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Masters Degrees (Quality In Education)

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The MA Education. International Education offers the opportunity to work with researchers who have developed leading perspectives in understanding comparative and international education policy and practice. Read more
The MA Education: International Education offers the opportunity to work with researchers who have developed leading perspectives in understanding comparative and international education policy and practice. The programme is particularly relevant to students from developed and developing countries who plan to work in professional, management, and education roles in both national education systems and internationally.

The programme situates the study of international education within a complex and changing world where education and education professionals are called upon to play equally complex and challenging roles in promoting economic growth and competition, while at the same time supporting the development of sustainable and cohesive societies and promoting equity and social justice.

Course structure

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


Trimester 1
In your first trimester you will study two compulsory core modules totalling 60 credits.
Core Module:
Education: Economics, Politics and Society (30 credits) explores how education can be understood in a complex and globalised world where it is seen by many governments as a significant factor in economic growth and competition. You will learn how to question the policies and organisations involved in defining the purposes, content and outcomes of education.
Award Core Module:
International Education and Globalisation (30 credits) looks at education within a global context and deals with issues such the role of international organisations, anti-globalisation critiques, cultural hegemony and the political economy of education within the global knowledge economy.
Trimester 2
In your second trimester you will study one compulsory core module, and two 15 credit elective modules, one of which may be a shared elective from another MA award. This will total 60 credits.
Compulsory Core Module:
Social Science Research (30 credits) sets educational research within the broader context of the social sciences and introduces a range of qualitative and quantitative methodologies and methods from which you can select the most appropriate for your dissertation.
Elective Modules:
Education and Development (option 15 credits) considers the relationship between education and international economic, social and human development. It focuses on patterns of international investment in education, key aspects of the discourses of education policy and key challenges to ensuring a quality education for all in both developed and developing countries.
Education, Conflict and Peace (option 15 credits) looks at the role of education in violent conflict before moving on to consider humanitarian and development initiatives to deliver education in conflict and emergencies. It explores issues of gender, displacement, children’s experience of conflict, and educational policy for peace and citizenship.
International Higher Education (shared option 15 credits) develops understanding of contemporary international higher education. Specific aspects of policy (widening participation; research, creativity and innovation; New Public Management) are explored through case studies of international Higher Education reform and management.
Trimester 3
In your third trimester you will research and write your Dissertation (60 credits) on a topic relevant to your award.
Dissertation (60 credits) enables you to study and research an aspect of education theory, policy or practice in depth, guided by an expert to arrive at your own synthesis of a topic to take forward into your career.

Teaching methods

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

Staff / Tutors

-Dr Peter Jones: Senior Lecturer in International and Global Education: Peter has an extensive research and teaching background in International and Comparative Education. His research has addressed the role of the European Union in developing education policy for Higher Education, Early School Leaving and the Knowledge Economy. He is interested in Education in Post-Socialist and Transition Countries as well as the role of the EU in Central Asia.

-Dr. Julia Paulson: Lecturer in Education Studies: Julia’s research interests are in education and conflict and in education and development. She has worked on these issues with NGOs in Latin America, West Africa, the UK and Canada. She has also worked as an education consultant for international organisations like UNICEF, UNESCO and the World Bank. She has published on education and reconciliation, transitional justice, teaching about violent conflict and education in emergencies. She is editor of Education and Reconciliation published by Bloomsbury in 2012 and she completed her doctoral research at the University of Oxford on the role of Peru’s Truth and Reconciliation Commission in educational reform in 2011.

Course assessment

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

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Students who graduate from the Master’s programme in geography have strong theoretical and practical skills. The education in geography offers a broad understanding in current social and environmental issues. Read more
Students who graduate from the Master’s programme in geography have strong theoretical and practical skills. The education in geography offers a broad understanding in current social and environmental issues. Our students can work as experts in their field, both independently and as members of multi-professional teams.

The teaching within the programme is connected with the work of the geography research groups. It is often possible to write the final thesis as part of work in a research group or a research institute in a related field.

The Master’s programme in geography is divided into three sub-programmes (described in section 4). Our students have been very successful in the job market after completing our programme.

The strengths of students who have completed our Master’s programme when it comes to research and expertise are:
-Their ability to apply theoretical knowledge.
-A broad understanding of multi-layered regional issues.
-Strong interaction skills within multi-disciplinary groups of specialists.
-Their ability to communicate in writing, orally, and graphically about geographical phenomena and research findings.
-Their ability to utilise and interpret various kinds of research data.
-Their versatile knowledge of methodology in geography.
-Their ability to apply the newest methods in geoinformatics and cartography.
-Their embracing of responsible and ethical scientifc practices.

The University of Helsinki will introduce annual tuition fees to foreign-language Master’s programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees: https://studyinfo.fi/wp2/en/higher-education/higher-education-institutions-will-introduce-tuition-fees-in-autumn-2017/am-i-required-to-pay-tuition-fees/

Programme Contents

The first year of the advanced module of the Master’s programme contains the method courses of your chosen sub-programme, elective courses, and advanced literature. During this year you will start planning your Master’s thesis.

In the autumn of the second year, you will join a Master’s seminar and take exams on literature related to the MSc thesis. In the spring, you should be ready to present your finished MSc thesis (Pro gradu). In addition, you can take optional courses in both years that support your sub-programme. If you are studying to be a teacher, you will take courses in pedagogy during your second year.

Studying takes many forms. A large part of the instruction is contact teaching. Method and specialisation courses are usually implemented in groups of 10-20 students, where it is easy to discuss professional issues and gain deeper insights. Independent study is supported through workshops supervised by older students, and reading circles. The Master’s programme also includes extensive exams on literature in the field.

Selection of the Major

The Master’s programme in geography is divided into sub-programmes. The sub-programmes offer students the opportunity to specialise in different areas of geography. The Master’s programme contains both general and sub-programme-specific courses. The teaching within the Master’s programme in geography is seamlessly connected with the Master’s programme in urban studies and planning, which is jointly implemented with Aalto University.

The sub-programmes in the Master’s programme for geography are:
-Physical Geography
-Human Geography and Spatial Planning

Physical Geography
Physical geography is an area of geography that studies natural systems and the regional interaction between nature and humans. The main parts of physical geography are geomorphology, climatology, hydrogeography, biogeography, and research into global change.

The Master’s courses in physical geography work towards deeper regional syntheses, explain the physical surroundings and their changes as a part of the function of regional systems, and analyse and model the relationships between different sectors. Focus areas in the Master’s programme in physical geography are the effect of global change on natural systems, watershed research, and the regional modelling of geomorphological processes and local climates. A considerable part of the Master’s programme in physical geography consists of work in small groups or in the field, where you will learn to implement theories in practice.

Having completed the Master’s programme in physical geography, you will be able to analyse and model regional systems of nature, as well as the interaction between nature and humans. In addition, the programme teaches you to analyse sustainable use of natural resources, and evaluate environmental impact. You will learn to implement theoretical knowledge and regional methods in planning a scientific thesis, implementing it in practice, and presenting your results orally and in writing. Further, the courses will train you to take specimens independently, analyse them, and interpret them. The teaching at the Master’s stage is closely connected with research on physical geography: theses are done in collaboration with a research group or research institute.

Human Geography and Spatial Planning
Human geography and spatial planning is a sub-programme, where regional structures and related planning is studied. Urban structures, regional social structures, statewide regional structures, the regional development in the European Union, and globalisation are studied. At the core of the sub-programme is the spatial transformation of society. The Master’s programme studies such phenomena as the divergence of regional and urban structures, urban culture, as well as the political-geographical dynamics of regions. In addition, sustainability, multiculturalism, segregation, housing, and migration are at the core of the sub-programme. Relevant themes for the sub-programme are also regional and urban planning, the political ecology of use of natural resources and land, and gobal development issues. These geographical phenomena and themes are studied through both theoretical and empirical questions, which can be analysed with different qualitative and quantitative methods.

The programme goes into how theories on cities and regional systems can be transformed into empirical research questions. After completing their Master’s theses, students can independently gather empirical data on the main dimensions of regional and urban structures and regional development, they can analyse these data with both qualitative and quantitative methods, and they can evaluate the planning practices connected with regional and social structures. After graduating from the Master’s programme, students will be able to communicate about phenomena and research findings in regional and urban structures, both orally and in writing.

Geoinformatics is an effective approach to the study and understanding of complex regional issues. Geoinformatics studies and develops computational methods for gaining, processing, analysing, and presenting positioning data. As a part of geography, geoinformatics is a research method on the one hand, to be used in the study of complex regional issues from urban environments to natural ones, from studying local environments to issues of sustainability in developing countries. On the other hand, the methods are the object of research. In urban environments, the methods of geoinformatics can be used to study accessibility and mobility, for example, or to plan a good park network. In the context of developing countries, the research into climate change, land use, or interaction between humans and environment with the help of quantitative, qualitative, and involving methods rises into the front. Students in geography reach a basic understanding of geoinformatics methods in the study of geographical issues, the sources and use of different sets of data (remote sensing, global and national databases, geographical Big Data), analysis methods, and effective visualisation of results.

At the Master’s level, as a student specialising in geoinformatics you will advance your skills both theoretically and technically, developing your methodological expertise from data acquisition to data refinement and visualisation with the help of geoinformatics methods. The instruction is directly connected with the work of research groups and theses are often written as a part of research work. After graduating, you will be able to utilise versatile approaches in geoinformatics in research into geographical questions. You will be able to follow the rapid development of the subject independently, and participate on your own.

Programme Structure

The Master’s programme in geography comprises 120 credits (ECTS) and you should graduate as a Master of Science in two academic years. The following courses are included in the degree:
-60 credits of shared advanced courses or according to sub-programme (including MSc thesis 30 credits).
-60 credits of other courses from your own or other programmes.
-60 credits of courses in pedagogy for teaching students.
-The other studies may include working-life or periods of international work or study.
-Working-life orientation and career planning.
-Personal study plan.

Career Prospects

The Master’s programme in geography provides you with excellent abilities to work in research or as specialists. Our graduates have found good employment in the public and private sectors, in Finland and abroad. Their postings include:
-Evaluation of environmental effects and environment consultation.
-Positioning and remote-sensing work.
-Regional and urban planning.
-Governmental community and regional administration.
-Governmental posts in ministries.
-Organisational posts.
-Development cooperation projects.
-Communication and publishing work.


The Master’s programme in geography offers many opportunities for international work:
-Student exchange in one of the exchange locations of the faculty or university.
-Traineeship abroad.
-Participation in international projects and expeditions (e.g. to the Taita research station in Kenya).
-Participation in international research groups (writing your thesis).
-Participation in language courses at the University of Helsinki (a wide range of languages, including rare ones).

Research Focus

In physical geography:
-Research into global change, especially the environmental effects of climate change.
-Watershed research, the physical-chemical quality and ecological status of water systems.
-Natural systems, their function and change.
-Regional analytics and modelling in research into natural systems.
-Positioning and remote-sensing methods and their application when studying the status and changes in natural environments.
-‘Big data,’ analysis of regional and temporal data.
-The Arctic areas: status, change and vulnerability.

In human geography and spatial planning:
-Transformation and segregation in the social and physical urban environment.
-The changing rationalities and concepts of regional and urban planning.
-Regional policy and geopolitics.
-Urbanisation and changing relationships between state and cities.
-Internationalisation of cities and states.
-The spatial planning system of the European Union.
-Regional policy of data-intensive economics.
-The political ecology and management of natural resources and land use.

In geoinformatics:
-Spatial data analysis, new information sources.
-Development of remote-sensing methods for environmental study, especially hyper-spectral remote-sensing data and drone applications.
-Application of geoinformatics methods to environmental and urban research.

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The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. Read more
The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. All modules are credit rated and lead to the following qualifications:

• MA degree: 180 credits; 120 acquired for the Diploma plus 60 for a Research Project/ Dissertation
• Postgraduate Diploma: 120 credits acquired from any combination of modules
• Postgraduate Certificate: 60 credits acquired from any combination of modules

Students may also take modules that lead to particular awards within the programme:

• Postgraduate Certificate in Professional Learning in Higher Education: 60 credits acquired from a set of three required modules. This qualification is designed primarily for participants who are in their early years of teaching in higher education, though it may also be taken by more experienced staff. Based upon the UK’s Professional Standards Framework for Higher Education, the award qualifies teachers for Fellowship of the Higher Education Academy.

• Postgraduate Certificate in Research Degree Supervision and Management: 60 credits acquired from a pair of 30-credit modules. This qualification is designed to meet the needs of teachers who are new to research degree supervision and management, though it may also be taken by experienced staff.

The programme enables participants to plan their course of study according to their own needs and interests. Most modules (subject to availability) can be taken in any order and in any combination, though we would advise new teachers to include the ‘Teaching and Learning in Higher Education’ module among their initial options. The Master’s Project or Dissertation should be taken on completion of the PG Diploma. Tutorials will be available to help participants plan their course of studies.

Modules may be selected to create various levels of part-time study. The minimum enrolment is for one 15-credit module per year. The maximum enrolment is for a full-time 180-credit Master’s degree.


• Teaching and Learning in Higher Education (30 credits)*
• Course Design and Assessment (15)*
• Using Learning Technology in Higher Education (15)*
• Research Degree Supervision (30)**
• Research Management (30)**
• Mentoring and Coaching in Higher Education (15)
• Curriculum Models and Curriculum Development in Higher Education (15)
• The Teacher Practitioner (15)
• Teaching and Supporting Academic Writing in Higher Education (15)
• Quality Management in Higher Education (15)
• Linking Teaching and Research (15)
• Sustainability in Higher Education (15)
• Delivering Effective Outcomes and Change through Teams (15)
• Enterprise and Higher Education (15)
• E-learning, Teaching and Assessment (15)
• E-learning: hardware and software (15)
• E-learning with Web 2.0 (15)
• Designing and Conducting a Pedagogical Research Project (15)
• The Role of Information Literacy in Students’ Learning and Research (15)
• Teaching and Learning within and beyond the Disciplines (15)
• Marketing Matters in Higher Education (15)
• Employability in Higher Education (15)
• Pedagogical Research Project (30)
• Master’s Project or Dissertation (60)

* Modules required for the PGCert, Professional Learning in Higher Education
** Modules required for the PGCert, Research Degree Supervision and Management

Teaching methods and resources

Most modules are delivered through two or three half-day sessions, including mini-lectures, seminars, workshops and presentations, supported where appropriate by online discussions and activities. Sessions are designed to promote the sharing of ideas, expertise and experiences within a professional community of practice, so we will encourage participation and contributions from everyone. One module (‘Teaching and Learning in Higher Education’, for new teachers) includes some teaching observation sessions, and some modules provide opportunities for peer mentoring. Project and Dissertation modules will be largely delivered by individual supervision, and E-learning modules will be held in ICT training rooms.

Throughout the programme, participants will be supported by individual and small-group tutorials, and will be invited to attend occasional professional development lectures and seminars organised by the Centre for Learning and Teaching Development each year.

Learning resources for the programme will be available through the university’s library and information services. Modules have been designed to make the most of the wide range of scholarly material that is now freely available online, and participants will have access to the online resources and learning opportunities afforded by the university’s virtual learning environment (Minerva) which will provide links to key resources for each module.

The teaching sessions for some modules will be delivered within a few weeks, some over a period of several months, and some throughout the academic year. Further information about the organisation, dates, times and location of the teaching sessions for each module can be found in the Programme Calendar, available from .

Assessment methods

Assessment for all modules is by coursework, based upon the completion of assignments designed to promote understanding, enhancement and/or application of professional practices in higher education. Each module has its own assessment tasks, usually one or two per module. Forms of assessment include work-based activities, action plans, reports, reflective logs, portfolios, presentations, reviews, case studies, business plans, short essays, action-research documents, and (for the Master’s degree) a dissertation/research project.

Career Opportunities

The PPHE programme is designed to support the development of all academic and professional staff, teaching, managing or supporting HE students, at a time when evidence of professional development is increasingly expected of all staff, not least for new appointments and promotions. A recognised certificate in teaching in higher education is becoming a requirement for all lecturing positions in the UK, and our certificate enables participants to become more effective and confident HE lecturers. The certificate is recognised by the Higher Education Academy: completion of the 'Teaching and Learning in HE' module (HE7001) leads automatically to Associate Fellowship, and completion of 3 modules (HE7001, 7002 and 7003) leads to Fellowship of the HEA. This means that the CPLHE qualification is recognised by other institutions as a teaching qualification for HE and is equivalent to other HEA-accredited postgraduate certificates in HE.

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Designed to focus on the delivery of sustainable, measurable improvements in quality, the MSc Quality Improvement is suitable for a multi-professional audience. Read more
Designed to focus on the delivery of sustainable, measurable improvements in quality, the MSc Quality Improvement is suitable for a multi-professional audience. It will enable participants to develop an understanding of the science and art of improvement and its application in their organisation.

To ensure that participants have access to the expertise to support them in the development of their own theoretical and practical knowledge of quality improvement approaches, the programme has been developed in partnership between the University of Dundee and the Tayside Centre for Organisational Effectiveness (TCOE).

The programme is supported by a faculty of academic and experienced improvement and organisational development practitioners from NHS Fife and NHS Tayside. This collective expertise ensures an exceptional student experience.

The multi-professional ethos of quality improvement is reflected in the development and delivery of the programme across the College of Medicine, Dentistry & Nursing and the School of Education, Social Work & Community Education.

Why study Quality Improvement at Dundee?

The challenge to deliver safe and effective care whilst maximising the utilisation of resources remains a continuous challenge for all practitioners involved in health care both nationally and internationally. The six dimensions of quality are often referred to as safety, effectiveness, patient-centred, timeliness, efficiency and equity. Our course will explore all of these aspects.

On completion of this programme, you will be equipped to influence and lead quality improvements in practice, making a real difference in your place of work.

What's so good about studying Quality Improvement at Dundee?

Here in Scotland, the NHS Scotland Healthcare Quality Strategy places significant emphasis on the provision of "high quality, person-centred, clinically effective and safe health care services".

The programme utilises professional expertise across the College of Medicine, Dentistry and Nursing and the School of Education, Social Work and Community Education to enable you to develop sound theoretical knowledge regarding the principles and processes of quality improvement.

Participation in the development and planning of the programme has also been greatly assisted by Healthcare Improvement Advisers from Tayside Centre for Organisational Effectiveness and the Quality and Clinical Governance Lead from NHS Fife.

Who should study this course?

The course is aimed at those who are working in a health or social care organisation and who have completed an undergraduate degree.
Students undertaking this programme should be engaged in promoting quality improvement in some capacity across a range of settings.

How you will be taught

Primarily this is a part-time distance learning programme (minimum of three years) enabling participation from national and international students. This programme can be delivered entirely in a distance learning format, depending on choice of modules. All core modules are delivered in distance learning format. Some option modules are delivered in a blended approach for local students. We deliver the online programme using the Blackboard Learning System, the University's virtual learning environment (also referred to as MyDundee). The programme is intended to be interactive and supportive, giving you the opportunity to share ideas, knowledge and experience and to discuss and debate issues. Access to journal articles will be available as part of the resource provided for each module.

What you will study

Module information:
Each module attracts 30 credit points at SCQF level 11:

Quality Improvement in Action: (distance learning)
This module gives the student the opportunity to critically evaluate the theoretical background to the concept of improvement science and to develop critical awareness .of quality improvement principles, approaches and application to service delivery.

Leadership, Change and Organisational Development: (distance learning)
This module introduces students to the concept of leadership for change. It examines key issues in the improvement of service delivery with a focus on effective leadership of services undergoing change. Optional workshops will be available for local participants.

Developing Research and Evaluation Skills: (distance learning)
This module enables the student to develop their knowledge of a variety of research and evaluation approaches and develop a rigorous proposal which they can then implement at dissertation stage.

Option modules:
Students are required to complete an option module from the following portfolio:

Measuring Quality
Coaching in a Systemic Context
Practice Development: Independent Study

(*Candidates will be required to take both of these 15 credit modules to gain the necessary 30 credit points.)

Dissertation (Quality Improvement):
(distance learning)
Students are also required to complete a double-weighted dissertation/project attracting 60 credit points. The dissertation/project provides students with the opportunity to develop and demonstrate, under supervision, their academic, organisational and technical skills in the formulation, execution and writing-up of a research project investigating a topic pertaining to quality improvement.

There are three exit points to this programme. Modules required for each are listed below:

Postgraduate Certificate in Quality Improvement (PGCert)
Quality Improvement in Action
Leadership, Change and Organisational Culture.

Postgraduate Diploma in Quality Improvement (PGDip)
Quality Improvement in Action
Leadership, Change and Organisational Culture
Developing Research and Evaluation Skills
One option module (30 credit points)

Masters in Quality Improvement (MSc)
Quality Improvement in Action
Leadership, Change and Organisational Culture
Developing Research and Evaluation Skills
One option module (30 credit points)

How you will be assessed

For 30 credit modules, assessment will normally be via one written piece of work of 4,500 words or equivalent to this
For 15 credit modules, assessment will normally be via one written piece of work of 2,500 words or equivalent to this
At dissertation stage, students are required to complete a 20,000 word study


This new programme is designed for a wide range of potential participants who are working in a culture of continuous improvement, including health and social care professionals, policy planners and those in managerial roles.

The programme will enable candidates to gain a wider understanding of quality improvement and the many tools and techniques which can be used to continually improve service provision.

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Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. Read more
Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. As an occupational therapist you will work with clients to improve function and enable them to fulfil the demands of their daily lives with greater satisfaction. You will work with people of all ages from all walks of life, in hospital, in the community, in their place of employment or in their home, and have the opportunity to work in a very wide variety of professional practice areas.

The fundamental aim of the MSc Occupational Therapy (pre-registration) programme is to enable you to graduate with a master’s degree in occupational therapy and be eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC) in the UK. The Degree does not provide eligibility to practice in any other country although the degree is WFOT recognised.

HCPC approved and COT/WFOT accredited

See the website http://www.brookes.ac.uk/courses/postgraduate/occupational-therapy-pre-registration/

Why choose this course?

- Graduates from this programme will be fit for purpose, practice, and award in the UK. We enable you to develop a profound understanding of the potential for occupational therapy to promote the health and wellbeing of the population. Skills acquired will be evidenced based, innovative and give you the capacity to make a significant contribution to the profession, specifically contribute to excellence in client care and the professional knowledge base. On successful completion of the degree and 1000 hours of clinical practice education you will be eligible to apply for registration with the Health and Care Professions Council as a registered Occupational Therapist in the UK.

- Many of our graduates go on to further educational development at PhD/DPhil and professional doctorate level. We are mindful of the anticipated transformation of practice over the next 20 years as well as the changes to demographics and the political innovation resulting in the widening participation agenda. We therefore aim to attract graduate students, who are academically able, demonstrate appropriate values of self-determination, motivation and critical awareness of learning needs and show potential for leading leadership, innovation and research.

- Based in Oxford, the environment for learning is rich with diversity, culture, specialist health and social care resources, academic resources as well as close commuting links to London.

- Our programme is staffed by occupational therapists expert in diverse clinical specialities, and supported by occupational therapy practice educators from all areas of mainstream and specialist practice. Our lecturers are experienced in their specialist practice areas and have reputations for excellence with established links with colleagues, organisations and institutions at national and international level.

- This course benefits from shared and inter-professional education opportunities, in addition to profession specific ones, to develop the professional qualities and attributes for current and future health and social care practice.

- Our ongoing investment in a new technology infrastructure is enabling the teaching team to exploit successful technology-enriched learning throughout the programme. We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills and communication suites and resources. We run a weekly Hand Therapy clinic and a monthly Community Occupational Therapy Assessment Clinic for the public. Students are invited to observe other qualified OT's working in these clinics.

- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, inter-professional education and collaborative practice.

- Established in 1938, we are the oldest School of Occupational Therapy in England, and have one of the best occupational therapy library collections in the country.

- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.

Teaching and learning

MSc in Occupational Therapy is taught alongside the well-established and highly-regarded BSc (Hons) Occupational Therapy.

Pre-registration Masters students will be taught alongside the undergraduate students in all occupational therapy specific modules. These will be identified with different module numbers and names to those of the undergraduate programme. This dual level teaching in classroom will provide you with the opportunity to learn the core skills and specific attributes of occupational therapy alongside the BSc (Hons) Occupational Therapy students.

However, the pre-registration Masters students are provided with an enhanced level 7 learning experience with module specific tutorials to explore a more critical and evidence based approach to the subject matter and thus develop professional competence in academic, research and digital literacy, critical thinking and personal self-awareness.

Our approach will require you to actively engage in these Masters level tutorials and become self-directed, innovative, creative and critical learners. Teaching will assist you to construct knowledge through the analysis, synthesis and conceptualisation of your learning experiences, thus developing a lifelong approach to learning. This supports employability in a marketplace that demands adaptability, continuous development and leadership.

You will have the opportunity for face-to-face and virtual learning activities. Our inter-professional module is taken alongside other health and social care pre-registration master's level students, enabling you to prepare for the interdisciplinary work you will encounter in the health and social care environment.

Working at master’s level, you will focus on developing your knowledge in occupational therapy, which is evidence-based and strongly underpinned by research.

This master's degree will:
- Enable you to be a reflective, proactive, innovative and adaptable occupational therapy practitioner, with the ability to critique research and evaluate the effectiveness of evidence in a wide variety of practice settings.

- Develop a critical understanding of the theory of occupation and teach you to challenge existing models and approaches used in occupational therapy from an informed perspective.

- Provide opportunities to develop your ability to work both independently and as part of a team in the context of social, technological, administrative and policy changes.

How this course helps you develop

This course is mapped against the University's postgraduate attributes so that all occupational therapy graduates are equipped with the skills of academic literacy, digital and information literacy, global citizenship, research literacy, critical self awareness and personal literacy. These attributes are in addition to the NHS core values of respect and dignity, commitment to quality of care, compassion, and aspiring to improve the lives of others where everyone counts and we work together for patients.


The majority of graduates from the occupational therapy degrees work as qualified and registered occupational therapists, but there are increasing opportunities to work in non-specified professional roles in mental health and community settings. There are also increasing numbers of employment roles that are not explicitly described or advertised as an ‘occupational therapist’ but match the skills specification of an occupational therapist. This is due to the changing nature of health and social care practice and the new and emerging roles and opportunities for occupational therapy.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

Research highlights

The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.

Examples of ongoing research projects within the faculty:
- Driving rehabilitation - cognitive mechanisms of driving and performance implications for clinical populations

- Fatigue management – Central and peripheral fatigue and mechanisms in clinical populations

- Dual task control in Stroke - influence on community mobility

- Efficacy of Intensive motor learning programmes – Themed (Magic) camps for children with hemiplegia

- Arts in Health Research – collaboration with Breathe Arts Health Research with research opportunities across many arts related activities

- Virtual Reality (VR) technologies – development and implementation of VR technologies in rehabilitation

- Early identification of motor and sensory processing impairments in children

- Sensory processing disorders and impact on function and behaviour in children with autism

- Measurement and monitoring of rehabilitation participation- Traumatic Brain Injury (TBI), Systematic Review of Vocational Rehabilitation for people with TBI

- Therapy for hand writing in people with Parkinson’s disease (PD)

- Monitoring movement in people with neurological conditions – mechanisms and impact e.g. head drop in Parkinson Disorder

- Physical activity impact on sleep, behaviour cognition, health and wellbeing in children with neurodisability

- Falls in people with learning disabilities – an understanding of the impact of anxiety

- A Functional Electrical Stimulation Plantar flexion System for Bone Health Maintenance in Spinal Cord Injury Patients

- Professional development Perspectives of Occupational Therapists working in the NHS and concepts of Occupational Balance, Cultural perspectives and attitude change in professional identity acquisition.

Research areas and clusters

Our staff are involved in research both independently and collaboratively.

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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Read more
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).

Course details

Demand for places on this course is very high, so we encourage you to submit your application as early as possible.The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists.The part-time award is offered at Darlington College, Hartlepool College of Further Education, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title.

Professional accreditation

This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.

On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).

This course is Ofsted inspected.

What you study

You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.

If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.

All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.

Core modules (all awards)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy

Modules offered may vary.


Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.

The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.

Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.

Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.

At the end of the year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend.


You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.

At your teaching practice a placement mentor supports you with orientation with the school/college and beginning your teaching ideas. This mentor also helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.

Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.

Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.

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‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education. Read more


‌The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education. It gives you the recognised teaching qualification for the FE sector, allows you to take the course at your own pace and provides opportunities to progress onto further qualifications.

If you are considering a lecturing career in Scottish Further Education, this course provides you with college-based placement experience and a highly relevant and marketable postgraduate qualification.


‌This course is accredited by the General Teaching Council for Scotland.

Course objectives

The Stirling TQFE programme has been offered for 15 years and is a well respected programme. The programme was commended in June 2012 when reviewed by the GTCs. The Stirling TQFE programme (at both UG and PG levels) integrates a range of pedagogic techniques which aim to encourage students to engage with academic and policy literature and to communicate with their peers as part of a ‘professional learning community’. Both face-to-face (on campus or on college based sites) sessions and a variety of online technologies are used to achieve the overall aims of the programme.

The Teaching Qualification in Further Education (TQFE) is designed to meet the needs of the contemporary Scottish Further Education (FE) sector. The content is based on the professional standards for FE staff as laid down by the Scottish Government and is fully accredited by the General Teaching Council for Scotland (GTCS). The course is suitable for:

In-service: Lecturers currently working in Further Education colleges
Individuals who work in other education and training contexts in post-compulsory education

Structure and content

You will complete three of the following modules:

Learner Identity and Diversity - Core module
The broad purpose of the module is that the students, employed as lecturers in Further Education colleges in Scotland (PG), will gain deeper and more critical understanding of their role and practices in the support and guidance of their students and in learning support. To this end the module aims to develop student understanding of the significance of learner identity in engagement in learning, to identify and critically assess the lecturers’ role and practices in support and guidance and learning support to particular students and groups, and to research and critically evaluate current institutional and wider practices, policies and research regarding support and guidance and learning support.

Teaching and Assessment - Core module
In this postgraduate module students encounter and critically examine some of the main theories of learning, teaching and assessment. Key to the work is the idea that practice can be informed by reflection, engagement with colleagues, with the practice setting and, importantly, through relating theory to the practice to teaching and assessing learners. This module focuses on the planning and enactment of a research-informed innovation in practice.

Professional Practice - Optional module
The module aims to enable students to critically examine their role as a vocational educator in further education and to identify areas of their practice that could be changed to improve the learning experiences of their students. Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. The module will also introduce students to different frameworks of quality enhancement within further education and students will be supported in critically examining how these frameworks can enhance or hinder their professional practice. The final part of the module will focus on different approaches to professional learning with a particular emphasis on networked professional learning communities.

Professional Experiential Learning - Optional module
Those students who successfully complete the module will be expected to be able to undertake a self-directed study of a chosen aspect of their professional context/practice in a scholarly manner informed by appropriate literature. The outcomes from the study will be of benefit to the local institution, TQFE peers and the student themselves. As a consequence of completing this module students will have developed independent thinking skills, the ability to identify and frame in an appropriate way issues within their professional context/practice that are of particular relevance to them and to communicate with peers and tutors clearly and effectively about their study.

Delivery and assessment

The course is taught using a combination of lectures, seminars and materials made available via Succeed, the University of Stirling's chosen online learning environment.

The attendance requirement for most modules is two days per module, with all course materials available online in advance. Pre-service students are required to do additional work both on campus and in their college placement.

Three formal assignments are required (where a student has not been granted any exemptions) each of 3,000 words. Where the first submission is graded as a fail one resubmission attempt is allowed. Where the resubmission is graded as a fail the student must retake the module. The pass mark for postgraduate work is: 50%

A student is permitted a maximum of five assessment attempts (3 module registrations to include assessment only) per module.

In addition to the formal written assignments students are required to be observed teaching on two separate occasions and to complete a written reflective review of the observed lesson. One of the observations may be undertaken by suitably qualified college based staff.


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Physical Education is a compulsory part of the National Curriculum from the ages of 5-16. Read more

About the Course

Physical Education is a compulsory part of the National Curriculum from the ages of 5-16. As part of all children's education, Physical Education provides a crucial and exciting contribution to their education, development, competence and confidence in a range of physical activities both as part of the National Curriculum and throughout their life-course.

The Secondary Physical Education Courses at Brunel University London have a long standing national reputation for high quality Teacher Education.
The PGCE Secondary Physical Education course is very popular, drawing on outstanding expertise and experience in Education to build upon your commitment to the teaching profession and the subject area.
The course will enable you to develop your knowledge and skills, supporting you in becoming an outstanding teacher who will help young people to reach their full potential and improve their mental and physical wellbeing.
The intensive programme combines courses in principles and methods of teaching with practical school-based teaching placements and students are assessed on both elements.


The course aims are to ensure that you are able to:

-Demonstrate an understanding of the vital role of the teacher and the school in ensuring excellence in the educational experiences of young people.
Undertake professional practice which enables you to evidence the Teachers’ Standards which facilitate the award of Qualified Teacher Status.
-Understand the relationships between Education, Physical Education and sport within current national and government frameworks, and critically reflect on the impact of these in the work of schools and the educational experiences of young people.
-Recognise the contribution that Physical Education as part of the whole school curriculum makes to the development of the individual learner and groups of learners.
-Think critically about what it means to be physically educated and how this informs curriculum planning and design within the subject area;
-Apply a thorough knowledge and understanding of the Physical Education National Curriculum to the planning of curriculum experiences for pupils in school.
-Demonstrate competence and confidence in your ability to teach across the contexts for pupil learning in the Physical Education National Curriculum range and content, applying principles of continuity and progression.
-Use subject knowledge and relevant course specifications to plan and deliver the 14-16 curriculum including examination and vocational courses.
-Demonstrate an understanding of the subject knowledge and specification requirements for the 16-19 curriculum.
-Utilise a range of teaching strategies to meet the identified learning needs of a wide range of pupils.
-Utilise a range of resources, including information and communication technology, to enhance pupil learning in Physical Education.
-Understand the importance of safe practice and safeguarding and apply these in working with young people both within and beyond lessons.
-Use a wide range of class management strategies to maximise pupil learning.
-Understand the principles of inclusion and apply these to ensure equality of opportunity for all pupils in the subject area.
-Understand national frameworks for assessment within the subject area and use these to support the recording and analysis of data, and the subsequent use of this to plan the next phase of learning.
-Raise the status of the subject area by demonstrating high standards of professionalism at all times.
-Understand the crucial role of professional learning for the teacher, the pupils and schools.


Please follow this link https://www.getintoteaching.education.gov.uk/

Course Content

This is a Postgraduate Certificate of Education (PGCE) course, also known as Postgraduate Certificate (PG Cert).

The course is organised in termly blocks which address both Education Studies and Physical Education Subject Studies, the understanding of which is developed as the year progresses.

Throughout the course, theory and practice are integrated in both the University and school contexts. The course is planned and delivered in partnership with Physical Education colleagues in local schools. The Teachers’ Standards are mapped to every aspect of course provision to facilitate the best possible opportunities to support the process of your professional learning.

In order to support your preparation for the course there are pre-course conditions set for every successful applicant to the course. This includes initial school experience tasks which require you to spend time in both primary and secondary schools.

School Experience
The course comprises three blocks of school experience, providing the opportunity to work in diverse and contrasting settings, to support you working towards meeting the Teachers’ Standards. School experience, organised in different ways, takes place in partnership schools selected for the quality of teaching and learning and the support offered to student teachers by experienced subject mentors.

Disclosure and Barring Service (DBS) requirement

This course involves regular access to children and/or vulnerable adults. Where this is the case, students will be required to complete a Disclosure and Barring Service (DBS) application, previously known as a Criminal Records Bureau (CRB) check. The application will incur a cost, subject to change, and the University will send further instructions as part of the admissions process. For further guidance please email .

Read more about the structure of postgraduate degrees at Brunel and what you will learn on the course:

To read more about the Special Features of this course and Teaching and assesment, please follow this link http://www.brunel.ac.uk/courses/postgraduate/pgce-physical-education-secondary

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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. Read more

Modules Contents and Objectives


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.


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.


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


- 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.


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”.


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


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.


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.


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.


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 course provides a route into teaching in the post-compulsory education and training (PCET) sector, which includes vocational training, sixth form colleges and adult education. Read more
This course provides a route into teaching in the post-compulsory education and training (PCET) sector, which includes vocational training, sixth form colleges and adult education.

Course overview

The PGCE (PCET) is a professional teacher education programme that will qualify you to teach in the post-compulsory education and training sector which includes sixth form colleges, further education colleges, vocational training and adult education.

The PGCE (PCET) is popular with graduates whose degree subjects are not widely taught in secondary schools, such as sports science, health and social care, psychology and dance. Our course equips you to educate adults and young people, sharing your knowledge and helping others fulfil their potential.

The full-time pre-service PGCE (PCET) is a robust, stable and popular provision with a great reputation. The programme benefits from its direct link to SUNCETT, one of the only 10 Centres for Excellence in this Sector. The programme is directly informed by both the national and international education research and development work of the team.

This pre-service course is for graduates who don’t have previous experience of teaching. If you are already employed in the PCET sector, we also offer an in-service part-time PGCE (PCET). The University, through its dedicated Placement Office, will help to arrange a minimum of 100-hours teaching practice placement in the Learning and Skills sector. This is a valuable opportunity to design, deliver, assess and evaluate teaching and learning in the sector, under the guidance of a mentor in your subject specialist area.

Please note you will be expected to pay travel and subsistence costs relating to placements.

According to the 2015 Ofsted inspection, “the training of good-quality Further Education and skills teachers enables them to make a valued contribution to the colleges and settings in which they work”.

Ofsted has recognised key strengths of the programme:
-Retention, completion and achievement rates are consistently high
-Trainees and NQTs work with confidence and expertise to plan and teach lively, interesting and challenging lessons that enable learners to make progress and achieve
-Trainees and NQTs improve their learners’ English and mathematics skills
-Trainees and NQTs ensure that learners recognise the impact of the values of tolerance, respect for the law, democracy and equality on their day-to-day life and work

In addition, there is a specialist pathway for graduates wanting to teach English to adults. It would prepare you to teach English at a range of levels to learners in diverse settings such as Further Education colleges, adult and community education and offender learning. For some English-pathway students, bursaries may be available. Bursaries are reviewed by the government on an annual basis.

Course content

The course combines taught elements with practical teaching and professional development. Modules on this course include:
Theory-based modules
-Preparing to Teach in the Lifelong Learning Sector (20 Credits)
-Developing Theories of Teaching, Learning and Assessment in PCET (20 Credits)
-Contextualising Policy and Curriculum in Post-Compulsory Education and Training (20 Credits)
-Enhancing Subject Specialist Learning through Innovation and Change in Post-Compulsory Education and Training (20 Credits)

Practice-based modules
-Practical Teaching and Professional Development (total of 40 Credits)

Teaching and assessment

We use a wide variety of teaching and learning methods which include lectures, seminars, tutorials, directed learning and group work, as well as a minimum of 100 hours of teaching practice placement. In each module, we encourage you to reflect upon your initial and continuing professional development.

The programme is led by a highly qualified team who are research active and lead on a number of national sector research projects. According to the Ofsted (2015) report, “in university-based training, trainees benefit from highly qualified research leaders in further education who enable trainees to focus on academic rigour to improve the practice of teaching”.

Facilities & location

Sunderland has been a centre for training in education since 1908.

Course location
The course is based at the Forster Building on City Campus, just a few minutes from the main Murray Library and close to Sunderland city centre. It’s a very vibrant and supportive environment with excellent resources for teaching and learning.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles. Some of the most important sources for your course include:
-EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals, including full-text education journals dating back to 1965
-British Education Index, which contains information on research, policy and practice in education and training in the UK
-Australian Education Index, which covers more than 130,000 documents relating to educational research, policy and practice
-Educational Resources Information Centre (ERIC), which is a comprehensive, searchable bibliographic and full-text database of research and information. Over 650 journals are indexed
-JSTOR (short for ‘Journal Storage’), which provides access to important journals across the humanities, social sciences and sciences
-Lexis, which provides access to legal information as well as full-text newspaper articles

IT provision
When it comes to IT provision you can take your pick from hundreds of PCs as well as Apple Macs in the David Goldman Informatics Centre and St Peter’s library. There are also free WiFi zones throughout the campus. If you have any problems, just ask the friendly helpdesk team.

Employment & careers

On successful completion of the course you will have a PGCE PCET, the full award for teaching in the post-compulsory education and training sector. Your new qualification can open employment prospects throughout the post-compulsory sector. Previous graduates of this course have been employed in the following areas:
-Further Education colleges
-Sixth Form colleges
-Training organisations
-Prison education

Following successful completion of the course, and once in a teaching post, you will be able to apply to the Society for Education and Training (SET) who provide the recognition route to Qualified Teacher Learning and Skills (QTLS) status through their professional formation process.

This course is also excellent preparation for continuing your studies via our Education MA.

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The MA in Digital Media is unique in its combination of practical and theoretical approaches to contemporary media and technology- http://www.gold.ac.uk/pg/ma-digital-media-technology-cultural-form/. Read more
The MA in Digital Media is unique in its combination of practical and theoretical approaches to contemporary media and technology- http://www.gold.ac.uk/pg/ma-digital-media-technology-cultural-form/

The established and exciting degree is designed to help you understand digital transformations in media, culture and society and apply this understanding in practice, in the media and creative industries and in further research. You will be equipped with skills that can be applied to current and future developments in digital media, social media, computing and other aspects of technology.

The MA in Digital Media educates aspiring media practitioners and academics as well as early and mid-career professionals who seek to reflect on their roles in a structured and stimulating learning environment designed to give all students up-to-the-minute knowledge of digital media and the skills to apply that knowledge to future developments.

The MA offers two pathways:

-Pathway 1 is a theory programme where you learn about developments in digital media and technology from a wide range of perspectives

-Pathway 2 is a theory and practice programme where you improve your skills, understanding and experience in one of the following areas:

Image making

Acclaimed academics and practitioners

Benefit from the experience and expertise of one of the world’s leading media and communications departments. You'll be taught by theorists and practitioners of international standing: Sarah Kember, Joanna Zylinska, Graham Young, Tony Dowmunt, Angela Phillips, Julian Henriques and David Morley.

Work placements and internships

The MA in Digital Media regularly attracts offers of work placements and internships. Recently these have come from Google, The Science Museum and N1creative.com.


Our students have access to state-of-the-art facilities including well-equipped lecture and seminar rooms, exhibition spaces, computer facilities and digital media suites.

The department is also currently host to the renowned philosopher of media and technology, Bernard Stiegler and students will have access to his modulein Media Philosophy as well as priority access to the innovative and popular option After New Media. Designed to complement the MA in Digital Media, this course provides a framework for thinking about the current media environment as well as future forms of human and computer interaction.

An established record

The MA in Digital Media has been redefining media theory and practice since 2004. Our students become proficient in:

the history, sociology and philosophy of digital media
the application of critical conceptual skills to specialist areas and future forms of media
multimedia skills in image making (photography, video, animation, graphic art) script writing, journalism and documentary
MA Digital Media students have access the pioneering option ‘After New Media’, a non-assessed online module which explores the themes of self mediation, ethical mediation and intelligent mediation, and develops a framework for thinking about 'life' after new media. As befits a course of this kind we will be combining media, and exploring their pedagogic potential – uniting digital-online technologies with more traditional teaching formats, such as reading groups, seminars and an end of year symposium.

Contact the department

If you have specific questions about the degree, contact Dr Sarah Kember.

Modules & Structure

The programme consists of:

Two compulsory core modules
Pathway 1 - between two and four option modules (worth 60 credits) OR
Pathway 2 - a two-term practice block (worth 30 credits) and either one or two option modules (worth 30 credits)
The dissertation or the practice/theory project


Seen take-home paper; essays; dissertation or practice/theory project and other production work in the area of documentary, image-making, journalism or fiction.

Programme overview

This is an exciting programme which offers a critical, contextual and practical approach to digital media and technology. It problematises approaches to the 'new' media in academic and professional debate, especially those which overemphasise the potential for radical social change led by a homogenised technology itself.

The programme is defined by its resistance to technological determinism and its insistence on the importance of addressing the social and historical contexts within which a range of media technologies are employed. In order to provide a contextual framework and facilitate the conceptualisation of digital media and technologies as fully cultural forms and processes, the programme will draw on a range of disciplines including: media and cultural studies, sociology, anthropology and philosophy. However, the programme will remain focused on key contemporary concerns about the potential role of digital media in society and on refiguring the contours of the 'new' media debate.

The programme offers two pathways. Pathway 1 addresses central theoretical and conceptual concerns relating to digital media. Pathway 2 combines theoretical analysis and practical work, offering students the opportunity to explore new media theories and concepts in practice. Pathway 2 is primarily aimed at students who already have some experience in one of the areas on offer: documentary; digital photography and image making; journalism; writing. It is meant to appeal to media industry professionals who are keen to reflect critically on their practice within a structured learning environment, graduates of practice-based courses but also those who have gained their practical experience in documentary; digital photography and image making; journalism or writing in informal settings.

Programme structure

The first compulsory core course is Digital Media - critical perspectives and this is taught in a small workshop format in the Autumn term. This course functions as a foundation for the second core course and offers students a map of the key debates in digital media. The course is taught in ten two hour workshop sessions and is supported by the provision of one-to-one tutorials.

The second compulsory core course is Technology and Cultural Form - debates, models, dialogues and this develops questions of technology, power, politics and subjectivity which were introduced in the first core course. The first part of this course highlights the key conceptual concerns of a contextualised approach to digital media plus the relevant debates and models formulated by key figures in the field. The second part of this course aims to generate a dialogue between theoreticians and practitioners around some of the most intellectually stimulating, contentious and contemporary ideas in the field without necessarily seeking a resolution. This course is taught in ten two hour workshop sessions during the Spring term and is supported by the weekly provision of one-to-one tutorials.

Students are required to take options from the lists provided by the Media and Communications, Anthropology, Comparative Literature and Sociology Departments as well as the Centre for Cultural Studies. Examples might include: After New Media, Nature and Culture, Cultural Theory, Globalisation, Risk and Control, Embodiment and Experience, Political Communications. Options are taught primarily through lectures and seminars and take place in the Autumn or Spring terms.

Each student's option profile is discussed with the programme convenor in order to ensure that the balance of subject-specific topics is appropriate for the individual concerned. Option courses are taught primarily through lectures, seminars and tutorials and take place in the Autumn or Spring terms.

All students are required to produce either a 12,000 word dissertation on a topic agreed by the student and supervisor or a practice/theory project in the area of documentary, photography and image making, journalism or fiction. The length of the practical element is dependent on the media and the form used and will be agreed in advance with the supervisor. It will, however, be comparable with practical projects undertaken in practice MA programmes in the relevant field. Students undertaking the practice/theory project will also be expected to submit a 3-4000 word analysis of their practice which locates it within the theoretical debates explored in the MA as a whole. This essay may be presented as a separate document or as an integral part of the project depending on the nature of the project and by a agreement with both theory and practice supervisors.

Programme outcomes

The programme's subject specific learning outcomes require students to analyse and contextualise developments in digital media and technology with reference to key debates in the history, sociology, anthropology and philosophy of the media. Students who opt for the practice/theory pathway will also be required to produce material of publishable or broadcast standard and to evaluate the ways in which theoretical and practical insights intersect. All students will develop a wide range of transferable qualities and skills necessary for employment in related or unrelated areas. These are described by the Quality Assurance Agency as: 'the exercise of initiative and personal responsibility, decision-making in complex and unpredictable situations, and the independent learning ability required for continuing professional development'.

By the end of the programme students will be able to:

-Map and critically evaluate key debates in the field of new media
-Analyse and contextualise current and future developments in digital media and technology
-Evaluate and articulate key historical, sociological, anthropological and philosophical approaches to the study of digital media and technology
-Demonstrate in-depth knowledge of at least four differing areas of inquiry
-Demonstrate an advanced level of conceptual knowledge and (where relevant) practical skill appropriate for a sustained piece of work in the field
-Prepare and deliver clearly argued and informed work
-Locate, retrieve and present relevant information for a specific project
-Manage a complex array of competing demands and work effectively to a deadline
-Work resourcefully and independently
-Think critically and/or work practically within a given context


We provide graduates with skills that are cutting edge: in the critical analysis and/or creative production of digital media; in the disciplinary knowledge and conceptual frameworks necessary for current and future forms of media and technology; in the awareness of how digital media and technologies are re-shaping society from the ways we communicate (through social media and web 2.0) to the increasingly ‘smart’ environments in which we live.


Our programme provides a theory and practice pathway and prepares students for work in the following areas:

-media and creative industries; advertising, marketing and PR (graduates of the MA Digital Media have found work with Virgin Media, Google, the BBC and other leading organisations worldwide)
-research and academia (graduates from this programme have gone on to study for PhD degrees in higher education institutions around the world and also here with us)
-media production and new media art (graduates have exhibited, published and produced work in photography, journalism, TV, documentary, film and multimedia)

Graduate Ekaterina discusses her career:

"I work for a company, called Visual DNA, which already sounds like life happening After New Media. The company is the largest data provider in Europe and is totally multinational. We actually try to analyse human visual DNA, you memories, feelings, thoughts about the future, anticipations, etc by creating personality quizzes where instead of verbal answers we tend to use images.

My role is as Creative Developer. It involves working with images from concept to finding/shooting and post-production. My qualifications perfectly matched what they’ve been looking for, Digital Media rocks!

My tip for the new-to-be-graduates is this: physically go to places and companies and talk to people. It really opens up loads of possibilities, and when I tell someone where I’ve graduated from they look impressed, and there is some sort of respect coming from them."


Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career. Read more
This degree is particularly suitable for PE teachers, in all phases of education, and sport related professionals at any stage of their career.

The MA in Education: Pedagogy and Professional Practice in Physical Education is aimed at Physical Education teachers and Sports Professionals at any stage of their careers. It can be of great benefit to those in senior and middle leadership roles (and those aspiring to leadership positions) in the early years, primary, secondary and post-sixteen sectors, and in other educational establishments.

The programme will offer you the opportunity to be at the forefront of leading professional practice and enable you to make a positive difference to the quality of learning and teaching within your educational setting.

Integral to this Master's programme is the opportunity to undertake a small-scale research enquiry into an aspect of practice as part of an intellectually challenging learning experience that relates theory to practice leading to the development of knowledge and skills relevant to practice and supporting career progression.

Why St Mary's?

Building on its long tradition of excellence in both teacher education and physical and sport education, St Mary's provides a flexible approach to this professional Master's degree.

This programme offers three distinct pathways: Pedagogy, Coaching and Sociology of Sport. These pathways meet the needs of a diverse range of Physical Education teachers and Sport professionals.

The MA in Education: Pedagogy and Professional Practice in Physical Education is offered part-time or full-time as a taught programme at St Mary’s University or a blended programme, designed to meet the needs of practitioners in Physical Education and Sport.

Staff involved in the programme all have considerable experience and expertise in their field of expertise. They are research active and involved in consultancy and in service training in the fields of physical education and sport, the leadership of innovative practice.

Course Content

This programme consists of five modules, with a choice of specialist modules allowing students to focus on an area of interest.

Core Modules
› Physical Education and Sport Leadership: Philosophy, Sociology and Psychology of Pedagogy
› Research Methods for Professional Practice in Physical Education and Sport
› Academic Paper and Conference Presentation

Optional Module One
› Pedagogy: Educational Context and Issues within Teaching and Learning
› Coaching and Mentoring; Pedagogy through Physical Education and Sport
› Sociology of Physical Education and Sport: Policy and Politics in Physical Education and Sport

Optional Module Two
› Pedagogy and Learning in Physical Education and Sport: Theory through Reflective research
› Coaching and Mentoring: Early Years to Adolescence, Physical Activity and Human Behaviour
› Sociology: Social Theory in Physical Education and Sport

Please note: All information is correct at the time of publication. However, course content is regularly updated and this may result in some changes, which will be communicated to students before their programme begins.

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The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings. Read more
The Master of Education is designed for educators who shall be admitted on the basis of their prior qualifications and who, in most cases, are working in educational roles across diverse settings.
Educators are provided with the opportunity to further their qualifications through professional development. This coursework program aligns with the requirements and specifications of the Australian Quality Framework (AQF) and provides three major areas of expertise relevant to professional educators. The Master of Education does not lead to teacher registration.
The flexible 18 month Master of Education coursework program entails four core subjects, including an enquiry-based project, and provides the opportunity to specialise in up to two majors.

Global Contexts Major

The Global Contexts major has been designed for professionals who are seeking to develop a strategic approach to global practices and strategies. It has been developed in response to the steady growth in globalisation and changing international employment relationships.
Studying this major will expand and upgrade your expertise in globalisation and transnational education. Interested parties include: international and national school employees, managerial and non-managerial global careerists, international human resource management staff, professional managers, self-initiated expatriates, cross cultural team members, foreign hires (third country nationals, and mobility managers).
If you undertake our Global Contexts major you will:
*Examine the phenomenon of ‘development’ in Asia- Pacific contexts through an anthropological lens
*Acquire the ability to assess the social and cultural impacts of globalisation and transnationalism, natural resource development and the introduction of new technologies
*Understand the international, national, and relevant state frameworks, statements, policies, curriculum initiatives and resources as regards education for sustainability
*Evaluate educational curriculum and teaching practices in relevant professional settings.

Course learning outcomes

On successful completion of the Master of Education, graduates will be able to:
*Demonstrate advanced knowledge of recent developments, discourses and debates in the field, or a sub-field, of Education and/or area of professional practice
*Demonstrate knowledge of research or inquiry principles applicable to the field, or a sub-field, of Education and/or area of professional practice
*Investigate, analyse, synthesise and evaluate complex information, problems, concepts and theories, at an advanced level, and critically reflect on theory in relation to different bodies of knowledge or practice
*Justify, interpret and present theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
*Demonstrate advanced speaking, reading, writing, listening, collaborating and advocacy skills for Educational leadership in a field or sub field of Education
*Design, plan and ethically execute a substantial research and/or inquiry-based project with creativity and initiative and a high level of autonomy and accountability in the field or a sub-field of Education.

Award title


Course pre-requisites

Completion of:
*An AQF level 7 Bachelor Degree in a discipline other than education, with a minimum 2 years professional work experience in education; or
*An AQF level 7 Bachelor Degree in education, or
*An AQF level 8 Graduate Certificate in education from one of the following JCU courses: Graduate Certificate of Education for Sustainability; Graduate Certificate in Research Methods [Education]; Graduate Certificate in Career Development; Graduate Certificate in Catholic Education; Graduate Certificate in Education (Academic Practice); or
*An AQF level 8 Graduate Diploma in education, or
*An AQF level 8 Bachelor Honours Degree in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position; or
*An AQF level 8 Graduate Certificate or Graduate Diploma in a discipline other than education, with a minimum 2 years experience working as a professional educator in a management, leadership or supervisory position;or
Other qualifications recognised by the Deputy Vice-Chancellor, Division of Tropical Environments and Societies as equivalent to the above.

Entry requirements (Additional)

English band level 2 - the minimum English Language test scores you need are:
*Academic IELTS – 6.5 (no component lower than 6.0), OR
*TOEFL – 570 (plus minimum Test of Written English score of 4.5), OR
*TOEFL (internet based) – 90 (minimum writing score of 21), OR
*Pearson (PTE Academic) - 64

If you meet the academic requirements for a course, but not the minimum English requirements, you will be given the opportunity to take an English program to improve your skills in addition to an offer to study a degree at JCU. The JCU degree offer will be conditional upon the student gaining a certain grade in their English program. This combination of courses is called a packaged offer.
JCU’s English language provider is Union Institute of Languages (UIL). UIL have teaching centres on both the Townsville and Cairns campuses.

Minimum English language proficiency requirements

Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of Band 2– Schedule II of the JCU Admissions Policy.

Application deadlines

*1st February for commencement in semester one (February)
*1st July for commencement in semester two (mid-year/July)

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The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Read more
The Social Justice and Education MA will help students to identify, examine and understand key sociological and philosophical perspectives on social justice, including issues of race, class, gender and sexuality and education. Participants will explore the personal and political dimensions of social justice concerns and develop their professional, practical and research skills in this area.

Degree information

This programme provides students with the opportunity to address, in a unique way, the complex links between social justice and education, focusing on key current policy and political debates about the role of education. They will also be able to develop, extend and reflect on their own professional interests, concerns and practice and how to address pressing issues of social justice in their everyday profesional and personal lives. Through their engagmeent with cutting edge research in this area they will learn tools for fighting for social justice and transformation in the educational areas relevant for them.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or a report (30 credits) and a third optional module (30 credits).

Core modules
-Sociology of Education
-Understanding Education Research

Optional modules
-Gender, Sexuality and Education
-Rights and Education
-Understanding Educational Policy
-Sociology of 'Race' and Education
-Theoretical Foundations of Educational Ideas
-Gender, Education and Development
-Values, Aims and Society
-Students can also choose from a wide range of Master's-level optional modules across the UCL Institute of Education offering.

All students undertake an independent research project which culminates in a dissertation of 20,000 words or a report of 10,000 words.

Teaching and learning
The programme is delivered through a mixed mode, including face-to-face evening sessions and interactive online learning in a combination of teaching and learning styles. Sometimes a conventional lecture-based approach is taken, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted involving, for example, group discussion of set reading, a video or an introductory presentation. Assessment is through coursework essay assignments, plus submission of a report or dissertation.


Graduates of this programme are currently working across a broad range of areas. Some are leaders, managers, teachers and practitioners in the compulsory education sector across international contexts. Many are working as professionals in NGO organisations specialising in social justice across many countries such as Chille, Japan, Canada and the UK. Graduates can also be found working as civil servants and goverment officials. In addition, many find places in the higher education sector including across a range of professional roles, as researchers, and as university lecturers worldwide.

Students develop the capacity to:
-Reflect critically on debates concerning education and social justice across diverse contexts.
-Understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research .
-Consider the implications of theory, research and analyses about social justice in education and how it can impact their own future practice and professional development.
-Use oral and written communication skills in order to make arguments, examine evidence and creatively advance social justice and education.
-Understand processes entailed in social science and philosophical research and conduct their own unique research in the area of social justice and education.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education (IOE) is home to an interdisciplinary grouping bringing together high-quality teaching and research in the sociology, philosophy and history of education, international development, post-compulsory and vocational education and higher education.

The Social Justice and Education MA is taught by world-leading sociologists and philosophers within the department who have expertise in theory, research methods, policy analysis and impacting social change. They are experts in issues such as equality and human rights, gender, 'race', sexuality, youth, disability and social class. Those teaching are active researchers and will introduce the latest research and developments in their fields.

This programme explores sociological and philosophical perspectives on social justice and equalities and also explores processes of social transformation and change. Key issues debated include understanding and responding to social and educational disparities in international contexts. The programme equips students with essential theoretical and methodological research skills for critically engaging with social justice issues including understanding power relations from various perspectives. The MA attracts a diversity of both home and international students thus providing excellent educational and professional networking opportunities.

Students gain invaluable opportunities to study with leading scholars and a cohort of internationally diverse students across the IOE MA cluster in sociology, social justice and policy studies in education.

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The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field. Read more
The Primary Education (Policy and Practice) MA meets the rapidly changing needs of professionals educating young children, in examining critically the bases for current practices in primary schools, providing insight into international developments in primary education and in offering opportunities to work with leading researchers and practitioners in the field.

Degree information

The Primary Education (Policy and Practice) MA offers opportunities to engage with the latest research and international debate concerning curriculum, pedagogy and assessment and its mplications for professional practice in primary education. Students will develop knowledge and skills to evaluate and conduct educational research related to their professional interests and develop their own perspectives as leaders in primary education.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (90 credits), and either a dissertation (60 credits) and one optional module (30 credits), or a report (30 credits) and two optional modules (60 credits). Some modules are available to study remotely.

Core modules
-Futures for Policy and Practice in Primary Education
-Researching Early Years and Primary Education
-What is Education?

Optional modules - a range of optional modules is available to students each year. Students can select optional modules to reflect their personal and professional interests. Recommended modules taken by students in recent years include:
-Contemporary Issues and Debates in Primary Education
-Literacy Development
-Children's Rights in Practice
-Assessment for Learning
-Bilingualism and Multilingualism
-Other modules are also possible - please contact the programme leader, Esmé Glauert, for advice -

All students undertake an independent research project in primary education (policy and practice). The project culminates in a dissertation of 20,000 words or a report of 10,000 words on a topic agreed with their tutor.

Teaching and learning
A range of learning and teaching approaches is employed across the programme, including lectures, student presentations, group discussion, directed reading/writing tasks and contributions to the Virtual Learning Environment, designed to promote active engagement and capitalise on participants' diverse backgrounds. Student performance is assessed through coursework assignments and the dissertation/report.


Graduates of this programme are currently working in a broad range of careers, both nationally and internationally. Many have leadership roles in schools, for example as school mentors for early career teachers, subject leaders, phase co-ordinators, assistant head teachers or head teachers. Others work as education advisers and consultants across a range of schools or as inspectors and policymakers at both local and national levels. Graduates can also be found working as researchers, lecturers and teacher educators in higher education and in educational services outside schools such as museums, publishing or children's support services.

Top career destinations for this degree:
-English Teacher, Unspecified English Language School
-Primary School Class Teacher (French), Unspecified CE Primary School
-Primary School Class Teacher (Maths), Unspecified Primary School
-Primary School Class Teacher, Unspecified Primary Academy

Participation in the programme fosters the development of a number of key skills and personal qualities important in a range of professional contexts including:
-Independence and self-direction in learning - important in continuing professional development in a fast-changing educational climate.
-Ability to examine complex issues systematically and critically - in the context of rapid policy change and increasing requirements for accountability.
-Exercise of initiative and creativity - in interpreting policy and research in particular local contexts to enhance the quality of learning and teaching.
-Skills in communication both orally and in writing to varied audiences - children, educators, parents, governors, policymakers.

Why study this degree at UCL?

The Department of Learning and Leadership at UCL Institute of Education has developed an internationally recognised reputation for early childhood and pre-school and primary education studies.

The department has a vibrant teaching programme, providing opportunities for specialist study of early years and primary education in initial teacher education and at graduate and doctoral levels. It offers a range of enriching events including research seminars and conferences in the field.

In all its work, the department is strongly committed to working in partnership with government agencies, education authorities, schools, early years and community groups and other departments within UCL Institute of Education (IOE).

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