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Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science. Read more
Our highly sought-after graduates benefit from a programme that integrates training in identifying, framing and effectively researching social problems with a leading computational approach to social science.

Furthermore, we are home to the Centre for Research in Social Simulation (CRESS) and its world-leading expertise in agent-based modelling.

PROGRAMME OVERVIEW

Interest in simulation has grown rapidly in the social sciences. New methods have been developed to tackle this complexity. This programme will integrate traditional and new methods, to model complexity, evolution and the adaptation of social systems.

These new methods are having an increasing influence on policy research through a growing recognition that many social problems are insufficiently served by traditional policy modelling approaches.

The Masters in Social Science and Complexity will equip you to develop expertise in the methods necessary to tackle complex, policy-relevant, real-world social problems through a combination of traditional and computational social science methods, and with a particular focus on policy relevance.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Data Analysis
-Field Methods
-Computational Modelling
-Theory Model Data
-Modelling the Complex World
-Policy Modelling
-Theory and Method
-Statistical Modelling
-Evaluation Research
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for 
 students going on to employment involving the use of social science and policy research
-Provide training that fully integrates social science, policy modelling and computational methodologies to a high standard
-Provide training resulting in students with high quality analytic, methodological, computational and communication skills

PROGRAMME LEARNING OUTCOMES
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
-Develop skills in tackling real world policy problems with creativity and sound methodological judgment
-Cover the principles of research design and strategy, including formulating research 
questions or hypotheses and translating these into practicable research designs and models
-Introduce students to the methodological and epistemological issues surrounding research in the social sciences in general and computational modelling in particular
-Develop skills in programming in NetLogo for the implementation of agent-based models for the modelling of social phenomena
-Develop skills in the acquisition and analysis of social science data
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation ofresearch results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, stakeholders, policy makers, professionals, service users and the general public

Knowledge and understanding
-Show advanced knowledge of qualitative, quantitative and computational methodologies in the social science
-Show advanced knowledge of modelling methodologies, model construction and analysis
-Show critical understanding of methodological and epistemological challenges of social science and computer modelling
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show understanding the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge in data collection, analysis and data driven modelling
-Show advanced knowledge of policy relevant social science research and modelling
-Show advanced understanding of the policy process and the role of social science and modelling therein
-Show advanced knowledge of statistical modelling

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Conceptual development of Social Science and Complexity models to creatively enhance the understanding of social phenomena
-Integration of qualitative, quantitative and computational data
-Judgement of problem-methodology match
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of traditional and computational techniques employed in sociological research
-Ability to produce well founded, data driven and validated computational models
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Ability to communicate research findings models in social science and policy relevant ways
-Ability to manage independent research

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Apply computational modelling methodology to complex social issues in appropriate ways
-Creativity in approaching complex problems and a the ability of communicating and justifying problem solutions
-Apply computing skills for computational modelling, research instrument design, data analysis, and report writing and presentation
-Work to deadlines and within work schedules
-Work independently or as part of a team
-Demonstrate experience of a work environment

PLACEMENTS

On the MSc Social Science and Complexity, we offer the opportunity to take a research placement during the Easter vacation. This will provide you with first-hand experience of real-life policy research in action.

Organisations in which placements might be possible are a number of consultancies (e.g. Sandtable), government departments (e.g. Defra) and academic research centres (e.g. Centre for Policy Modelling at Manchester).

CAREER OPPORTUNITIES

Computational methods and especially computer-based simulations, are becoming increasingly important in academic social science and policy making.

Graduates might find career opportunities in government departments, consultancies, government departments, consultancies, NGOs and academia.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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The UK has a world leading comedy pedigree, but no industry recognised comedy training course - until now. Read more
The UK has a world leading comedy pedigree, but no industry recognised comedy training course - until now. The new 18 month part-time NFTS Diploma in Writing and Producing Comedy will enable students to develop all forms of scripted and unscripted comedy including, sitcoms, sketch shows, and panel shows for radio and tv. The course is run in partnership with Channel 4.

-The world's first Diploma course in Writing and Producing Comedy.
-Delivered in partnership with Channel 4
-Part-time, evening course
-Regular Industry speakers
-Develop and write an original show and make a taster tape.

We welcome EU/EEA Students. Course fees charged at UK rate.

COURSE OVERVIEW

“This has been a fascinating job. My Tuesday evenings are a real joy. One thing I've learned is that people shine in different ways and at different times. When it comes to comedy you can't write anyone off." Bill Dare Course Tutor

Writing & Producing Comedy commences in January each year. Students are taught by the renowned comedy producer and writer BILL DARE supported by guest sessions from the people responsible for some of the UK’s most iconic UK shows including Peep Show, Father Ted, Have I Got News for You, Spitting Image, Horrible Histories and Green Wing.

The course is part-time (one evening a week and occasional Saturdays) over eighteen months and is delivered in central London. You will be expected to spend at least 8 hours a week working on assignments for the course. You will leave the course with a portfolio of material developed during the course, this could include a ten-minute taster tape of an idea you have developed, or a full script and some sketches and one-liners.

Specifically you will learn about:
-Comedy landscape
-Radio comedy
-Sketches
-Panel shows and formats
-Characterisation
-Story structure
-Narrative TV comedy
-Script editing
-Topical one-liners
-Outlines and treatments
-Pitching
-Commissioning processes
-Working with performers
-Compliance issues
-Working with writers
-Writing briefs

Students graduate able to:
-Generate comedy programme ideas
-Create a narrative comedy, sketch show or comedy entertainment show
-Pitch ideas to commissioning editors
-Work with writers and help them develop their ideas

The course advisory board includes:
-Dawson Bros – The Peter Serafinowicz Show, That Mitchell & Webb Look, Big School
-Sam Bain - Peep Show, Fresh Meat, Rev
-Richard Boden – Blackadder, 'Allo 'Allo, IT Crowd
-Gregor Cameron – Katy Brand’s Big Ass Show, Fighting Talk
-Saurabh Kakkar – Head of Development – Comedy – Big Talk
-Graham Linehan – Father Ted, IT Crowd, Count Arthur Strong
-Caroline Norris - Horrible Histories, The Armstrong & Miller Show, Dead Ringers
-John O’Farrell – Spitting Image, Have I Got News For You, Novelist
-Richard Preddy – Green Wing, Campus
-Lucy Robinson - Co-Founder Little Comet Film & TV/Head of Comedy Brothers and Sisters
-Lorna Watson & Ingrid Oliver – Watson & Oliver

"The NFTS course gave us great access to industry contacts, and we went from having no professional experience to working regularly on BBC radio and television. This diploma is a brilliant way of learning about comedy while strengthening key contacts in the TV and radio industry. It was invaluable to our career progression." Ed Amsden/Tom Coles

"I went from having a well-paid, secure, boring job in insurance, to having a badly-paid, insecure, cool job in comedy. I quit my well paid-job in insurance and ended up with a terribly-paid job in comedy. If this sounds like a good idea, then this is the course for you... Without this course I'd still just be writing jokes in my parents’ basement... Now I've got a degree they've let me move back into the main house.” Joel Pitcher

So you think you’re funny? Apply Now!

SCHOLARSHIPS AND BURSARIES

The NFTS want to encourage applications from the brightest and best talent out there….from all backgrounds. We are actively seeking to redress imbalances within the Industry by encouraging applications from under-represented groups, and have bursaries of £4650 on offer to 2 of the successful candidates. Bursaries help towards the cost of the course andwill be awarded to stand out talent who can demonstrate that without this funding they would not be able to afford the course, or who can demonstrate they bring a unique and distinct perspective and voice to the course.

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Factual programmes are at the heart of the UK television schedules, whether it’s '24 Hours In Police Custody', 'Gold Rush', 'Long Lost Family', 'The Great British Bake-Off', 'GP's Behind Closed Doors' or 'Gogglebox'. Read more
Factual programmes are at the heart of the UK television schedules, whether it’s '24 Hours In Police Custody', 'Gold Rush', 'Long Lost Family', 'The Great British Bake-Off', 'GP's Behind Closed Doors' or 'Gogglebox'. If you want to learn from key industry figures - including commissioning editors and top producers - how mainstream factual programmes are developed, commissioned and produced today, then this year-long, part-time diploma is for you.

The world's first Diploma course in Factual Development and Production delivered with a major worldwide broadcaster.

-Delivered in partnership with Discovery Networks International.
-Opportunity to pitch to Discovery executives
-Potentially win £5,000 development funding for your own programme proposal
-Part-time, evening course.
-Regular Industry speakers.
-Develop ideas for factual series and pitch them to commissioners.

We welcome EU/EEA Students. Course fees charged at UK rate.

COURSE OVERVIEW

Senior Tutor Simon Broadley, currently commissioning the factual output for STV, is responsible for delivering the course, and said: "The most common reaction I get from the guest speakers themselves is, 'I wish there'd been something like this when I was starting out'.

The course commences in January each year. Producers have overall responsibility for making programmes happen. They begin work in the development stage and work right through until the programme or series is delivered to the channel and transmitted. Therefore this unique course is structured around three key areas - developing shows and understanding the factual programming market; producing a show; and delivering a show and managing the show post transmission.

Students will be taught by leading producers and commissioners responsible for some of the UK’s most iconic UK factual shows such as Educating The East End, Salvage Hunters and Bear Grylls.

'After working in film for a couple of years, I thought the transition to factual television would be relatively smooth. But I struggled to find interesting, meaningful work - until I started at the NFTS. The support we got from our tutor and the confidence it gave me was invaluable. Within a few weeks I had secured a permanent position at an indie and am now an Assistant Producer, working on a wide range of projects.' - Katharine Fish. 2015 Graduate

The course is part-time (one evening a week and occasional Saturdays) over twelve months and is delivered at Discovery’s UK headquarters in Chiswick, London. Participants will leave the course with a portfolio of material developed during the course, including ideas for factual shows, production bibles and treatments. The course will end with students pitching an idea to senior executives from Discovery Networks International; one student pitched show will be ‘optioned’ securing £5,000 for further development with the support of a Discovery executive producer.

Specifically participants will learn about:
-Factual programming trends in the UK and US
-Developing and Researching programme ideas
-Pitching an idea
-Casting Contributors
-Working with Talent On and Off Screen
-Budgeting and Scheduling
-Compliance
-Health and Safety
-Covering Interviews
-Shooting the Scene
-Working in the Edit
-Writing Voice Over
-360-degree ways of working
-Working with Press and Marketing
-Delivering a show for a UK Broadcaster
-Working with different types of broadcasters in the UK and US

Students graduate able to:
-Develop and pitch marketable factual programme ideas
-Build and manage factual teams
-Produce factual programmes
-Meet the delivery requirements of different broadcasters in the UK and US
-Critically analyse factual programmes

The course advisory board includes commissioners and established series producers:
-Aaqil Ahmed - Head of Commissioning – Religion TV and Head of Religion & Ethics - BBC Religion and Ethics
-Ade Rawcliffe – Diversity and Talent Manager – Channel 4
-Alexis Price – Head of Development – Renegade Pictures
-Alyson Jackson – Head of Production Management at Discovery Networks International
-Chris Shaw – Editorial Director, ITN Productions
-Dan Korn – Head of Factual at Discovery Networks International
-Denman Rooke – Managing Director, October Films
-Dimitri Doganis – Founder, Raw
-Emma Morgan – Head of Popular Factual – Oxford Scientific Films
-Jane Root – Chief Executive, Nutopia
-Maxine Watson – Acting Head of Documentary - BBC
-Rob Carey – Creative Director, Curve

SCHOLARSHIPS

4 x £5,000 Discovery scholarships are available to students on this course.

Discovery and the NFTS encourage applications from the brightest and best talent out there….from all backgrounds. To reaffirm our commitment to supporting exceptional talent and diversity in the media and broadcasting industries, we are encouraging applications from gifted individuals and under-represented groups, and have scholarships on offer to four of the successful candidates. These will be awarded to stand out talent who can demonstrate that without this funding they would not be able to afford the course, or who can demonstrate they bring a unique and distinct perspective to the course.

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Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Read more
Creative research in humanities has become an important part of postgraduate study at Masters and Doctoral level. It has helped performers and practitioners remediate their work as research, and allowed practitioners to reflect on the processes of practice as much as its ramifications. Like all our courses, the DMus reflects the mission and values of University of West London. It enhances progression and quality in education, and encourages widening participation.

Its emphasis on creative research, and its 'submission pathway' attracts recently qualified postgraduates and professional musicians who want doctoral recognition of their skills and experience - and this is sympathetic with the School's academic plan to attract mature and part-time students, together with the University's vision to reach out to students of all ages through flexible education.

The DMus extends the rich and eclectic musical experience our students enjoy at undergraduate and Masters level, to doctoral level, and enhances the London College of Music's growing postgraduate community. The DMus also maximises our research strengths in composition, performance and music technology.

Course detail

The DMus is a practice-led doctorate, and an alternative to the traditional PhD for experienced practitioners who wish to show an outstanding and innovative contribution a specific area of expertise.

MPhil

After a year of full-time study or two years of part-time study, You will have completed:

• a portfolio of notated music composition, 30 to 40 minutes in performance duration - you may submit a recording of the portfolio piece, but this is not compulsory

• a critical commentary of at least 5,000 words.

The MPhil portfolio may comprise several pieces to show a range of contrasting abilities, or just one structurally ambitious work. It may be part of an even larger work, which you can use for the DMus portfolio. Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice.

DMus

After approximately three years of full-time study or six years' part-time study, you will have completed:

• a portfolio of notated music composition, 75 to 90 minutes in performance duration - of which the MPhil portfolio forms the first 30 to 40 minutes. You may submit a recording of the portfolio piece, but this is not compulsory

• a critical commentary of at least 20,000 words, of which the first 5,000 words will be your MPhil critical commentary.

The DMus portfolio may comprise several pieces to show a range of contrasting abilities, but must include one structurally ambitious work lasting 20 to 30 minutes. Alternatively, you may submit just one extended structurally ambitious piece, which your MPhil portfolio may be part of. Your portfolio piece should be innovative, and show a new technique within, or an extension to, an existing practice.

Proposal

Your proposal must not exceed 4,500 words. Unless you are studying for your DMus by Direct Entry or Submission, you will complete this proposal as part of the assessment regime for the Level 7 Research Methods module.

The proposal for the MPhil/DMus in Composition is different from a proposal for a PhD. The core of the proposal will be a list of works you intend for portfolio submission. It should also include the anticipated duration of and instrumentation for each piece. Proposals for DMus by Submission should also append the compositions, and you may choose to discuss the artistic ambition of each work. You must indicate, through backdated registration, the pieces intended for inclusion.

Although most of the pieces will be based on original ideas, you can also submit works developed from pre-existing material - for example, a folk-song arrangement or a fantasia on a theme.

Your proposal may discuss current musical or extra-musical influences on your work, and should explain how your portfolio constitutes an original and substantial contribution to the area of practice. For this, you should include:
• a 'literature review' of contemporary practice in the same field
• an analysis and explanation of existing techniques in the field
• an explanation of how the creative work represents an extension of, or reaction to, contemporary practice.

Your proposal should also include a timescale for each part of the project, and append an outline bibliography. You may also identify areas of technical development, analysing how your portfolio pieces might enable this transition.

You may also include a CV with your proposal.

Assessment

This will involve an oral examination, conducted in much the same way as a traditional PhD. A viva voce will also be necessary when you 'exit' with the MPhil qualification.

How to apply

Click the following link for information on how to apply to this course: http://www.uwl.ac.uk/students/postgraduate/how-apply

Scholarships and bursaries

Information about scholarships and bursaries can be found here: http://www.uwl.ac.uk/students/postgraduate/scholarships-and-bursaries

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Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates. Read more
Surrey’s highly regarded Department of Sociology specialises in pioneering research methods and offers a stimulating study environment for our highly sought-after graduates.

The MSc Social Research Methods programme is backed by decades of experience: we were the first in the UK to run this type of programme in 1974.

PROGRAMME OVERVIEW

Social researchers employ a constantly evolving range of qualitative and quantitative methods to explore attitudes and experiences, and to understand patterns of social behaviour.

This programme won't just train you in the application of specific research techniques: it will illuminate the connections between sociological theory and empirical research, and relate research to the development of public policy and the analysis of substantive social issues.

Wider issues of the social research process are also covered and include: the planning and management of research projects; the methodological, theoretical, philosophical and ethical aspects of research; and the presentation and publication of research findings.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time students must study at least two taught technical modules per academic year. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Data Analysis
-Documentary Analysis and Online Research
-Field Methods
-Principle of Survey Design
-Research: From Design to Dissemination
-Evaluation Research
-Statistical Modelling
-Theory and Method
-Dissertation

EDUCATIONAL AIMS OF THE PROGRAMME

The main aims of the programme are to:
-Provide an appropriate training for students preparing MPhil/PhD theses, or for students on to employment involving the use of social science research
-Introduce students to a variety of different approaches to social science research at an advanced level
-Cover the principles of research design and strategy, including formulating research questions or hypotheses and translating these into practicable research designs
-Make students aware of the range of secondary data available and equip them to evaluate its utility for their research
-Develop skills in searching for and retrieving information, using library and Internet resources
-Introduce students to the philosophical, theoretical and ethical issues surrounding research and to debates about the relationship between theory and research, about problems of evidence and inference, and about the limits of objectivity
-Develop skills in the use of SPSS, and in the main statistical techniques of data analysis, including multivariate analysis
-Develop skills in the use of CAQDAS software for the analysis of qualitative data
-Develop skills in writing, in the preparation of a research proposal, in the presentation of research results and in verbal communication
-Help students to prepare their research results for wider dissemination, in the form of seminar papers, conference presentations, reports and publications, in a form suitable for a range of audiences, including academics, policy makers, professionals, service users and the general public

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research, from survey research to field methods
-Collect or generate quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Analyse: quantitative data using basic and more advanced skills; qualitative data from both ‘real world’ and ‘virtual world’ environments
-Employ a quantitative and qualitative software package to manage and analyse data
-Apply critical reflection skills to the methodological, theoretical, ethical, and philosophical aspects of social research practice
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences
-Have an understanding of the contribution social research makes to social policy formulation and the evaluation of planned social interventions

Knowledge and understanding
-Appreciate the epistemological and ontological questions that underpin social research
-Show critical awareness and understanding of the methodological implications of a range of sociological theories and approaches
-Show systematic knowledge of basic principles of research design and strategy
-Understand the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Show advanced knowledge of techniques, and appropriate use, of quantitative and qualitative data analysis
-Recognise the significance of social/political contexts and uses of research
-Show engagement with innovations and developments in social research
-Demonstrate a comprehensive understanding of research ethics

Intellectual / cognitive skills
-Systematically formulate researchable problems; analyse and conceptualise issues; critically appreciate alternative approaches to research; report to a range of audiences
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Develop original insights, questions, analyses and interpretations in respect of research questions
-Use methodological, theoretical, ethical, and philosophical knowledge about social research practice to address complex issues creatively
-Critically evaluate the range of approaches to research

Professional practical skills
-Formulate, design, plan, carry out and report on a complete research project
-Use the range of research techniques commonly employed in sociological research
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological bases
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data
-Plan, manage and execute research as part of a team and as a sole researcher
-Present research findings to differing audiences in both written and oral formats, as appropriate

Key / transferable skills
-Communicate complex ideas, principles and theories by oral, written and visual means
-Work to deadlines and within work schedules
-Work independently and self-organise
-Apply computing skills for research instrument design, data analysis, and report writing and presentation
-Formulate and solve problems, both individually and as part of a team
-Demonstrate experience of a work environment

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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Work & Practice. To help you to reinforce your artistic profession you will visit relevant institutions, centres of expertise and art fairs. Read more
Work & Practice

To help you to reinforce your artistic profession you will visit relevant institutions, centres of expertise and art fairs. This way you will meet a broad range of people from the professional field so that you can build your own network of useful and inspirational contacts. In addition, you will work within an open, cross-media network of artists, technologists and scientists to develop your entrepreneurial attitude, realise your ideas, sharpen your vision and share your questions and solutions. What is just as important, is your artist attitude. We expect you to think and act like an investigative artist in an international practice, bringing together different perspectives in exciting work and projects. As such, we will help you to master these organisational skills, to raise funds, organise support and promote projects to the public.

Partners in art

To allow you to meet the right people and work with the technology you need for your projects, we have strong ties to a number of institutions and organisations. Like our Art & Society Research Centre, which covers the practice based research of the Minerva Art Academy and consists of three research groups: Lifelong Learning in Music, Image in Context and Popular Culture, and Sustainability & Innovation. Through these partners you will be able to get in touch with researchers of the University of Groningen.

Working with the University of Groningen

We also work closely with the University of Groningen, where you can attend lectures. Furthermore, we have contacts with different university researchers working at an expert level, for instance in the field of cultural geography. Depending on the nature of your artistic project, we will also help you to meet new partners. In addition, we organise international trips and visits to relevant biennials and triennials, cultural institutions and exhibitions in order to broaden your perspective. This includes a trip to New York in your second year.

Experimental art spaces

As a master student you can take part in exhibitions and projects of several of our partners. We collaborate with NP3 for instance, one of the experimental art spaces in Groningen for projects and exhibitions, with three totally different locations. We also work with Sign, a gallery that focuses on interdisciplinary, experimental and contemporary art, with the Visual Arts Centre in Groningen, Assen and Emmen and with the PeerGrouP in Donderen. Another partner is the Institute for the Unstable Media in Rotterdam.

Room for debate around art

During this master programme we encourage you to show your work and present your findings in a public debate. This allows you to enter into a dialogue with society concerning your artistic position; transforming the way people experience art, shaking them up, responding to their reactions and allowing others to influence your view of art. It is therefore not only the final result of your work that counts, but the process you go through to get there.

To show the world what you are doing, you are invited to join projects and take part in national and international projects and exhibitions. In the past our students have taken part in our own Energize Festival and the International Student Triennial Istanbul, for instance. We also participate in exhibitions and projects with Forum Images and other cultural institutions. During our Open Days Show you can show your work and get the possibility to work with a professional curator.

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Follow in the footsteps of acclaimed children’s artists. Show your work to publishers at book fairs and exhibitions and get dedicated support from a team of internationally-recognised artists, who’ll help you to develop your own personal visual vocabulary and make connections with the children’s publishing industry. Read more
Follow in the footsteps of acclaimed children’s artists. Show your work to publishers at book fairs and exhibitions and get dedicated support from a team of internationally-recognised artists, who’ll help you to develop your own personal visual vocabulary and make connections with the children’s publishing industry.

Overview

This taught studio course, the first of its kind in the UK, will give you the dedicated support and knowledge you need to develop your practice in the art of children’s book illustration.

Within the broad guidelines of each module, you’ll propose and develop a project, with guidance from internationally recognised illustrators, writers and publishers of children's books. You’ll share and discuss your work with other students in group critiques, and attend lectures and seminars that will inform your studio practice.

Illustration at Anglia Ruskin is built on a tradition that goes back to the founding of the Cambridge School of Art in 1858. Our MA students work in dedicated illustration studios right next door to the Ruskin Gallery, with access to a fully equipped printmaking studio.

By studying with us, you’ll follow in the footsteps of alumni such as designer and war artist Edward Bawden, acclaimed graphic satirist Ronald Searle, and Roger Law and Peter Fluck, founders of the TV phenomenon Spitting Image.

Teaching times: currently either Mondays and Thursdays (9am-3pm) or Tuesdays and Fridays (9am-3pm). There are also lectures and presentations on Wednesdays from 3-5pm (full-time); Wednesdays 9am-5pm in semesters 1 and 2 (part-time)

Careers

Our partnership with Walker Books and its American counterpart Candlewick Press will give you the chance to go on a work experience visit to their London offices. They also sponsor our annual Sebastian Walker Award for Most Promising Student.

Many of our past students now enjoy careers as freelance authors and illustrators for children. Among our published graduates are Paula Metcalf, Marta Altés, Nadia Shireen, Birgitta Sif, Rebecca Patterson and Jo Empson.

You may decide to take your work to a deeper level with a research degree, like our PhD Children’s Book Illustration.

Modules

Core modules:
Observation and Experiment
The Sequential Image
The Diploma Project
The Diploma Review
Master's Project: Art and Design

Assessment

In your first three studio modules, you’ll show your progress through project work, worth 80% of your module grade, and an essay relating to the contextual study lectures, which is worth 20%.

Your Diploma Review thesis will be assessed 100% on your 6,000-8,000 word essay, while the Master’s Stage Project will be assessed 90% on your project work and 10% on your written report.

What you'll study

Cambridge School of Art has been inspiring creativity since 1858 when it was opened by John Ruskin.

Engaging with current debates surrounding contemporary practice and with the state-of-the-art facilities, Cambridge School of Art houses light, bright studios, industry-standard film and photographic facilities, and 150-year-old printing presses alongside dedicated Apple Mac suites. Our digital art gallery, the Ruskin Gallery, exhibits both traditional shows and multimedia presentations, from national and international touring exhibitions and our own students.

We are the only university in Cambridge offering art and design courses at higher education level. A tight-knit community of artists, academics and over 900 students, we collaborate across our University, the creative industries, and other sectors. Cambridge is a centre for employment in the creative industries and there are rich opportunities for collaboration with the city’s entertainment, technological, scientific, arts and heritage industries.

Our graduates have a history of winning national and international awards and an excellent employment record. They include Pink Floyd's Syd Barrett and Dave Gilmour, Spitting Image creators Peter Fluck and Roger Law, and illustrator Ronald Searle, the creator of St Trinian's.

We’re part of the Faculty of Arts, Law and Social Sciences, a hub of creative and cultural innovation whose groundbreaking research has real social impact.

Field trips

At our annual London graduation exhibition you’ll show your work to leading publishing companies and literary agencies. We also organise a stand at Bologna Children's Book Fair each year, where you’ll have more opportunities to secure a publishing deal with industry reps. As a direct result, our past students have signed contracts with publishers including Macmillan, Random House, Nosy Crow, Sarbacane (Fr), Donizelli (It), Child's Play, Walker Books, HarperCollins (NY), Doubleday (NY), Penguin (NY), Faber & Faber and Hodder. Advances against royalties have ranged from €2,000 with an independent publisher, to $50,000 for a three-book deal.

Work experience

Our partnership with Walker Books and its American counterpart Candlewick Press will give you the chance to go on a work experience visit to their London offices. They also sponsor our annual Sebastian Walker Award for Most Promising Student.

Specialist facilities

You’ll work in dedicated illustration studios right next door to our Ruskin Gallery, with access to a fully-equipped printmaking studio.

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All countries face a wide range of hazards, both natural and man-made, that have the potential to result in catastrophic damage. Despite actions taken by local emergency management professionals, international trends show that the economic and social impact of disaster has increased around the world. Read more
All countries face a wide range of hazards, both natural and man-made, that have the potential to result in catastrophic damage. Despite actions taken by local emergency management professionals, international trends show that the economic and social impact of disaster has increased around the world. This is especially true in the developing world, where large-scale disasters can result in enormous loss of life as well as considerable economic damage.

The MSc in International Disaster Management is designed for participants who want to increase both theoretical and practical management skills in enhancing resilience to disasters through prevention, preparedness, response and recovery from natural and man-made disaster events. Within the HCRI, this will take place through multidisciplinary study focusing on the critical analysis of current trends in global policies, particularly those related to international disaster risk reduction, sustainable development, climate change adaptation and humanitarian action tools commonly used by disaster risk reduction professionals. To this end, the core curriculum brings together the realms of disaster risk reduction, sustainable development, climate change adaptation and humanitarian action. The interdisciplinary team of researchers at the HCRI will also support academic study through practical applications of theory to disaster resilience, prevention, mitigation, preparedness, response and recovery.

In this way, the MSc in International Disaster Management is unique as it incorporates a wide variety of available course units from history, politics, development studies, the arts and medicine. This results in a course that is suitable as a way to development initial skills in disaster risk reduction or support continuing education for disaster risk reduction professionals.

Aims

On completion of the course, you should be able to show a critical understanding of:
1. Key issues and debates related to the theory and practices of disaster risk reduction. Students will show familiarity with different theoretical approaches, practical problems and an appreciation of the diversity of polices at international and national levels, including the Sendai Framework for Disaster Risk Reduction, Sustainable Development Goals, 21 st Conference of Parties on Climate Change (COP21) and the outcomes of the World Humanitarian Summit.
2. The range of environmental, health and social science topics which influence disaster risk reduction and management (including political, historical, anthropological understandings). Students will become familiar with the methodological and normative underpinnings of these disciplines.
3. The analytical and policy literature concerning the related issues of disaster risk reduction including environmental/geological studies, emergency management structures and institutions, the role and perspectives of the state, multilateral and bilateral agencies, international and domestic NGO's and other civil institutions.
4. An understanding of common approaches to disaster risk reduction (i.e. risk matrices, disaster typologies), including an awareness of the problems and critiques associated with disaster prevention, mitigation, preparedness, response and recovery in both industrialized and developing countries.
5. The development of a range of academic and professional/transferable skills through both independent and group-based work.
6. A detailed understanding of a specific conceptual and/or policy-related area of disaster risk reduction along with implications and limitations of research findings on this subject, and of how to produce an original piece of academic research. Delivered via a dissertation.

Special features

HCRI also offers bespoke training in International Disaster Management and Continuing Professional Development courses.

HCRI at The University of Manchester is inspired by the need to conduct rigorous research and to support postgraduate training on the impact and outcomes of contemporary and historical crises. Directed by Dr Rony Brauman (former President of MSF France, Associate Professor at L'Institut d'Études Politiques, Paris, and Director of Research at the MSF Foundation, Paris), HCRI is widely recognised as being a leading international research institute focusing on the study of humanitarianism, conflict response and peacebuilding.

Our work is driven by a desire to inform and support policy and decision makers, to optimise joint working between partner organisations, and to foster increased understanding and debate within the field. Bringing together the disciplines of medicine and the humanities (including international relations and political science) to achieve these goals, HCRI aims to facilitate improvements in crisis response on a global scale whilst providing a centre of excellence for all concerned with emergencies, conflicts and peace. In offering a range of postgraduate courses we embrace this opportunity to develop a scholarly and professional agenda for humanitarians and peacebuilders around the world.

Teaching and learning

Delivery of the course will be done through face-to-face teaching at the University of Manchester. This will be supported by streamed lectures, discussion boards and other e-learning elements.

Coursework and assessment

Graduation requirements will be the completion of 180 credits. A total of 120 credits of module coursework will be required for students to move on to dissertation writing. A passing dissertation will lead to the final 60 credits needed for MA completion.

Career opportunities

Students completing this programme may consider a wide range of career choices, including careers with:
-Civil Service (working within various government ministries, including the foreign office, international development office and local resilience forums)
-International Institutions (such as the UN Peacebuilding Commission, Department of Peacekeeping Operations and regional bodies such as the European Union, African Union, Organization of American States)
-NGO's (local and international) working on peacebuilding initiatives
-Academia/Research Institutes/Think-Tanks

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With its three distinctive but interconnected pathways, this course is for dynamic students looking to thrive within the fashion communications industry at the highest level. Read more

Introduction

With its three distinctive but interconnected pathways, this course is for dynamic students looking to thrive within the fashion communications industry at the highest level. The Fashion Journalism pathway focuses on writing, editing and digital media. Fashion Communication & Promotion is for innovative image-makers; and Fashion Critical Studies offers an academic approach to the analysis of Fashion.

Content

The MAFC course consists of three specific pathways. While each pathway has a distinct approach to Fashion Communication, cross pathway projects will connect subject specialists into vibrant groups creating challenging and industry relevant experiences.

There are key points in the year when MAFC students will interact with MA Fashion Design students and experience Fashion Communication in a live context. In January and February the build up to the MA Fashion Show at London Fashion Week will provide opportunities to participate in the production and organisation of a fashion show. In May MAFC students can work with BA Fashion students as they present their degree fashion show.

The MAFC course is framed in the highly creative Fashion Programme at Central Saint Martins, but also within an Art School philosophy where other creative disciplines such as Graphic Communication, Architecture, Textiles, Jewellery, Product Design and Fine Art offer debates, collaborations and new approaches to the subject.

The extensive global CSM networks offer contemporary fashion links, creative networks and live industry projects. Expertise from the UAL research staff, high-profile academics and industry professionals ensure a global and industry relevant perspective. The vibrant post-graduate community across UAL also offers exciting opportunities for subject discussion and collaboration.

Structure

Fashion Communication & Promotion

Unit 1: Investigation
Unit 2: Specialist Major Project

Fashion Journalism

Unit 1: Investigation
Unit 2: Specialist Major Project

Fashion Critical Studies

Unit 1: Investigation
Unit 2: Specialist Major Project

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Our unique emphasis on research methodology will sharpen your ability to think in a logical and informed manner about criminological problems, and to design, conduct and manage effective research and evaluation. Read more
Our unique emphasis on research methodology will sharpen your ability to think in a logical and informed manner about criminological problems, and to design, conduct and manage effective research and evaluation.

We’ve combined modules in academic criminology and the criminal justice system with training in qualitative and quantitative research methods.

PROGRAMME OVERVIEW

The combination of analytic criminological knowledge and applied research skills on this programme will equip you with a sophisticated understanding of the key challenges and perspectives in contemporary criminology.

The Masters in Criminology, Criminal Justice and Social Research is aimed at graduates and practitioners with an appropriate first degree who seek advanced knowledge about issues connected with crime, deviance, control, the criminal justice system and social research.

It will also suit graduates and practitioners considering a PhD in this area; and practitioners in the criminal justice system and related government and voluntary agencies who wish to develop their understanding of the wider issues connected to crime.

PROGRAMME STRUCTURE

This programme is studied full-time over one academic year and part-time over two academic years. It consists of eight taught modules and a dissertation. The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Field Methods
-Data Analysis
-Criminological Theories
-Research: From Design to Dissemination
-Criminal Justice System
-Law, Society and Social Control
-Crime and Offending
-Evidence Based Practice in Crime and Criminal Justice
-Dissertation

Students are encouraged to take up opportunities for experiential learning in workplace settings, providing extended opportunities for work experience and career development in professional research settings.

The department supports students in finding three-to-four week research placements during Spring and Summer vacation periods, and this approach has recently been supplemented to include strategies of support for students seeking a wider range of opportunities for professional development in the first-hand experience of research organisation – including such activities as part-time internships over longer periods, workplace visits, or shadowing research professionals.

This introduces further flexibility in a student-led process of professional development in light of increasing external pressures on students’ commitments and responsibilities. All, however, involve opportunities to consider issues in career development and professional skills.

The support process involves the Department working closely with students on a one-to-one basis toward their goals and requirements, in association with the University’s Careers Service, to offer pastoral advice and support.

Organisations the department has worked with in the past have included the Office of National Statistics, Cabinet Office, HM Inspectorate of Prisons, Sussex Youth Offending team and Surrey Police.

In some cases the work experience may also be with projects in academic contexts. Students seek experiential learning opportunities with the support of the Department’s Senior Placement Tutor, and assistance from the Faculty Placement Office.

EDUCATIONAL AIMS OF THE PROGRAMME

The MSc in Criminology, Criminal Justice and Social Research (CCJSR) provides a thorough grounding in the discipline of criminology combined with advanced training in the full range of qualitative and quantitative methods of social research.

It is designed to meet the needs of students graduating from a first degree who have an interest in crime and the criminal justice system, people who are currently employed and wish to apply a knowledge of criminological research within their present job, or those who wish to move into a criminological research career.

The degree provides an ideal foundation to undertake a part-time or full-time PhD.

The degree is suitable for a wide range of students in terms of age, professional background, and current occupation and circumstances.

Because of this diversity of experience, students on the degree learn a great deal from each other, including at the residential Weekend Conference in the middle of the first semester, and the Day Conference at the end of the first semester.

The full-time MSc is taught over 12 months and the part-time course over 24 months. Students who do not wish to undertake the Masters dissertation can obtain the Postgraduate Certificate in Criminology, Criminal Justice and Social Research after gaining 60 credits, or the Postgraduate Diploma after gaining 120 credits.

Students studying for the MSc in full-time mode are required to submit their dissertation during the academic year in which they commenced registration.

It is expected that students studying part-time will have obtained a minimum of 60 credits by the end of the first 12 months of registration in order to proceed into the second year.

PROGRAMME LEARNING OUTCOMES

On completing the MSc, students will have:
-Gained experience in conducting an extended piece of criminological research of a high calibre
-Obtained a comprehensive understanding of the theoretical and conceptual underpinnings of the discipline of criminology
-Developed and demonstrated extensive knowledge about the core debates in academic criminology and the central issues in criminal justice policy
-Understood how the concerns of criminology and the criminal justice system connect to and interact with wider social issues
-Acquired and utilised practical knowledge of a range of different traditions and methods relevant to conducting criminological research, from survey research to field methods
-Planned, manage and execute research as part of a team
-Developed the analytic skills and substantive knowledge to enable them to pursue a successful career in academe, research institutes, or relevant government departments

Knowledge and understanding
-Show critical awareness and understanding of the theoretical and conceptual underpinnings of the discipline of criminology
-Show systematic knowledge of basic principles of research design and strategy
-Understand the use and value of a wide range of different research approaches across the quantitative and qualitative spectra
-Appreciate the epistemological and ontological questions that underpin social research
-Recognise the significance of social/political contexts and uses of research developed competence about the core debates in academic criminology and the central issues in criminal justice policy
-Show engagement with innovations and developments in social research
-Demonstrate a comprehensive understanding of research ethics

Intellectual / cognitive skills
-Understood how the concerns of criminology and the criminal justice system connect to and interact with wider social issues
-Acquired and utilised practical knowledge of a range of different traditions and methods relevant to conducting criminological research, from survey research to field methods
-Systematically formulate researchable problems
-Analyse qualitative and quantitative data drawn both from ‘real world’ and ‘virtual world’ environments, using basic and more advanced techniques, and draw warranted conclusions
-Critically evaluate the range of approaches to research

Professional practical skills
-Use the range of research techniques commonly employed in criminological research
-Generate both quantitative and qualitative data through an array of techniques, and select techniques of data generation on appropriate methodological base
-Employ a quantitative (SPSS) and qualitative software package to manage and analyse data

Key / transferable skills
-Work to deadlines and within work schedules
-Apply computing skills for research instrument design, data analysis, and report writing and presentation
-Communicate ideas, principles and theories by oral, written and visual means

PLACEMENTS

A distinctive component of the MSc is the opportunity to undertake a placement at a criminal justice agency or research institute for four weeks during the spring break. The practical experience and insights gained reinforce formal learning.

CONFERENCES

A residential weekend conference is attended by all programme members, PhD students and teaching staff in November. This provides a less formal atmosphere for discussions concerning criminology, research and related themes; it includes lectures from eminent guest speakers and members of staff, seminars and small group discussions. The Department also organises a day conference for MSc students at the University, with student presentations and guest speakers.

GLOBAL OPPORTUNITIES

We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.

In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.

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Develop your individual, professional performance skills based on up-to-date practices and techniques of performing or presenting in front of a camera, in situations including fictional drama and factual programming. Read more
Develop your individual, professional performance skills based on up-to-date practices and techniques of performing or presenting in front of a camera, in situations including fictional drama and factual programming.

The course is designed for those with or without experience in acting and public speaking (eg actors, presenters, reporters, political figures, spokespersons and others), and you can tailor your studies around your individual needs through practice based research.

Your performance before the camera is an integral part of your research method and will enable you to produce your own professional show-reel.

Strong professional links embedded within the course provide opportunities to build professional contacts and experience from participation in master-classes run by experts working within television, film and other media/ professional industries.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/performing-before-the-camera

Course detail

• Study on a course built around the requirements and demands of appearing before the camera in a professional capacity - constantly updated to reflect new developments and changes in professional and technical practices
• Explore a curriculum that anticipates the needs of the industry and opens up numerous career opportunities for postgraduates pursuing a professional career in acting and presenting for television, or film, or the internet
• Develop an understanding of professional procedures, requirements and challenges along with your ability to perform before the camera
• Gain experience of operating our recording and editing facilities to support your progressive development, archiving and final presentation of your show-reel
• Benefit from a course ideal for those pursuing careers in screen acting, presenting, journalism, politics and business who, in the course of their, work are frequently called upon to appear and present themselves and their ideas before a camera.

Modules

• Working before the Camera
• Practice-based Research Methods for Performance to Camera

Assessment

Throughout the course you will be encouraged to integrate assessment and the feedback from that assessment into your practice and critically evaluate your methodology and techniques, be it through your seminars, peer or self-assessed work to progress and develop your approach and value of your work.

You will develop professional practice through the presentation of your work to camera, working within tight schedules and having to deliver on time.

Assessment is primarily performance based, but you must also submit a written diary/report to demonstrate your research inquiry, plan, documentation of and ability to analyse your performance processes. For your assessment you will produce an individual performance show-reel in a specified genre (i.e. interview, acting or presenting).

Careers

The content and structure of the course is built around the requirements and demands of appearing before the camera in a professional capacity. The content is constantly updated to reflect new developments and changes in professional and technical practices.

Visits and talks with those currently working successfully within the industry enable you to network and to develop an understanding of professional procedures, requirements and challenges.

You will develop the ability to perform before the camera in related to your future career path genres and monitor, as well as enhance your progression from documenting your practice in seminars, masterclasses and tutorials.

You will also develop skills in researching and evaluating, as well as in critical thinking in diverse performance to camera related situations, enhancing your ability to take an enquiring and critical viewpoint on the material you encounter.

Funding

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

How to apply

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

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The Photography Arts MA is a new revalidated course, which replaces the former Photographic Studies MA (1996-2016). Read more
The Photography Arts MA is a new revalidated course, which replaces the former Photographic Studies MA (1996-2016). The programme helps you develop your own distinct photographic practice and visual research, and is designed to enable you to advance and focus your photographic practice in making new work, supported by a positive educational environment where you can accumulate new knowledge and develop new critical thinking. Students are fully supported by our internationally renowned photography staff.

In an open-minded educational environment you will be able to explore the dynamic range of your photographic practice, engage in innovative thinking and cultivate new independent creative strategies for your practice. Situated in the dynamic Westminster School of Media, Arts and Design, you will draw on extensive photographic facilities and a wealth of inter-disciplinary expertise in this world-famous centre for the practice and critical research of photography.

The course has an open definition of photography as a medium and practice, recognising plural tendencies in its definition and identity. Different modes of practice may be developed and pursued on the course, which encompasses a wide range of methods and techniques: conceptualism, expanded documentary, video, archival, fine art, experimental, installation, fictional realism, and other performative modes of photographic practice. The course encourages open experimentation in the development of new ideas and work. You will advance your practical work choosing new or traditional techniques, digital or analogue forms, or a mixture of approaches. The course champions a long and proud tradition of new and challenging photography at the University.

This is the right course if you are highly motivated, excited to develop and expand your independent practice alongside critical research. Working with our highly experienced staff you can find new approaches and forms of thinking about photography. Alumni from the course (under the former title Photographic Studies MA) now work all over the world in a range of careers as photographers, artists, picture editors, researchers and careers in the creative industries. Do you want to join them?

Course content

The course aims to develop your practice, informed by research. The course sets out to stimulate thinking through practice as a way to generate new innovative work. Students make and actively present their visual work in exhibition, book and/or screen modes of presentation to explore ideas and experiments in new methods of practice and representation. Critical research modules help inform and elaborate the contemporary situation of photography as cultural practice, whether considered in the arts and/or media environment. Excellent facilities and technical workshops support the research and practice. Students write three short research essays during the course, each aimed at broadening knowledge of photography and its related histories and criticism. There is no dissertation on this course except as an option.

The course enables students to become independent practitioners, generating new and informed work. You will be empowered with new visual, practical and critical skills that culminate in the Masters Project, which you will show at the end of the course in the degree show. The final degree show will be in central London.

Modules

The following modules are indicative of what you will study on this course.
-AESTHETICS AND PHOTOGRAPHY
-CONTEMPORARY DEBATES
-MASTERS PROJECT
-PHOTOGRAPHY PRACTICE
-RESEARCH METHODS
-THEORIES OF THE IMAGE

Associated careers

The course prepares graduates for a range of career paths in the arts, media and photography. Many successful graduates work as artists/photographers and also develop careers in related work within the creative industries. Graduate opportunities range from picture agency work, curators and as innovators of independent projects. Many also pursue careers in lecturing and teaching of photography. Graduates have a high success in developing their research work at doctoral level and the MA also has a high reputation amongst potential employers within the sector.

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The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. Read more
The UCL Doctorate in Clinical Psychology is the largest professional training course for Clinical Psychologists in the United Kingdom, and welcomes high-calibre candidates from the UK and abroad. The course provides a first-rate training in clinical psychology, leading to a doctoral qualification accredited by the UK’s Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). The Course’s overarching aim is to train independently minded, scientifically-oriented and compassionate clinicians capable of taking a leadership role in health services at home or abroad.

The UCL Course is at the forefront of many of the national and local developments and innovations which impact on the profession, and many members of staff are closely involved in NHS planning at both national and local level. We aim to equip trainees with the knowledge and skills they need to become effective clinical practitioners in a rapidly changing NHS. The Course has an explicitly pluralistic ethos and exposes trainees to a variety of approaches. It also encourages practice that demonstrates an awareness of equal opportunities and a sensitivity to the multi-cultural contexts routinely encountered in clinical work in London.

The course is three years in length and consists of a mixture of taught lectures, seminars and workshops running alongside a series of 6 placements based in clinical services in and around London. The academic programme is delivered by a highly experienced team of clinical psychologists, many of whom are world-leaders in their academic and clinical fields. The clinical placements provide trainees with opportunities to develop their skills under experienced supervision in a wide variety of contexts, using a broad range of models, and with a wide spectrum of clients.

As a course that is based in one of the world’s top research-intensive universities, UCL trainees have the opportunity to conduct high-quality research under the supervision of leading scientists in the field.

Core Purpose and Philosophy of the Course http://www.ucl.ac.uk/dclinpsy/docs/app_docs/core_purpose_and_philosophy

Applying to the Course

The course welcomes applications from interested candidates from the UK and EU. International candidates apply directly to UCL. Further details can be found on the following webpage: https://www.ucl.ac.uk/dclinpsy/international/

For details of the application process for UK and EU candidates, please choose from the options below.

At present trainees are full-time employees of the health service, and their University fees are paid directly by the NHS. Although there is a possibility that these arrangement may not apply to candidates entering programmes in 2017, this is unclear. As such, candidates should not be deterred from making applications.

This message will be updated as soon as more information is forthcoming.

The closing date for for receipt of applications for courses starting in Autumn 2017 is 1pm on 30th November 2016.

Further Entry Requirements

The UCL Doctorate in Clinical Psychology is a 3-year full-time programme which entitles graduates to apply for registration as a Clinical Psychologist with the Health Professions Council and as a Chartered Clinical Psychologist with the British Psychological Society.

Candidates need to meet some basic academic criteria. After that, they also need to demonstrate (by gaining some relevant clinical experience) that they have some awareness of the roles undertaken by clinical psychologists, are familiar with the sorts of clients psychologists see, and have an idea of the contexts within which psychologists work. In addition, they need to show that they have the appropriate personal characteristics needed to work effectively with a wide range of potentially vulnerable individuals, and to contribute to the work of fellow professionals in the NHS or equivalent organisations.


Candidates who have not achieved a good 2.1 may need to think carefully about whether it makes sense to pursue a training in Clinical Psychology, since it is unlikely that they will be offered a place on a Doctoral Course. However, we recognise that sometimes degrees under-represent someone's academic ability - for example, illness or major life-events may have meant that there were periods when it was hard to maintain a good standard of work. If this is the case applicants need to offer clear evidence of their academic capacity in their application. This evidence must be supported by an academic referee who has monitored the candidate's work and can clearly demonstrate that certain academic achievements results underestimate the applicant's academic abilities.

Candidates with a 2.2 will not usually be accepted on the course unless there is unequivocal evidence of subsequent academic achievement equivalent to a good 2.1. In practice this means obtaining a higher degree, but the type of degree needs to be thought about carefully. Some Masters degrees will not offer enough academic challenge, making it hard for an academic referee to make the unequivocal judgment about a student's ability that a course needs. The more academically demanding a course, the more likely it is that they will be able to do this.

Graduate basis for chartered membership
In order to be considered for a place on any training course in Clinical Psychology it is essential to have Graduate Basis for Chartered Membership (GBC)with the British Psychological Society (BPS), usually at the time of applying or certainly by the time shortlisting is completed (in February). Graduate Basis for Chartered Membership is the same as Graduate Basis for Registration: all that has changed is the name. So if you previously had GBR you will now have GBC. The usual way of obtaining this is by completing an undergraduate degree in Psychology, or by taking a qualifying exam or programme which confers eligibility.

Not all Psychology programmes confer eligibility for GBC. If you are unsure whether you are entitled to GBC you should check this with your programme staff or write to the BPS (St Andrews House, 48 Princess Road East , Leicester LE1 7DR; Tel: 0116 254 9568; e-mail: ) for more details.


Relevant clinical experience
In order to have a realistic chance of being selected it is essential to gain some relevant clinical experience before applying to the course. There are several reasons for this. It gives applicants a chance to test out whether work in this field is for them - it is much better to discover this before making a major career commitment. It also means that courses know that candidates' applications are realistic, and gives them an idea of how applicants have responded to the clinical work they have undertaken. Many trainees find that they make good use of their pre-training experience during training, so it is not 'wasted' time.

We know that asking for relevant experience causes people to think twice about applying for Clinical Psychology course. It means that there is a gap between completing an undergraduate degree and starting training, with no guarantee of getting on a course. This presents a real challenge to many people, not least a financial one. There is also a risk - widely recognised by courses - that potential applicants feel themselves obliged to work for a number of years in the hope of gaining enough experience to be taken onto a course. We know that most people work for around 1-2 years before getting on a course, and in most cases this should be sufficient.

Being clear about what counts as experience is hard to specify, especially because suitable posts vary enormously. As above, and very broadly, candidates should look for experience which gives them:

. an idea of what clinical psychologists actually do
. some direct clinical contact with the sort of clients psychologists work with
. an idea of what work with clients actually entails
. a sense of the organisational context in which clinical psychology usually operates

One common route is to find work as an Assistant Psychologist. These posts are advertised in the BPS Bulletin (distributed monthly to all members of the BPS) and also (although less frequently) in other relevant publications - for example, the health section of papers such as The Guardian.

As assistant posts are in relatively short supply, it is important to emphasise that they are not the only route to gaining relevant experience. For this reason applicants should think broadly about the possible options open to them. For example, employment in a social work context or as a nursing assistant in a psychiatric unit, or as a worker in a MIND Day Centre would be extremely valuable; all would count as relevant experience. Another route is to take a post as a research assistant, though the research should usually offer at least some direct involvement in a clinical area. It is worth remembering that a very "academic" research post would not give candidates much of a sense of how the clinical world operates, or how they react to the sorts of clients seen in clinical contexts.

There is something of a myth that applicants need to build an extensive 'portfolio' of experience, with more than one client group, and with a mixture of research and clinical experience. Speaking at least for selectors at UCL, we are not looking for this. We are looking for people whose posts map onto the bullet-pointed criteria just above, and who can show (and reflect on) the benefits of this experience in the way they present themselves. Basically it is the quality of experience - and what the person makes of it - that is as important as the quantity of experience.

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This stream provides multidisciplinary training in the advanced methods necessary to undertake epidemiological research on the relationships between health and the environment. Read more
This stream provides multidisciplinary training in the advanced methods necessary to undertake epidemiological research on the relationships between health and the environment. Students will develop an understanding of the social, economic and political contexts which underlie the establishment of priorities and the selection and evaluation of policy responses.

Graduates enter careers in epidemiology, health risk assessment, consultancy or policy development as applied to environment and global health.

- Full programme specification (pdf) (http://www.lshtm.ac.uk/edu/qualityassurance/ph_eh_progspec.pdf)
- Intercalating this course (http://www.lshtm.ac.uk/study/masters/intercalating/index.html)

This course is accredited by the Agency for Accreditation of Public Health Education in the European Region (APHEA) which is the accreditation body of the Association of Schools of Public Health in the European Region (ASPHER).

Visit the website http://www.lshtm.ac.uk/study/masters/mspheh.html

Objectives

By the end of this stream students should be able to demonstrate ability to apply knowledge of the core disciplines of public health, consisting of statistics; epidemiology; health economics; and social research, to real health problems. In addition, they should be able to:

- describe the principal concerns in environment and health (pollution of air, water, and land; the urban environment; sustainable development; risk perceptions)

- interpret and evaluate risk assessments and risk management strategies as applied to environment and health concerns

- show a theoretical and practical understanding of the design and analysis of studies in environmental epidemiology

- analyse the political and social contexts in which an environment and health policy is made, the factors that lead to policy change, and in particular, the role that research plays in policy change

- show competence in critically evaluating and communicating research evidence in relation to environment and health issues

Structure

Term 1:
Students complete the Public Health common core, consisting of four compulsory modules:

Basic Statistics for Public Health & Policy
Basic Epidemiology
Introduction for Health Economics
Principles of Social Research

In addition, students intending to follow this stream must take Environment, Health & Sustainable Development. The remaining module can be selected from:

Health Policy, Process & Power
Health Promotion Theory
Health Services
Issues in Public Health

Terms 2 and 3:
Students take a total of five study modules, one from each timetable slot (Slot 1, Slot 2 etc.). The list below shows recommended modules. There are other modules which may be taken only after consultation with the Course Directors.

*Recommended modules

- Slot 1:
Designing Disease Control Programmes in Developing Countries*
Drugs, Alcohol and Tobacco*
Economic Evaluation*
Epidemiology & Control of Malaria*
Health Care Evaluation*
Health Promotion Approaches and Methods*
Research Design & Analysis*
Study Design: Writing a Study Proposal*

- Slot 2:
Conflict and Health*
Design & Analysis of Epidemiological Studies*
Health Systems*
History & Health*
Population, Poverty and Environment*
Statistical Methods in Epidemiology*
Qualitative Methodologies

- Slot 3:
Applied Communicable Disease Control*
Current Issues in Safe Motherhood & Perinatal Health*
Economic Analysis for Health Policy*
Epidemiology of Non-Communicable Diseases*
Medical Anthropology and Public Health*
Social Epidemiology*
Tropical Environmental Health*
Modelling & the Dynamics of Infectious Diseases
Spatial Epidemiology in Public Health

- Slot 4:
Environmental Epidemiology (compulsory)

- Slot 5:
Environmental Health Policy (compulsory)

By arrangement, students may be able to substitute specified Distance Learning modules for up to two modules in certain timetable slots. Any such substitutions will need to be discussed with the Course Directors. Full details are contained in the MSc Course Handbook.

Further details for the course modules - http://www.lshtm.ac.uk/study/currentstudents/studentinformation/msc_module_handbook/section2_coursedescriptions/tphe.html

Project Report:
Students prepare a project report during the summer months (July - August), for submission by early September.

Find out how to apply here - http://www.lshtm.ac.uk/study/masters/mspheh.html#sixth

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The PgDip in Advanced Architectural Design is for UK/EU architecture graduates seeking Part 2 professional qualification. International students should apply for the MArch Architectural Design (International). Read more

Why this course?

The PgDip in Advanced Architectural Design is for UK/EU architecture graduates seeking Part 2 professional qualification. International students should apply for the MArch Architectural Design (International).

This two year course gives you the opportunity to explore architecture in a broad-based manner through theoretical and practical work. It demands a high level of design ability and self-motivation while giving you the chance to explore and develop projects related to your own interests.

You’ll appraise current theoretical approaches to architecture and urban design then assess and show their relevance in existing and proposed contexts. You’ll also develop and demonstrate formal and technical architectural ability.

If you complete all diploma work to a satisfactory standard you may have the opportunity to convert your diploma into a MArch. This requires an extra three months of study.

See the website https://www.strath.ac.uk/courses/postgraduatetaught/advancedarchitecturaldesign/

What you'll study

As well as the areas of study you'll:
- complete comprehensive building design projects
- write a dissertation
- demonstrate awareness of management procedures relevant to design practice
- carry out a detailed examination of an issue or issues of particular architectural significance

Year 1

This year is centred on consolidating your architectural design skills. You’ll also be introduced to the idea of architecture as a responsive solution to fundamental social issues. You’ll choose an area of personal interest that you’ll research for your dissertation.

Year 2

You’ll undertake an architectural project. This requires you to take a viewpoint on contemporary architectural issues and choose a theme that reflects your own interests and creative ambitions. As well as studio-based activities you’ll follow your chosen theme through project work and optional classes. You’ll also attend a taught course in professional studies and a series of guest lectures.

Study trips provide opportunities for intensive examinations of the culture and built fabric in a variety of urban and rural locations both in the UK and overseas. Recent trips include Barcelona, Rome, Paris and Venice and the less familiar Gdansk, Toledo and Monte Caruso.

Study abroad

You’ll have the opportunity to study abroad (subject to academic performance). The department has the most expansive international exchange programme in the UK. We have agreements with 22 institutions across Europe, Canada, the Far East and South America.

Facilities

- Studios
There are two fully-networked design studios; one dedicated to student self-study, the other to interactive design teaching.

- Library
In addition to the main University library, we have our own, on-site, reference library. Our collection is developed in direct response to the teaching delivered in the department.

- Workshop
A full range of hand and portable power tools are available (complete with instruction).
We offer plotter printing, scanning and laser cutting services.

Accreditation

Validated by the Royal Institute of British Architects (RIBA) (Part 2).
Accredited by the Architect’s Registration Board (ARB) for the purpose of eligibility for registration with that body.

Student competitions

We’ve an extensive programme of student awards provided by professional bodies, including:
- The RIAS Silver Medal: the premier Scottish award for student achievement
- The Royal Institute of British Architects (RIBA) President's Medals
- The City of Glasgow- Eimear Kelt- Silver Medal: awarded annually by a panel of professional judges on behalf of Glasgow City Council.

Our students have been successful in many prestigious competitions including:
- ARCHIPRIX
- Building Design ‘Top 6’ UK
- APS
- RSA Awards
- A+DS and RIAS
- SEDA

Guest lectures

We run an exciting programme of guest lectures and recent speakers include:
- Joan Callis, Benedetta Tagliabue EMBT, Architects to the Scottish Parliament
- Prof Neil Spiller, Professor of Architecture and Digital Theory,
- Gordon Benson, Benson and Forsyth, Museum of Scotland, National Museum of Ireland

Learning & teaching

Each part of the course allows you to explore and develop projects related to your own interests in contemporary architecture.
The course is made up of studio design work, lectures, special projects and workshops.
The focus of study is on design project work including the analysis, synthesis and appraisal of design ideas. You’ll show your understanding of these ideas through drawings, physical and digital models, written and graphic work.

Assessment

The MArch degree normally requires further assessment over the summer semester. This will be on an aspect of the diploma project that is explored to a greater level of detail.
You’ll have exams in semesters 1 and 2 on all aspects of the course and are expected to present a complete academic portfolio based on advanced design study.

Careers

Career opportunities for Architecture graduates range from working in large multidisciplinary practices to smaller specialist firms.
Many of our graduates are employed by highly respected practices throughout the world, while others have set up their own businesses.
The Department has a growing reputation for developing entrepreneurial graduates who go on to make their mark in the sector independently in practices such as Page and Park, Tog Studio and Lateral North.

How much will I earn?

If you become an architect you can expect a starting salary of £15,000 to £20,000 after Part 1 (first degree qualification).*
Typical salaries after Part 2 (second degree or diploma) range from £20,000 to £26,000.*
The range of typical salaries after Part 3 (final exam leading to registration as an architect) or for those with experience rises to £26,000 to £35,000.*

*Information is intended only as a guide.

Find information on Scholarships here http://www.strath.ac.uk/search/scholarships/

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