presentation. Introduction of the learning programme and objectives.

2) Immersion Internship

Objectives: To facilitate group cohesiveness and participant involvement within the programme.
To make a detailed presentation of the components of the MSc in HPM.
To encourage a joint reflection about humanitarian and development issues.
Show awareness of its own strengths and limitations as a humanitarian programme manager.

Contents: Presentation, preparation and organization of the immersion internships. Discussion and group work on Humanitarian topics.

3) Framework of Humanitarian Aid

Objectives/Learning outcomes: To provide participants with thorough knowledge of the humanitarian sector and issues at stake: stakeholders, systems, coordination mechanisms, legal and ethical framework, Q&A initiatives and applications relating to programme management.

Contents: Humanitarian actors, systems and challenges. International humanitarian law, ethics & principles. Quality & Accountability initiatives, methods & practical tools.

4) Managing People & Organisations

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage themselves, other people, and organisations involved in humanitarian programmes.

Contents: Strengthening organisational capacity. Change management. Quality & Accountability in people management. Creating & developing trust in diverse teams. HR processes : HR organisation, recruitment, performance management, staff development. How to lead: leadership, management & delegation. Managing team safety and security.

5) Managing Programmes & Projects

Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage all stages of the project cycle in humanitarian contexts.

Contents: Programme Cycle Management (PCM):

- Assessment & analysis
- Planning & implementation
- Monitoring & evaluation

Cross-cutting issues in PCM (participation, targeting...) Quality & Accountability in programme management.

6) Managing Finance & Funding

Objectives/Learning outcomes: To provide participants with the critical skills and confidence required to raise funds for humanitarian programmes, and to manage financial resources accountably.

Contents: Donors & donor strategies. Quality & Accountability in finance management. Budgeting & proposal writing. Funding strategies & opportunities. Key principles & concepts of financial management. Practical aspects of financial management.

7) Training of Trainers for Capacity Building in the Sector

Objectives/Learning outcomes: To provide participants with the appropriate methods & tools to develop, facilitate, monitor & evaluate capacity building activities.

Contents: Designing & implementing training activities.

8) Field Exercise

Objectives/Learning outcomes : Develop, through a field scenario-based exercise, operational capacity and autonomy of the trainees.

Contents : Within an operational framework, students will have to implement capabilities developed during the training period. The exercise is based on 5 days role play scenario. Students are placed in the position of aid actors in a context of humanitarian/emergency intervention. They have to implement several programs in the field on behalf of different NGOs. They operate in a complex emergency context where multiple players are involved.

IN ESC GRENOBLE

NB : For the ESC Students it is possible to follow “English track programme” described bellow or to follow a second semester in an English spoken abroad university.
For the other students, they must follow the “English track programme”.

1) Advanced Decision Techniques

Objectives/Learning outcomes: Good knowledge of quantitative tools for decision-making.

Contents: This course presents the main quantitative modelling and simulation tools to help in decision-making.

2) Strategy, Innovation and Entrepreneurship

This course focuses on the strategic choices: the decisions that shape the future of an organization. This course will address first the strategic choices that the manager must operate in an entrepreneurship environment (opportunity, business model design), then different options for development and growth patterns (growth internal / external growth, mergers and acquisitions, alliances).

3) Corporate Governance

Objectives/Learning outcomes: At the end of the course, the students:

- will know how to position and use concepts and techniques in finance, accounting, management control and law learnt during the common core subjects in a more global framework of analysis,
- will have learnt the legislation covering corporate governance,
- will be aware of the present developments in practice and the principal discussions concerning corporate governance,
- will be able to establish a diagnosis on the quality of a company's corporate governance.

Contents: It is essential for every manager to understand who determines the objectives of corporations and of other organizations, how they are governed and how their managers are incentivized and monitored. The course covers the following themes: value creation, the legal rules and the practices of company management(remuneration, ethics, social responsibility, governance "codes"), the legal rights and the behaviour of shareholders, the impact of financial markets on governance (shareholders activism, takeovers, LBOs). In addition the students have the opportunity to apply the main concepts and techniques of finance, accounting and management control to the case of a listed company.

4) Geopolitics

Objectives/Learning outcomes: At the end of the course, students will be able to:

- acquire the basics of a geopolitical culture allowing them to develop a reading list for current geopolitical and economic affairs,
- understand the geopolitical conditions for undertaking business in certain emerging and/or risk-laden geopolitical situations.

Contents: The object of this course is to allow students to acquire knowledge about geopolitical and economic affairs in certain zones and emerging and risk-related countries in the world. During the course, the following themes will be covered:

- the globalisation of the economy and its players, notably national States, and international and non-governmental organisations,
- geopolitical and economic analysis of certain countries and zones: Brazil, Russia, China, the Mediterranean and Africa,
- the problems of Afghanistan and Pakistan will also be discussed,
- Europe will be studied through analysis of the different themes mentioned above.

5) Global Marketing and Strategy

Objectives/Learning outcomes : Students will be able to:

- critically analyse and propose well-justified solutions to key Global Marketing Strategy issues.
- develop a Strategic Marketing plan to go global.

Contents: This module takes a decision-making perspective to Marketing Strategy issues, specifically in the global context.

The course will cover:

- Globalization decision and process,
- International market selection,
- International marketing research,
- International market entry strategies and expansion,
- Standardization versus Adaptation of 4 Ps.

6) Leadership and Responsible Management

Objectives/Learning outcomes: At the end of this course, students will:

- understand the organizational and managerial specificities of contemporary organizations,
- know about recent developments in organizational thinking relating to institutional theory, power and politics, routines, and organizational cognition,
- be able to reflect on the specific challenges to leadership and corporate social responsibility in contemporary organizations.

Contents: This course addresses key issues for understanding and managing contemporary organizations. It seeks to move beyond simple managerialist views by integrating recent developments in organizational thinking with the dual challenges of organizational leadership and corporate social responsibility. Topics covered in this course include institutionalized environments, innovation and entrepreneurship, social movements, networks and social capital, power and politics in contemporary organizations, organizational routines and decision making, sense making and cognition in organizations, and organizational change. Each topic will be introduced through case studies alongside theoretical readings, and each of the course sessions will discuss the consequences of these topics for both leadership processes and corporate social responsibility.
The course will be demanding in terms of class preparation, contribution and after-class work, and hopefully rewarding in terms of generating novel insights into contemporary organizational and managerial challenges.

Applied Research Project

During the whole training period, the students, divided into sub-groups of 2-3 students, work on a problematic related a strong issue in the humanitarian and development sector. It is an applied research which leads to a written report in English and its presentation before a jury composed by the tutor and the partner if possible and relevant. This applied research is an integral part of the training programme and it is monitored by a tutor.
The month of December will be specifically dedicated to work on this project.
During the second semester, even if students are abroad, they have to organize themselves to work on this project.
The grade given on this work will be included in the final transcript.

OBJECTIVE

To work as a team during the whole training period to sort out a humanitarian and/or development management issue.

This project will require:

- To write a report in English (20,000 – 25,000 words) which may remain confidential; it is possible to write a summary for the organisation in a foreign language if required. Students have to submit the final report to the tutor 15 days before the oral presentation. The deadline for the oral presentation is mid-november 2014 (15 November 2014);
- To write a case study-based summary;
- To prepare the oral presentation to the jury in English.

STUDENTS’ PROFILES

Students involved in this applied research are from the MSc in Humanitarian Programme Management delivered by ESC Grenoble and Bioforce.

EXPECTED RESULTS

- A specific humanitarian and/or development management issue is defined.
- A bibliographical research is consolidated.
- Concrete proposals and outlooks are drawn up.
- A critical analysis is provided.
- Relevant recommendations are made.

The definition of the issue has to be validated by both Bioforce and ESC Grenoble. A specific deadline will be communicated by Bioforce.

Rigor in diagnostic, analysis and facts interpretations, as well as recommendations will be required.
This work aims to support organizations in their development and functioning. In this way, we expect students to be creative (while being realist) and to practice benchmarks. This research work is neither an operational mission nor a counseling one. The report presented is not an internship report.

EXEMPTION OF “GRAND MÉMOIRE” – FOR THE ESC STUDENTS

Usually, ESC Grenoble students have to write a “Grand mémoire” during their enrollment. As they already write a specific applied research report, they benefit from an exemption of this “Grand mémoire”.

Assignment

Students from the MSc in HPM have to realize an assignment, after their study period, during 20 weeks at least. The presentation before a jury must be done before the 15th of November 2014.
The aim of this assignment is to reinforce students’ autonomy and to further develop their skills as a humanitarian programme manager in the humanitarian and development sector.

Students are to submit to Bioforce assignment terms of reference in order to be validated. As a second step, the ESC Grenoble will give the final validation.

The ESC Grenoble is in charge of all administrative issues regarding the assignment.

The evaluation process for the assignment is the following:

- A written report including :
- a context (region, country, organisation, programme, …) presentation,
- a description and analysis of the objectives and results obtained,
- an analysis of the key challenges faced during the assignment,
- an analysis of the impact of the training period on their professional capacities as a humanitarian programme manager.

- An oral presentation before a jury.

The final mark will be a global mark including the written report and the oral presentation.

Assessment Process

ASSESSMENT PROCESS IN BIOFORCE

The assessment process includes the following exams:

- An individual written exam for the “Managing people and organizations” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing programmes and projects” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the “Managing finance and funding” module. This exam may consist of theoretical questions, exercises or case study linked with the module’s learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.

ASSESSMENT PROCESS IN GRENOBLE ECOLE DE MANAGEMENT

It is a two-stage process:

- For each module, a continuous assessment is managed by a Grenoble Ecole de Management’s permanent professor.
- For some modules, an exam is organized.

To be successfully completed, the student has to obtain a minimum of 10 out of 20. Each module’s responsible define the share of continuous assessment and exam.

CONDITIONS OF GRADUATION

The diploma is delivered to the students:

- Having obtained a minimum of 10 out of 20 to all exams;
- Having produced and supported the presentation of a report demonstrating analysis and synthesis skills.

Admission

To participate to the MSc in Humanitarian Programme Management, the prerequisites are the following:

- Master 1 level or Bachelor’s degree (four years of higher education after baccalauréat) for applicants justifying at least 1 year of professional experience as a project coordinator, administrator or logistician in international solidarity
- By special dispensation, a L3 (licence) level or Bachelor’s degree (three years of higher education after baccalauréat) for applicants justifying an outstanding work experience (more than one year).
- have an English language proficiency level of B2 (according to European language levels - Self Assessment Grid).
- Have a profesional project in programme management (Programme coordinator, Logistics coordinator…)

Please note that these prerequisites provide a base for any validation of the application form. The final decision lies with the Coordinators of the training programme.”

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This double degree programme is a research-focused postgraduate programme in German and Russian Law with a fully integrated study-abroad component. As a student enrolled in this programme, you will study towards your double Master's degree at two universities – the University of Passau (Germany) and Siberian Federal University in Krasnoyarsk (Russia). The programme carries a total workload of 120 ECTS credits and is directed at students who have an undergraduate degree in law or in a subject with a strong legal focus.

The programme acquaints German students with the principles of the Russian legal system, allowing them, for instance, to put the focus on the economic and tax laws in Germany and Russia. This requires knowledge of Russian (legal) language, which is taught as part of the degree programme.

As a student enrolled in this degree programme, you will acquire the skills and knowledge required to work as a jurist in the area of German and Russian law, while simultaneously developing the competencies required for independent scholarly work.

Features

– The first fully integrated Russo-German law degree programme in Germany

– Students spend two semesters at the partner university in Krasnoyarsk

– No tuition fees whatsoever

– The same module catalogue at both universities

– Joint colloquia with German and Russian students

– Compulsory internship abroad as part of the programme

– Previous academic achievements at other German or Russian universities are eligible for recognition

– The University of Passau and Siberian Federal University each award a final certificate making reference to the respective opposite

university (double degree)

Contents

The degree programme consists of five areas of study:

A) General Scientific Foundations

You will attend lectures on the philosophy of law and complete one foreign language course. This part of the degree programme allows you to engage in advanced study of the theoretical underpinnings of law at the beginning of your Master's programme, while the language course imparts the language skills you will need for studying in Russia.

B) Professional Cycle

Module group B.I – Legal Methods and History of Law

Module group B.I is composed of the following foundation courses: methods and history of comparative legal studies; history of political and legal science; history and methods of law; beginner's colloquium: current problems of law. These modules provide the research-methodological and theoretical foundations for comparative legal studies and working with foreign law. The primary purpose of the beginner's colloquium is to help students on the course to identify more closely with the degree programme. All students complete the beginner's colloquium in Krasnoyarsk.

Module group B.II – Principles of foreign law

Students enrolled in the programme complete this module group during their stay at the partner university. This involves courses on the principles of German and Russian law, as well as other courses. The required electives include courses on the core areas of the respective foreign law: Russian students in Passau will complete one two-semester foundation course in either civil law, public law or criminal law, and at least one additional course from this list for a duration of one semester.

Module group B.III – Specialisation

Students will study the courses taught in this module group upon their return to their home university. This module group allows you to set your own specialisation by choosing a sub-discipline which you will study in greater depth. The module is designed to maximise your choice, allowing you to focus on selected questions of (public) economic or (civil) business law, tax law, or international and European law. In addition, German students can complete courses with an East-Central-European focus offered by the University's Faculty of Arts and Humanities.

C) Research

In this segment of the programme, you will apply the theoretical knowledge accumulated over the previous semesters. In a variety of courses, you will gain the ability to write shorter academic papers. You will also use this module group to write up a synopsis of your Master's thesis, which you will present and discuss in the group. The research colloquium is open to all students in Passau.

D) Professional Preparation

This part of the programme prepares you for legal work in an international context. The practical module consists of a six to eight-week internship, which you will usually complete abroad.

E) Final Assessments

At the end of the degree programme, you will undergo an oral examination. In addition, all students are required to write a Master's thesis (preferably on comparative law) in German, English or Russian and undergo an oral defence.

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The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales.

The MA Education programme outlined has evolved from an MA programme that has been running since 1984 and in recent years has operated as a part time degree completed within up to 5 years. The history of the programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever changing educational landscape in Wales. The programme has produced a large number of graduates. Many of these graduates have gone on to secure promotions in the professional lives.

Course Overview

The programme has evolved and developed over the last twenty eight years. It has long been a successful and popular programme with teachers and educationalists. Productive and strong collaborative links have been developed between UWTSD, ERW, local authorities, schools and outside agencies.

Following a review and in line with current thinking, the programme team decided to design and offer a range of specialised pathways in addition to the generic Post Graduate Certificate/Diploma in Education and MA (Ed) being offered.

The full MA (Ed) is a modular programme comprising six modules.

Part One of the programme requires the student to take four ‘taught’ modules; (120 credit units at Master’s level). Part Two of the programme comprises the dissertation, equivalent to two full modules (60 credit units at Master’s level). It requires the student to complete a dissertation following a period of independent study on a topic of interest and relevance to themselves. Students following named award pathways must complete the dissertation (Part Two) within their specialist area.

During Part One of the programme, students will attend modules led by a tutor. In addition, students will undertake directed and independent study and will work towards the submission of an assignment for each module.

During Part Two of the programme students will be allocated a one-to-one supervisor to support them through their dissertation and will also attend dissertation support sessions.

The Post Graduate Certificate is a modular programme comprising two 30-credit modules.

The Post Graduate Diploma is a modular programme comprising four 30-credit modules.

Key Features

The MA (Ed), Postgraduate Diploma/ Postgraduate Certificate is a part-time programme of study for teachers and other educational professionals who wish to extend their academic and professional development. It is therefore conceptualised and delivered in ways that will enhance the intellectual development of participants as individuals (personal development), enable participants to reflect on and act on issues and priorities which are relevant to them in their educational establishments (staff development) and provide them with insight into developments within education taking place outside their own schools and institutions which may have an impact directly or indirectly on themselves as practitioners (professional development).

The programme as a whole is designed to support teaching as a research-based profession. We believe that practice is improved through reflection-on-action and that practitioner research must play a fundamental part of school improvement and professional development.

The purpose of the MA (Ed) is not to detach theory from practice but to enable theory to inform practice. The degree is designed to build on the realities of educational practice and support individual teachers in their professional development and/ or career objectives. The MA (Ed) presents an opportunity for teachers to create communities of learning and teaching networks that will outline the time spent studying on the programme.

The primary function of the MA (Ed) programme team is to assure academic standards, the quality of the programme, the student experience and the assessment procedures, taking full regard of the precepts or, “key matters of principle that the higher education community has identified as important for the assurance of quality and academic standards”. (QAA 2004). Quality assurance is paramount and the programme team has striven to ensure the quality and relevance of the programme is maintained through new effective and stringent systems that have been introduced.

Assessment

The Learning Outcomes will be assessed through a mixture of different assignments, portfolios of work and a dissertation. The learning, teaching and assessment strategy devised for the modules will ensure that the specialist skills are developed and clearly assessed.

Career Opportunities

Most students engaging in this programme are employed in educational settings. The experience of the MA(Ed) is often transformative, leading to an enhancement of learning and teaching and often leading to promotion within the profession.

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The University of Kent's Two Capitals Programme gives students a unique opportunity to learn about international affairs in a global context. Students spend one year at the Brussels School of International Studies before moving to Washington DC, Beijing or Brasilia for their second year. On successful completion they are awarded two master’s degrees; one from the University of Kent and the other from the relevant partner institution.

The programme allows students to specialise in one of the following disciplines; international relations, conflict and security, international political economy, public policy or international development, as well as experience different approaches to international studies on different continents and in different global capitals. Students on the programme gain an insight into the nature of change as an endemic feature of politics on a national, regional and global scale; an understanding of the causes of change; and ways in which to manage that change. They also gain a firm understanding of the complex relationship between the concerns of domestic and international politics, and global and geopolitical issues.

Applicants, who should initially apply for one of the programmes listed below, will be expected to have completed the taught courses of their chosen programme and have achieved an average of a Merit before applying for one of the exchanges as part of the Two Capitals Programme. A decision on whether a student may undertake an exchange will be made in May for those students who started their masters in the previous September and in February for those students who started in January.

MA in International Relations
MA in International Conflict and Security
MA in EU External Relations
MA in International Development
MA in International Political Economy

Visit the website https://www.kent.ac.uk/brussels/studying/twocapitals/

Washington DC

The Two Capitals Programme in Washington DC is based on agreements with Virginia Tech and George Mason University.

• Students wishing to undertake the second year of their programme at Virginia Tech (VT) will be enrolled on the Government and International Affairs programme of the School of Public and International Affairs on VT's National Capital Region Campus in Alexandria and will study towards a Masters in Public International Affairs (MPIA). Details on how the two year programme will work in practice will be published shortly.

•Students wishing to study at George Mason University will be enrolled on Master of Public Policy programme at the School of Public Policy in Arlington, VA. Details on how the two year programme will work in practice will follow.

Beijing

The Two Capitals Programme in Beijing will be based upon an agreement with the Chinese Foreign Affairs University (CFAU) which is the only institution of higher learning which operates under the guidance of the Ministry of Foreign Affairs of the People’s Republic of China. The University trains high calibre Chinese diplomats in the fields of Foreign Service, international studies, and international business and law and offers an unparalleled experience for foreign students. While the format of the exchange programme is developed, the Brussels School of International Studies runs a very successful and much sought after exchange programme through which two or three students experience a term in each other’s institution. To find out more about the exchange programme please contact [email protected].

Brasil

Work is currently underway to develop a version of the Two Capitals Programme in Brasil with the University of Brasilia

Find out how to apply here - https://www.kent.ac.uk/brussels/studying/admissions/index.html

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The objective of the Specialised Programme in Quantitative Finance is to train top level specialists able to advance in today’s global financial sector characterised by constant change and continuous innovation.

This 12-month programme has been developed to help graduates from engineering schools and universities, possessing a strong background in mathematics, computer science, physics and similar areas of expertise, launch their career in quantitative finance. After completing this specialised programme, graduates take up various positions like Risk Manager, Financial Engineer or ‘Quant’, Asset Manager, Fund Manager and others. 

The academic courses include both the fundamentals of management as well as specialised courses like quantitative methods, economic and financial environments, life insurance and pension funds management. This academic part takes place in Paris and is complemented by a 6 month internship.

If you are looking to enter the international world of finance, and want to become part of a network of over 27,000 professionals around the globe, then the Specialised Programme in Quantitative Finance is the right programme for you!

Classes & Teaching Methods

The courses are taught by professors from emlyon business school and from other top higher education establishments as well as by professionals from the world of finance. What all these trainers have in common is their high technical level as demonstrated by their numerous publications in international reviews or their senior positions in the corporate world.

A unique international opportunity

Spend the first semester at Lund University in Sweden

Students of the Specialised Programme in Quantitative Finance have the opportunity to spend their first semester (from mid-August to December) at Lund University in Sweden.

As exchange students, they will attend courses of Advanced Econometrics, Foundations of Finance, Continuous Time Finance and Empirical Finance , which are all part of the core courses of the MSc in Finance delivered by the school of Economics and Management of Lund University.

Lund University was founded in 1666 and is one of the largest, oldest and broadest universities in Scandinavia consistently ranked among the world’s top 100 universities. Lund University has an excellent academic reputation with a large number of visiting professors and international students. The School of Economics and Management is located at the Holger Crafoord Centre - a modern campus area seething with activity.

Should you be interested in this opportunity, please contact our admission services during the application process as you won’t be able to apply to this semester after August 1st. 

Spend 3 months in Shanghai

emlyon business school Shanghai welcome the students of the Specialised Programme in Quantitative Finance who are the most motivated for 3 months, from April to July.

An experience that naturally makes your CV stand out, over the course of these three months you will learn about what makes business and finance in Asia tick as you study a variety of classes (The Financing of Innovation, Business Finance in Asia, Financial Mathematics for Bonds Markets, Life Insurance and Pensions, Advanced Corporate Finance, etc.) and meet alumni and experts.

The Programme's Strengths For Your Benefit

From September 2016 onwards, the Specialised Programme in Quantitative Finance will take place in Paris, one of the top european financial centers.

The courses are given by professors from emlyon business school and other top higher education establishments as well as by professionals from the world of finance. 

What all these trainers have in common is their high technical level as demonstrated by their publications in international reviews or by their senior positions in the corporate world.

emlyon business school is recognised as one of the top European management training institutions. The Specialised Programme in Quantitative Finance is certified by the label Conférence des Grandes Ecoles

What you will gain from this programme

• Triple set of skills: scientific, technical and financial focused on quantitative finance practices.
• A programme meeting international standards of the best European and North American universities.
• Contributions from a number of operators from trading rooms in prestigious institutions
• A pedagogic team renowned internationally for its research qualities applied to finance and insurance.
• Support from banking and finance companies.
• A diploma accredited by the “Conférence des Grandes Ecoles”
• An important initial professional experience
• Opportunities to reach the best positions in the top companies
• Access to the Alumni Network of 27,000 graduates

Helping You Manage Your Career

Applicants for the Specialised Programme in Quantitative Finance share a strong desire to work in an international environment. This passion is mirrored in a programme designed to develop those skills that will be most useful for your future career. The Careers Services Department provides continual support in identifying your career goals and developing action plans to achieve them. The 'Professional Project' creates the ideal framework for you to work in small groups and analyse your own strengths and weaknesses, while expressing and validating your preferences towards the job environment. Wide-ranging co-operation with our global partner companies and the worldwide alumni network allows students to draw on a worldwide network of influential business contacts.

Admissions

This programme welcomes recent graduates from engineering schools and universities, who have a strong background in mathematics, computer science, physics, etc… and who are looking for a career in quantitative finance. It is also aimed at students in economics and administration as well as at Business School graduates, as long as they have completed scientific courses such as econometrics, economic forecasting and/or quantitative finance.

If you would like to have the contact details of the right person to help you with any questions regarding the programme or the selection procedure, you can create your personal space and obtain full contact details on your emlyon business school dashboard.

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Secondary school teachers don't just educate, they shape the futures of young adults.

The quality of teacher training in Secondary education was rated as "Good" in Ofsted report for Initial Teacher Education 2016. "The strong pastoral role demonstrated by subject leaders and the accessibility and responsiveness to the needs of trainees. This results in confident NQTs who are well prepared to teach" the report found.

School Direct is a route into teaching which involves schools working in partnership with accredited teacher training institutions, to devise a training programme. We have a successful track-record of working with schools

to offer School Direct training routes to Qualified Teacher Status. Collectively we are committed to the development of outstanding teachers who have a transformative impact on learners' lives.

Places on our School Direct programme are open to all graduates and support the following subjects: Mathematics; Physics; Chemistry; Biology; Music; Physical Education and French.

Programme Options

School Direct offers two types of training places; the School Direct Non-salaried programme and the School Salaried Direct programme.

School Direct Non-salaried programme

Our Non-salaried School Direct programme is a combination of school-based training and university-based courses. This fully comprehensive route into teaching involves schools working in partnership with an accredited teacher training institution, like ours, to devise a training programme. 

School Direct is a route into teaching which involves schools working in partnership with accredited teacher training institutions, such as ours, to devise a training programme. We have a successful track-record of working with schools to offer School Direct training routes to Qualified Teacher Status. Collectively we are committed to the development of outstanding teachers who have a transformative impact on learners' lives.

There are excellent employment opportunities with 9 out of 10 of our newly qualified teachers gaining employment within six months of completion.

During your training, you will develop the professional values and practice required to meet the broad demands of teaching. We help you build your practical knowledge and theoretical understanding of working with secondary school students. You will also develop a vital understanding of the National Curriculum and the learning needs of young adults.

School Direct Salaried programme

Our School Direct Training (Salaried) programme is open to graduates with three or more years' career experience (not necessarily in education). Trainees will be employed as an unqualified teacher with a salary subsidised by the National College for Teaching and Leadership. This programme replaces the Graduate Teacher Programme (GTP).

Our Partners

We are currently working in partnership with the following schools for secondary School Direct training places.

• The Royal Greenwich Teaching Schools Alliance ( RGTSA) (St Ursula's Convent School, Plumstead Manor School, Thomas Tallis School, John Roan School, Eltham Hill School)
• Dunraven School, Streatham
• Trinity Church of England School, Belvedere
• Valentines School, Ilford
• St Angela's Ursuline Convent School, Forest Gate
• Brockhill Park Performing Arts College, Saltwood
• Forest Hill School, Lewisham
• The Leigh Technology College, Dartford
• Woolwich Polytechnic School, Thamesmead.

All School Direct places will lead to a recommendation for qualified teacher status (QTS), and in the case of the School Direct Training programme a PGCE.

How to apply

Candidates apply directly to our partnership schools via UCAS Teacher Training for both programmes. For more details visit the Department for Education website. Although applications should be made via UCAS Teacher Training to a specific school, all successful candidates will be registered as students of the university.

Full time

Year 1

Students are required to study the following compulsory courses.

• Professional Studies (15 credits)
• Placement A (20 credits)
• Placement B1 (20 credits)
• Placement B2 (20 credits)
• Subject Knowledge and Pedagogy – Physical Education (level 6) (45 credits)

Assessment

Continuous assessment of classroom skills and teaching effectiveness builds towards a professional development portfolio. There are also academic assignments for the PGCE.

Professional recognition

All School Direct places will lead to recommendation for qualified teacher status (QTS), and in the case of the nonsalaried School Direct Training programme a PGCE.

Careers

Graduates for this programme can pursue a teaching career in secondary schools.

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This is an in-service part-time programme, delivered by distance learning via the University of Dundee's Virtual Learning Environment. It is offered in partnership with participating colleges, educational institutions and professional training organisations. In the Scottish Credit and Qualifications Framework, it is worth 60 credits at Level 11 (Masters) at postgraduate level or Level 9 at undergraduate level. The TQFE programme is underpinned by the Scottish Government's (2012) Professional Standards for Lecturers in Scotland's Colleges which define the lecturer's role and contribution to their educational setting.

The programme is normally completed within one academic year, starting in September and finishing in May.

Why study for the Teaching Qualification Further Education at Dundee?

At University of Dundee, the TQFE programme is delivered almost entirely online, allowing you to fit your studies around your professional and personal commitments. Our virtual learning environment is open 24/7 and you are encouraged to complete the well-structured programme at your own pace. As well as our highly accessible and attractive virtual learning environment, you will benefit from a range of social media and online conferencing tools.

The TQFE team is comprised of a group of academics, some of whom are also employed in the college sector. The programme materials are kept fully up to date; our virtual learning environment gives us the agility to respond quickly to new developments in the field. Members of the team are engaged in research into a wide range of topics including educational uses of social media tools; adult learners and motivation; the design of online learning environments.

TQFE-Tutor:
Our communications and tutoring system, TQFE-Tutor, won the prestigious University of Dundee's Honorary Graduates' Award for Innovative Teaching in 2011. The system incorporates a blog, email and a Twitter account, all badged 'TQFE-Tutor'.
Visit the TQFE-Tutor blog: http://blog.dundee.ac.uk/tqfe/
The TQFE-Tutor system allows the team to guarantee that programme participants receive a timely response to any enquiries/assignment submissions.

Professional recognition:
Participants who successfully complete TQFE are eligible to register with the General Teaching Council for Scotland. Those whose teaching is primarily in the Higher Education field may apply for registration with the Higher Education Academy; they will be required to submit a 3000 word (approx) Account of Professional Practice - for which they will find their TQFE studies very helpful.

"...I feel that I am a better teacher for TQFE study; I have a better appreciation of why some students are less receptive, with a wider range of skills to successfully amend this."
Previous programme participant

Who should study this course?

The programme is designed for academic staff working in colleges and other educational institutions, who may be fairly new to teaching or who want to develop their existing teaching skills further. Programme participants are often sponsored by their employers. The Scottish Government recommends that all college lecturers should complete TQFE within three years of appointment.

"I have learnt a lot about my learners and myself and looking back, I am changing my teaching methods and materials based upon different learning theories and styles."
Previous programme participant

How you will be taught

This programme is an in-service provision offered in partnership with participating colleges and organisations. It is flexible and grounded in professional practice.

For those undertaking the full programme, there are two 30 credit modules to complete - one per semester. Credit (up to 50% of the programme) may be awarded for other teaching qualifications, upon application to the Programme Director.

Each 30 credit module requires 300 hours of notional participant effort which includes directed study via the Virtual Learning Environment (VLE), work-based activities, face-to-face contact at optional workshops, tutor support via TQFE-Tutor, private study and assessment.

The main features of the programme are:
- Distance, on-line learning
- Two highly recommended module workshops
- Support via blog, email, VLE, online tutorials and telephone
- University tutor team and College mentor
- Observation of teaching practice
- Written formative activities and summative assignment

What you will study

The programme provides a comprehensive teaching qualification for College lecturers, educators and trainers. Professional competences are integrated with academic rigour and coursework is underpinned by theory and critical reflection upon practice.

There are two modules in the programme - The Effective Lecturer and The Successful Learner – and these correspond to the range of knowledge and skills required for a teaching career in the tertiary education sector.

Learning materials, workshops and literature are provided to facilitate critical thinking and generate ideas, leading to critical reflection and change in lecturers' practice.

You might like to sign up for TQFE-Tutor tweets, at: @TQFE_Tutor

How you will be assessed

Participants on the Standard Entry route through the programme are given the opportunity to receive formative feedback on each of the two summative written assignments required. In addition to the assignments, participants are required to pass two practical teaching observations, at least one of which will be undertaken by a member of the tutor team (the other observation may be undertaken by an Associate Staff member within their institution).

Careers

The TQFE programme is widely recognised as a high quality teaching qualification in the post-compulsory education sector. For those wishing to build on their qualification, progression to other programmes in Education, Social Work and Community Education is straightforward.

If participants wish to undertake further qualifications, progression to BA Professional Development (UG), MEd (PG) or Doctoral study (PG Masters) is straightforward.

As this is an in-service qualification, TQFE participants are normally employed as lecturers, trainers or instructors when they join the programme (they are required to undertake a minimum of 120 hours of teaching in the course of their studies). Some employers award contribution related salary points for employees who gain the TQFE certificate.

"I'm delighted to have gained my TQFE as not only have I improved my classroom practice, but I've now been given a pay rise and am actively seeking promotion."
Previous programme participant

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This programme has been designed to enable you to achieve both high-level academic understanding of contemporary developments in Human Resource Management (HRM) and the development of relevant advanced HRM skills. We aim to prepare you for a long-lasting and highly successful career in HRM.

The programme has been designed to map on to the Chartered Institute of Personnel and Development’s (CIPD’s) advanced learning outcomes, providing you with the opportunity to complete these and become a member. You can complete a Postgraduate Diploma, leading to the CIPD accreditation, in nine months full-time as a stand-alone qualification or take the MSc which contains the taught element of the Postgraduate Diploma and finishes with a Dissertation which you will complete over the summer months.

The programme is suitable for both full-time and part-time study, with part-time students completing the Postgraduate Diploma qualification over 21 months or the full MSc programme over a period of 24 (fast-track) / 30 months. Through a series of bespoke modules, the programme covers all aspects of contemporary HRM practice, including recruitment and selection, leadership and performance management, the development of individuals and organisations, employment law, reward management and approaches to HRM in an international context. This will give you an understanding a broad range of topics within HRM which you can focus on when developing ideas for written assignments and, for MSc students, your Dissertation.

Unique to this programme is the opportunity for you to participate in two three-day residential courses which take place in October and May. A mix of tutor-led, professional skills and group work sessions, these residential study courses provide a unique setting for students to collaborate and challenge one another in an engaging environment outside of the traditional classroom setting.

The variety of teaching and learning styles you will experience through the programme are supported with extensive additional reading and further learning materials which will be provided using the University’s online virtual learning environment.

Study abroad and gain a second Masters qualification

The double degree option enables you to gain a second Masters qualification by studying for a year with one of our prestigious partner universities. For more information on this and other postgraduate study abroad opportunities, visit the Business School’s Study Abroad webpages http://business-school.exeter.ac.uk/programmes/postgraduate/studyabroad/.

Programme Structure

This programme is available for study in both full-time and part-time formats and students can complete either the 180 credit Masters programme or the 120 credit Diploma programme. The Diploma programme contains all of the taught elements of the Masters programme and can be completed in 9 months full-time or 21 months part-time.

The dissertation element of the programme is undertaken between June and September by students on the full-time MSc programme or during the ten months following the completion of the taught element of the programme for part-time (30 month) students on the MSc programme.

Students on the part-time 24 month fast-track variant cover the same subjects and assessments as those on the longer standard programme. They do so, however, in a shorter, more concentrated time frame. This involves attending classes on two afternoons a week for a period in the second term and starting to work on the dissertation a year earlier than those who are enrolled on the 30 month programme.

Please note that programme structures may be subject to change.

• Descriptions of the individual modules are given in full on the Business School postgraduate module list at http://business-school.exeter.ac.uk/programmes/postgraduate/modules/

Modules

Recent examples of modules are as follows;

• Leading, Managing and Developing People;
• Resourcing and Talent Management;
• Human Resource Management in Context;
• Human Resource Development;
• Employment Relations;
• Employment Law;
• International Human Resource Management
• HR Skills.

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Teaching at PhD-level

The two-year International Master of Science in Quantitative Economics (IMSQE) MSc programme is an elite fulltime MSc programme at the Department of Economics and Business, Aarhus BSS. Students tailor their own study programme on the basis of a range of advance-level courses with a quantitative orientation and selected PhD-level courses. The programme requires strong analytical skills in quantitative methods and there are special requirements regarding the level an qualitative contents of written assignments.

Learning objectives

The IMSQE programme provides its students with a number of outstanding qualifications. They will acquire analytical skills at a very high level, and they will thus be able to apply the methods that they have learned to new cases, to formulate new theories, to formulate and test hypotheses, and to reflect upon the validity and relevance of various scientific methods and substantive theories within the field. This implies that the students will be able to go well beyond reproduction of known material, and working independently on new topics within the area will be a core competence of the elite students.

Aims

The purpose of the IMSQE programme is to provide candidates with advanced-level training within the analytical, quantitative disciplines of macroeconomics, microeconomics, economics, econometrics, finance and accounting. The IMSQE programme aims at recruiting candidates within quantitative economics and management internationally in competition with leading institutions such as London School of Economics, Oxford University and Cambridge University.

Candidates completing the IMSQE programme will acquire analytical skills at a very high level which are in increasing demand. Potential future employers of the candidates are Danish as well as international organisations, consulting firms, ministries and government agencies, and financial institutions such as commercial banks, mortgage institutions, pension funds, insurance companies and investment banks. Furthermore, the IMSQE programme provides an excellent opportunity for candidates to continue their studies at PhD level. For students who wish to continue in the PhD programme, a special transitional arrangement will be provided to bridge the transition from the IMSQE programme to research training.

PROGRAMME STRUCTURE

General Content
The IMSQE programme is a two-year, full-time programme of instruction corresponding to 120 ECTS credits within the areas of macroeconomics, microeconomics, economics, econometrics, finance and accounting. The courses in the IMSQE programme consist of a mixture of regular MSc courses with a quantitative orientation and PhD courses offered through the PhD programme in economics and management. Furthermore, there are special requirements regarding the level and qualitative contents of written assignments, and particular emphasis will be put on the students’ analytical, quantitative skills.

Besides the courses constituting the formal programme of study, the students are expected to take a number of special, intensive courses at the PhD level offered through various network programmes like the Danish Graduate Programme in Economics (DGPE) and the Danish Doctoral School of Finance (DDSF). Further, a Summer School will be organized in August between the first and second year, where the students must attend lectures for two weeks and prepare a written report.

A personal academic advisor - or mentor - from the faculty associated with the programme will be appointed to each student in the IMSQE programme. The advisor will assist the student in putting together the individual study programme.

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The Hearing Aid Aptitude Test distance learning programme is designed to meet the needs of suitably qualified Audiology practitioners wishing to apply to register with the Health and Care Professions Council (HCPC) as a Hearing Aid Dispenser (HAD). 

Overview

The Hearing Aid Aptitude Test distance learning programme is designed to meet the needs of suitably qualified Audiology practitioners wishing to apply to register with the Health and Care Professions Council (HCPC) as a Hearing Aid Dispenser (HAD). 

Hearing Aid Dispensers work in private practice to assess, fit and provide aftercare for hearing aids. It is a challenging and rewarding profession that requires a combination of scientific knowledge and patient handling skills. Hearing aid technology is an exciting and rapidly changing area. Hearing Aid Dispensers are required to be skilled at identifying and utilizing the latest technology to meet the needs of their clients.

Hearing Aid Dispensers may work independently or for commercial businesses ranging in size. Depending on the nature of the company there may be opportunities for a Hearing Aid Dispenser to develop business and management skills. The private sector is a rapidly expanding market offering practitioners rapid career progression opportunities.

The Hearing Aid Aptitude Test distance learning programme comprises one web based module which can be accessed remotely. The module consists of 6 sub sections and contains all the programme teaching and learning resources.  Assessment is via an in-house multiple choice exam paper.

Accreditation

This programme is approved by the Health & Care Professions Council (HCPC). Successful completion of the programme confers eligibility to apply to the HCPC to register as a Hearing Aid Dispenser, which is a legal requirement in order to sell hearing aids privately.

The Institute of Sound and Vibration Research has an international reputation for teaching and research training. We currently run The BSc Healthcare Science (Audiology) degree programme and MSc Audiology programme. We currently have around 100 PhD students, with approx. 25 in audiology and related areas. Projects are funded by a range of UK and EU research councils, governments throughout the world and the UK National Health Service, to name but a few. Research projects are often cross-disciplinary and multi-centre.

Programme Structure

The next Hearing Aid Aptitude Test distance learning programme will commence on the 8th January 2018 with the assessment taking place 6 weeks after the start of the programme on the 19th February 2018. Applicants are able to register onto the programme at any time during the first 2 weeks of the programme (latest application date: 15th January 2018).

It is mandatory that students access all the recorded teaching material. This will be monitored through Blackboard and students that have not accessed the teaching material will not be eligible to sit the assessment until they have met the requirement. The programme will run a minimum of twice a year, usually commencing in January and June, depending on demand.

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• All modules can be taken on weekday evenings (and occasional weekends), so that Part-Time students can fit this Master’s Degree around existing professional commitments
• Choose from a range of specialist modules in the area of Inclusion, SEN and Disability
• Tailor the programme to your own needs and interests (one module from another MA programme in Early Childhood or Leadership and Management can be taken as part of this programme)
• The programme allows you to specialise in particular areas to reflect your interests or professional role

Summary

The SEN, Disability and Inclusive Education programme enables students to investigate the education of children and young people with learning difficulties, disability, disadvantage or other additional needs. Our programme is founded upon a democratic commitment to forms of education which challenge exclusion and enable the participation, learning, development and empowerment of all.

Students studying on the programme will engage with aspects of theory, policy and practice relevant to international and local contexts. With its international profile, this programme brings together those who have significant professional experience working with children and young people with learning difficulties, disabilities, disadvantages or other additional needs, either directly in teaching, support or project work, or as policy-makers, advisory workers or managers.

The MA SEN, Disability and Inclusive Education draws on different disciplinary traditions and approaches to theory and practice within the field of Inclusion, SEN and Disability, but is underpinned by rights-based, justice-based and equalities-based principles and a rejection of deficit-based approaches to difference (including the medical model of disability). The specialist modules within the programme include some which have particular emphasis and grounding in social or critical or psychological perspectives as well as other modules which are more generic in their foundation. The compulsory final independent enquiry module – a 60 credit Dissertation - allows the opportunity for a range of research styles and approaches for critically enquiring into an identified question or issue or for developing practice through critical enquiry.

Students greatly benefit from engaging with the insights, experiences and perspectives of other programme members, from a diverse range of contexts and backgrounds. The combination of their own experiences, insights gained from others on the programme and the theoretical resources offered by learning within the modules, enables students to deepen their understanding of, and to be able to challenge exclusion in education and the barriers that hinder participation, learning, development and empowerment of children and young people with learning difficulties, disability, disadvantage or other additional needs.

The teaching provided on modules is informed by active research and scholarship in the field of Inclusion, SEN and Disability theory and practice. All lecturers leading modules on the programme have high level specialist qualifications, teaching and leadership experience in the field of Education and Inclusion.

This programme can be taken full-time over one year (for those who are not working or working very little) or can be taken part-time over 2 – 4 years.

Content

The programme rests on a critical approach to education in general, with an emphasis on inclusion, enablement, human rights and social justice in the education of those with learning difficulties, disabilities and disadvantage.

The specialist modules within the programme include some which have particular grounding in social or critical perspectives, whilst other modules are more generic in their approach. The compulsory final independent enquiry module – a 60 credit Dissertation - allows the opportunity for a range of styles and approaches for critically enquiring into an identified question or issue within Inclusion and SEND or for developing practice through a critical practitioner enquiry. 

All students complete a common module which takes a broad view of key perspectives and issues in Inclusion, SEN and Disability. Optional modules are available to students, some of which focus specifically on the education of pupils with particular learning difficulties or disability, and some of which focus on issues such as pedagogy, social and emotional development and behaviour.

Students may also have the opportunity, instead of taking a taught optional module, to take a (non-taught) Independent Study module to learn about a specific issue relevant to their interests or needs, which is not taught about in the programme. Most modules carry a 20 credit value apart from the Dissertation, so the full programme comprises six 20 credit modules plus the Dissertation.

It is possible for students to withdraw from the programme with an award short of the full MA (180 credits) if they wish. The Postgraduate Diploma is achieved with 120 credits and the Postgraduate Certificate is achieved with 60 credits.

Modules

Required modules (must be taken)

• Perspectives in SEN and Inclusion
• Undertaking Social and Educational Research

Compulsory module (must be passed)

• Dissertation 

Optional modules

• Behaviour, Inclusion and Exclusion in Education
• Teaching, Learning and Social Pedagogy: working with difference, difficulty and individuality
• Dyslexia as a Specific Learning Difficulty
• Autism: Principles, Practices and Perspectives
• Social and Emotional Dimensions of Learning

Compulsory and Required modules

Compulsory and/or required modules may change when we review and update programmes. Above is a list of modules offered this academic year.

Optional modules

Optional modules, when offered as part of a programme, may vary from year to year and are subject to viability.

Career options

The Programme supports and enables those with significant professional experience to:

• Develop their careers in education practice and leadership: teaching, advisory work, SEND coordination, inclusion management, support work
• Move into a career in policy-making, implementation and development of Inclusion, developing the Inclusion and SEND workforce
• Undertake a Doctorate and move into a career in research

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Find out more about this programme at our Postgraduate Open Day on Wednesday 22 March 2017. To register, visit: http://www.liverpool.ac.uk/pg/openday

The University of Liverpool Management School is one of an elite group of institutions worldwide to be AACSB-Accredited.

Programme Overview

The programme has been designed by one of the UK’s leading Operations Management research groups. Our research work has attracted funding from one of the leading professional project management bodies, the PMI. The MSc in Programme and Project Management has been designed for graduates seeking to develop a career in project and programme management, a field which is gaining strong strategic importance in organisations, businesses and governments. In today’s complex global business environment, effective project management skills are in great demand and this programme is an exciting specialist postgraduate opportunity for graduates that wish to enter a discipline which is in high demand.

The intention is to provide a theoretical and practical exposition of project management knowledge necessary for leading and managing complex projects and programmes in today’s global and highly competitive markets. In addition, the programme demonstrates the contemporary methods and tools that successful project managers use to lead, deliver and deal with complexities and uncertainties associated with the global nature of projects and the cultural diversity of contemporary project organisations. The programme is designed to provide a thorough grounding in fundamental theories of operational management and leadership, as well as providing a rigorous underpinning to practicing of management in projects, programmes and portfolios.

The programme has a strong contemporary business focus reflected in the programme structure and modules which span from strategic leadership to methods of planning, executing, monitoring and controlling programmes and projects within uncertain and complex environments.

The programme is enhanced with a final MSc project with a practical and action based focus to direct and test the knowledge gained during the taught elements of the programme through application in a project management environment.

In addition this programme offers:

Opportunities for additional qualifications in SAP and Prince2 are also available.
Networking with industry experts, through guest lectures providing expertise and advice for students.
Opportunity for students to apply their newly acquired knowledge in project management through a three-month MSc project which may involve a placement within an industrial partner or could be research based.

Key Facts

REF 2014
27th in the UK for 4* and 3* (world leading and internationally excellent), 100% impact and 88% environment at 4* and 3*.

Why University of Liverpool Management School?

'Learning to make a difference'

AACSB-Accredited, the University of Liverpool Management School is in the top 5% of business schools worldwide. Regarded as one of the most rigorous assessments, many top global recruiters will only consider candidates from AACSB-Accredited schools – a clear signal that our programmes respond to the needs of business and meet specific standards of excellence.

The University of Liverpool Management School works with today's leaders in business and management to prepare its students to be the leaders of the future. The school's mission is 'Learning to make a difference' and there is a fundamental belief that the purpose of the School's research and teaching is to develop students who are not only good managers, but individuals who are truly committed to making a difference. We hope that our students will use the knowledge and skills they gain here in their future roles to help solve some of the most endemic problems individuals, enterprises and communities face.

Career prospects

The aim of this programme is to jointly prepare tomorrow’s business leaders with unique exposure to the rapidly evolving field of Big Data and the opportunities, challenges and developments associated with running or expanding digital business enterprises.

Careers Support

From the moment you start your MSc you will have access to a specialist careers team which includes a professionally qualified MSc Careers Adviser and a dedicated International Employer Engagement Officer.

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