You will acquire knowledge and skills in those areas of Technology and Design in which you may have had little or no experience, e.g. CAD (solid works) , Electronic Systems, PCB production, Pneumatic Control Systems, Graphics and Computer Control Systems. While practical in nature, you will draw on knowledge gained from the other areas of the course and at all times, apply these skills in the classroom. As an aspiring professional, you will be expected to be self-motivated and to take the initiative in managing your own professional development. In your school placements you will be expected to prioritize pupil learning and develop your teaching strategies accordingly. Elements of the course are taught at Masters level and you will be expected to support your development with a detailed understanding of current research and literature in teaching, learning and Technology and Design. You will be assessed through a variety of means including e-portfolio, essays, observations and tests.
“The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.” The overall aim of our PGCE programme at Ulster is to support this aim and to foster the development of pedagogical competences in the following three areas: - Professional Values and Practice; Professional Knowledge and Understanding and Professional Skills and Application. To achieve these aims the PGCE post-primary programme at Ulster University prepares student teachers to be competent in the following: - the ability to plan, teach and assess worthwhile learning activities in their subject area(s) in post-primary schools in Northern Ireland for the 11-18 age group; - the acquisition of the knowledge, understanding and skills that are essential for the promotion of learning among pupils; - to assume responsibility for developing as competent reflective practitioners, able to monitor and evaluate their teaching performance; - to realise a commitment to on-going personal and professional development in pursuit of sustained pupil learning and school improvement. Student teachers on the PGCE will evidence their competence through achieving the following objectives by demonstrating:
The successful completion of the PGCE also requires the student to:
The PGCE is a recognized teaching qualification in the UK. For those applicants wishing to teach in other jurisdictions we recommend that you contact the relevant authorities there to discuss their requirements for recognised teacher status.
This is a programme of professional education and training of teachers for the teaching profession. Attendance therefore is compulsory for all activities, modules and components of the course. The main PGCE course runs from the end of August to the beginning of June. University modules normally run from Monday to Friday (9:30-4:30) and students are required to attend all classes and course activities. School placements (of which there are two, each of twelve weeks) require commitment to the school, usually 8:30-5:00 with evenings spent in lesson preparation.
The T&D PGCE course includes a six week workshop practice in Belfast, normally commencing in July each year. An additional specialised course will run on Wednesday afternoons in Belfast during September and October.
Students nominate three secondary schools and three grammar schools for the teaching practice placements. Every effort is made to accommodate student preferences.
The course prepares you to teach Technology & Design at post primary school level. Where appropriate students may have opportunities to teach other subjects, depending on their own degree and A-Level specialisms.
The PGCE is an internationally recognised programme for Initial Teacher Education leading directly to a career in teaching. The post primary PGCE is for those who wish to teach the 11-19 age range. Successful completion of this course qualifies the graduate to seek registration with the General Teaching Council of Northern Ireland.
In the Master in Earth Structure and Dynamics programme, you will explore the composition, structure, and evolution of the Earth’s crust, mantle, and core. During this two-year programme, you will learn to link geological, geophysical, geochemical, and geodetic observations made at the Earth’s surface to physical processes operating within the planet.
The programme combines geology, geophysics, mathematics, physics, chemistry and field studies to address how the solid Earth works. It allows you to specialise in virtually any aspect of solid Earth science, ranging from theoretical geophysics to pure geology or geochemistry. Many students choose a combined geology-geophysics focus.
The main subject areas you will study consist of seismology, tectonophysics, mantle dynamics, structural geology, metamorphism, magmatic processes, basin evolution, hydrocarbon and mineral deposits, and the properties of Earth materials. You will examine processes ranging from slow geodynamic processes – such as mantle convection, plate tectonics, sedimentary basins formation and evolution, and mountain building – to those that can have an impact during a human lifetime. These include active crustal deformation, seismicity, and volcanism as well as subsidence, uplift induced seismicity and geo-resources.
In the programme, you will address questions such as:
You can choose one of three specialisation tracks based on your interests in the field:
Create, challenge, move, and inform through art and expression in our MFA in Film and Media Art program. Here, you’ll work with image and sound, and traditional and emergent media forms. You'll develop an understanding of film, video, audio, and interactive media production—and you will channel this understanding into the creation of multimedia works. To ensure that creative, talented students at every stage of development find a place in our program, we give you the opportunity to apply into the three-phase curriculum at whichever level best matches your experience.
In this program, you will:
Whether you want to explore film, documentary, fiction narrative, experimental media, animation, installation, interactive art, or sound design, we will give you the tools, skills, and experience you need. Cultivate your creative voice. Apply to our graduate program in Film and Media Art today.
The MFA in Film & Media Art program seeks talented and ambitious students at all levels offering three entry points.
Our unique program provides students of all levels with the opportunity to develop as engaged and versatile creative professionals and media artists. Students will work with image and sound to entertain, inform, persuade, and challenge, using both traditional and emergent media forms. They will develop an understanding of the disciplines of film, video, audio, and interactive media production, bringing this understanding to bear on traditional and convergent media works.
The MFA in Film and Media Art is a terminal degree for students who wish to pursue careers as media production professionals and artists, or who want to teach at the college or university level. Students are able to explore a variety of media production genres—computer animation, documentary, experimental media, fiction narrative, installation, interactive art, and sound design—with a degree program that provides foundational knowledge in the use of media technologies, theory, critical and historical context, and media business while offering a set of courses of advanced training and mentorship in their specific area of interest.
Our program has three distinct entry points and varies in length from 2-3 years depending on which phase of the program you begin in. This approach allows us to welcome creative students at any stage of development. Once you are admitted to the program, the Graduate Program Director will work with you to create a custom curriculum based on your unique needs.
We have a place for all creative film and media artists - whether you are new to the field and need to build a strong foundation before beginning your thesis project, or you are ready to dive right into thesis production. Take the next step and apply today!
There are 3 distinct phases to the program to help students acquire the specialized skills and creative resources required for the collaborative nature of production work. Students in the Film and Media Art program study the history and critical theories that provide the foundation for their work, so as to understand the context of their creative output and to be able to evaluate its effectiveness.
Students will have the opportunity to apply for advanced standing during the admissions process. Advanced standing will allow a student to begin the program in either Phase II or Phase III.
Phase I – Foundational (6 semesters; 64 credits)
Most students will begin the program in this phase. It builds a solid foundation in the first semester in theory and history and an intensive introduction to writing and production skills in a variety of media platforms.
Phase II – Intermediate Practitioner (5 semesters; 52 credits)
After meeting with the Graduate Program Director, students will develop a customized plan of study that allows for artistic exploration while developing the technical proficiency to undertake their thesis project.
Students will begin to focus in one or more areas of media production, computer animation, documentary, experimental media, fiction narrative, installation, interactive art, and sound design or an individualized hybrid form.
For example, a student pursuing professional and artistic development as a documentary filmmaker could take the History of Documentary seminar and the Documentary Workshop and Advanced Documentary courses. Electives and directed study in advanced production (e.g. cinematography, producing, editing and interactive media) are also available, so the aspiring documentarian could also opt to take courses in interactive media and computer animation.
Phase III - Advanced practitioner (4 semesters; 40 credits)
Students in Phase III come ready to begin working on their thesis project. Students meet with their program advisor to select courses that support their thesis work as well as their specific learning needs. In addition, students concentrate on developing their artistic vision through the thesis proposal process while building new skills and learning advanced production techniques. The MFA Production Workshop is a key component to the program and provides students with support in producing an ongoing body of work within a collaborative, creative community. In the MFA Production Workshop, students present works-in-progress to their peers and faculty for critiques.
Once you have completed your thesis project, all students take part in a public screening of MFA works for the year. This is the last MFA requirement and a celebration of student achievements.
The MA Creative Music Production is aimed at applicants specifically interested in applying studio technologies and production skills to the creation of their own original music (as opposed to “producing” other artists’ music). In addition to equipping students with solid bases in studio technology, processes and practices, the course addresses the purely formal, artistic and aesthetic aspects of music-making, and the specific compositional devices and strategy applicable to DAW-based realisations of original material.
By surveying the defining traits and aesthetic concerns of a number of popular genres centred on electronic composition-production, students develop a sophisticated awareness of current artistic and aesthetic trends, and an enhanced knowledge of the musicology of production. On this course, you will develop a portfolio of original works showcasing your talent as a composer-producer, opening up a wide range of possibilities for your professional career.
Taught sessions will typically cover the following topics:
Graduates from this award will be equipped with a wide range of specialist knowledge and skills in the field of music technology and music creation – from purely technical to creative and intellectual. As such, they will be ideally positioned to pursue a career in the music and media industries, creating their own musical content for production music library, film/TV synch, or commercial release. You may, in addition, consider positions in music publishing, music journalism and criticism, or teaching, or you may continue your higher education at doctoral level.
Lecture, seminars and tutorials are typically scheduled over two consecutive days a week, plus some extra sessions for particular workshops, performance, recording, as necessary. In addition to scheduled sessions, students are expected to engage in continuous self-directed study and studio practice.
The MA Creative Music Production is led by Bruce Aisher. Bruce is a music producer, songwriter, composer, remixer, sound designer and technology journalist whose work is to be found on over 100 commercially released tracks (including a US Billboard Club Chart No.1) on TV programmes such as ‘CSI’ ‘Numb3rs’ and 'Top Gear' and products by Apple, Clavia and Native Instruments.
Our industry partners include:
A good (1st, 2.1 or 2.2) BMus/BSc/BA in Music / Music Technology (or equivalent qualification), or 5 years professional industry experience at the discretion of the admissions or programme tutor. Evidence of solid compositional work with technology prior to undertaking the course is required (determined by the submission of a small portfolio of original compositions with the student’s application).
All international students are required to demonstrate suitable levels of English language competence. This can be through previous study in English, but we often require specific performance in English tests. All undergraduates must be able to prove a minimum of IELTS 6.5 with at least 5.5 in every component or equivalent.
Fees for 2018/19 are still to be confirmed for home students.
Full time: £12,500 for the 2018 academic year
Part time: If you decide to study this course on a part time basis you will be charged £1040 per 15 credits for the 2018 academic year
*Tuition fees are charged annually. The fees quoted above are for the specified year(s) only. Fees may be higher in future years, for both new and continuing students. Please see the University’s Fees and Finance Policy (and in particular the section headed “When tuition fees change”), for further information about when and by how much the University may increase its fees for future years.
For more information about our new MA in Creative Music Production, please contact Bruce Aisher on [email protected]
Acquire an advanced understanding of the interaction between theory and practice as well as the qualifications necessary for solid placement in the field.
As competition policy becomes increasingly relevant in both the public and private sectors, there is a great need for professionals prepared to address market regulation issues. The highly practical focus of the Competition and Market Regulation Program ensures that graduates have both an advanced understanding of the interaction between theory and practice as well as the qualifications necessary for solid placement in the field.
The Barcelona GSE Competition and Market Regulation Program presents students with a learning progression, starting from the basic necessary conceptual frameworks and economic tools, and then introducing core issues in Competition Policy and Market Regulation with the help of leading specialists in each field.
Students will have a wealth of opportunities to complement their coursework with conferences and seminars in various fields of specialization. Chief among these is the Regulation and Competition Seminar Series, organized by the Universitat Pompeu Fabra (UPF) Department of Economics and Business, the Comisión del Mercado de las Telecomunicaciones (CMT), and the Barcelona GSE. Seminars feature academics, regulators, and practitioners at the forefront of their fields discussing specific issues and presenting original research. In addition to providing a range of regulatory issue perspectives, seminars also give students the opportunity to network with top professionals in the industry.
Teaching faculty include many industry experts teaching in the current edition of the program, as well as Massimo Motta, who has returned from his stint as Chief Competition Economist at the European Commission. Professor Motta has been involved with the master program since its foundation and brings many years of experience both in the classroom and in the practice of competition policy.
Upon successful completion of the program, students will receive a Master Degree in Specialized Economic Analysis awarded jointly with the Universitat Autònoma de Barcelona and the Universitat Pompeu Fabra. The degree requires the successful completion of 60 ECTS (European Credit Transfer System) credits of graduate courses (6 credits are equivalent to a 40 hour course), some compulsory and some elective. The students' final program must be discussed with and approved by the Master Director.
Examples of recent professional placements:
Communication for Development is an interdisciplinary field of study and practice, combining studies on culture, communication and development and integrating them with practical fieldwork. It explores the use of communication – both as a tool and as a way of articulating processes of social change – within the contexts of globalisation.
In this programme, where the form of study strives to be conducive to the course content, progression lies in the group dynamic process as well as in the coursework itself. The multidisciplinary nature of the subject means that the same content should provide in-depth knowledge for students with different backgrounds. One major point of this pedagogical approach is to bring together different experiences. The group diversity should allow students to deepen their knowledge of their own major as well as gain a sufficient overview based on the academic backgrounds and practical experiences of other students. This will allow them to be able to work both interdisciplinary and transcultural in their future professions.
Despite the fact that every year vast amounts of money are donated to developing countries, the chasm between the ‘haves’ and the ‘have-nots’ continues to widen as billions of people around the world continue to live without running water, sanitation, adequate nutrition or access to basic education.
While the poor and the marginalised have always been at the centre of development, they have been the subjects rather than the objects of communication as traditional development practices overlooked a fundamental truism: that the poor, themselves, are often the best experts on their needs. Marginalised communities, historically denied access to communication tools and channels, have traditionally been passive bystanders to their so-called development as top-down, one-sided mass communication programmes delivered information without taking into account the very important specificities of context – the cultural norms and beliefs, knowledge and folklore of target populations, and how these impact the uptake of information and the potential for social change. Due to this lack of participation by target communities, most development programmes failed to achieve their goals, and a dramatic shift in paradigm was necessary to improve the efficacy and sustainability of development cooperation methods.
Malmö University was the first to pioneer the use of an Internet-based distance-learning platform to make the education available to students globally. With its mix of online collaboration and discussion, paired with webcast seminars the entire programme can be conducted over the internet. This enables students from all corners of the globe to participate, work in their own time and attain the education. The use of the Live Lecture function in seminars makes students, equipped with microphones and webcams, able to participate in lectures and discussions online, resulting in a ‘virtual classroom’. This way, students in New Zealand and South Africa can communicate and work on projects with classmates in Fiji and India, sharing ideas and working together towards the common goal of improving development practices.
The final project has always been an important element of the programme. Over the past 10 years, students of ComDev have had the opportunity to apply what they have learned theoretically to a broad range of contexts and scenarios in the process of completing their projects, and field-work has been conducted in India, South Africa, Mozambique, Kenya, Croatia and Sarajevo, to name but a few. During their project work, students have the opportunity to explore a particular research area or topic of concern at a deeper level, and the accompanying written dissertation provides a fantastic opportunity to consolidate and further the knowledge and skills gained during the education. This project work also demonstrates a solid foundation in research, which will aid those students who wish to continue into doctoral level studies. In choosing the topic for their projects, students are free to ‘think outside the box’, and employ innovativeness and creativity to their field-work endeavours, and project works have included documentaries, short films, photo essays, and a wide array of dissertations presented in interesting and original ways. Students are also encouraged to join forces and collaborate on projects, as teamwork is regarded as a vital part of effective development cooperation. For a list of all the Project Works to date, see the ComDev portal: http://wpmu.mah.se/comdev/, under ‘History’.
For programme with start Autumn 2018:
The global demand for media and communication skills continues to increase as organisations such as UNICEF have made it a policy to hire ComDev practitioners, not only for international development schemes, but for diversity management and other forms of transcultural cooperation. Since skills, knowledge and aptitudes gained through an education in ComDev are relevant to a variety of job functions within the development sector, you may also find alumni working in a range of allied positions, such as conflict resolution positions or as a learning and outcomes coordinator, to name but a few.
Master's Degree (60 credits).
Degree of Master (one year)