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Masters Degrees (Sustainability Communication)

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Communication for Development is an interdisciplinary field of study and practice, combining studies on culture, communication and development and integrating them with practical fieldwork. Read more
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.

This is Communication for Development

What is the relationship between development communication and the emerging, influential nexus of communication for social change, and where does social communication fit in?

Regardless of what one calls it, communication and media strategies have been utilised in development cooperation for well over sixty years. From an early emphasis on mass media in agricultural extension work, communication for development has grown to encompass a wide array of approaches and methodologies, and has gradually increased in stature to become a key driver of contemporary debates in development. Initially, communication interventions were largely oriented around the use of mass media, and existed within a principally modernising, top-down and technocratic paradigm. Among other complex forces at play, the New World Information and Communication Order (NWICO) debates in the 70s and 80s and the rise of critical and alternative approaches to development stretched the definition of the field. In addition to mass media, practitioners began to evaluate the need for richer interpersonal communication approaches that highlight the importance of power and culture in the success of development initiatives.

Dialogue, participation and the sharing of knowledge

Some of the most significant changes to global development cooperation have come about as a result of this critical field of study. As a discipline, Communication for Development embraces a broad range of functions and practices which centre around dialogue, participation and the sharing of knowledge and information, all with a view to creating empowerment and sustainable social change. Development communication is no longer an emerging discipline but one which has established itself as an integral part of development planning. Labelled part science, part craft and part art, its multidisciplinary nature draws on aspects of anthropology, sociology, psychology and the behavioural sciences, and its implementation depends on flexibility, creativity and an understanding of communication processes. An awareness of the role media and communication have to play in development cooperation and diversity management have transformed the way development is perceived, mapped and implemented, and the field has pioneered some of the most ground-breaking improvements in global development undertakings. As the recent surge in new communications technologies demonstrates, it is not the tools themselves that make good communication, but rather a rich and theoretically informed understanding of the political, social and cultural contexts in which media and communications interventions occur.

Communication for Development as a Field of Study

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.

Social processes rooted in the communities

This shift towards participatory social processes, rooted in the customs and traditions of communities themselves, is the most fundamental premise of communication for development. Participatory processes aim to utilise cultural specificity as a tool rather than an obstacle, starting at ‘grass-roots’ level and developing methods that are grounded in, and take local and indigenous knowledge seriously. These processes comprise an interchange of knowledge and information, empowering individuals to make choices for themselves, and place communication at the forefront of the planning process while at the same time feedback and consultative processes ensure that communication is on-going and efficacy is maximised. Through the creation of ‘bottom-up’ processes, individuals become fundamental initiates in development schemes, a factor which is strongly linked to their long-term sustainability.

ComDev addresses the gap

As the divide between the ‘connected’, developed world and developing countries grows, so does the need for new, innovative methods for addressing global inequality increase, and Communication for Development is the field devoted to the study and implementation of these processes. The power of media and the potential of Information Communication Technology (ICT) to educate and to address global crises such as the spread of HIV have led to exciting and creative innovations in development cooperation, and this dynamic field continues to grow and develop. As globalisation and the development of ICTs change world markets and pose an increasing threat to developing countries and their more vulnerable communities, practitioners schooled in contemporary mass communication theories and concepts have become a vital part of development across the globe.

Why choose Malmö University?

Despite the wider acceptance of community-driven and participatory approaches to development by large multilateral and bilateral development agencies, the field continues to struggle for institutionalisation, and to be granted sufficient resources by managers and funding agencies.

Paradoxically, the role of media and communication in development cooperation has seen a strange turn after the first World Congress on Communication for Development, held in Rome in 2006 and organized by FAO, the World Bank and the Communication Initiative, in partnership with a broad strand of important organisations in the field. The summit in Rome managed to mobilize almost a thousand participants from research and practice, government and non-government. It was supposed to mark the definite break-through of the science and practice of ComDev. Instead, what happened had more the character of an implosion of the ComDev field, which only recently is gaining a new momentum. Today, we are however actually seeing a long series of new institutional initiatives, in the world of ComDev, both in practice and university curricular development. At university level, new MAs in ComDev have developed in places like Albania, South Africa, Kenya, Spain, Paraguay, the UK and Colombia. The field is finally becoming more significantly institutionalised in the world of academia, although it is still grappling with finding its identity between media and communication studies on one side, and cultural studies, political science and not least development studies on some of the other sides. The interdisciplinarity embedded in ComDev, combined with the outlined processes of globalisation, mediatisation and the proliferation of bottom-up agency are all contributing to put ComDev at a cross-roads.

Internet-based distance-learning

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.

ComDev fosters teamwork

As a relatively new degree, students embarking on this specialised programme have the advantage of being schooled in the latest theories and philosophies, while being given the opportunity to apply these theories and concepts to real-life projects and problems in human development through individual assignments and group projects. Geared as it is towards individuals working in the fields of journalism, media and development, ComDev fosters teamwork and facilitates the exchange of knowledge and perspectives among participants.

Final project and field-work

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, under ‘History’.

Career opportunities

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.

The UN Inter-Agency Round Table of Communication for Development has played a big role in institutionalising the field by bringing together UN agencies and international partners to discuss and debate the broad, challenging and essential role of Development Communication has to play in worldwide development cooperation. The 12th United Nations Inter-Agency Roundtable on Communication for Development had as its theme “Advancing the Rights of Adolescent Girls through Communication for Development”. For example, UNICEF has recently revisited their C4D strategy and work, calling for a stronger linkage with the universities and building widespread capacity within their own global organisation. UNESCO equally recognises the importance of communication, and has included it as part of its mandate and vision, integrating communication in its policies, budget and hiring policy, reflecting the growing need for skilled communication professionals.

Former ComDev students end up working in a truly diverse variety of settings. Some of the UN agencies placing hiring ads seek ‘communication for development’ practitioners by name. More commonly, though, practitioners are working in positions such as information or communications officer, where their roles may include a variety of tasks, not all of which would be strictly considered ComDev. Some practitioners are able to make a living as consultants working on projects with NGOs and CSOs, bilateral aid programs (such as Sida or DFID), or with the UN and World Bank. 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.

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Sustainability has emerged as a defining issues of the 21st century. Achieving enduring and fairer societies requires viable economies, sound science and good governance. Read more
Sustainability has emerged as a defining issues of the 21st century. Achieving enduring and fairer societies requires viable economies, sound science and good governance. This course provides training in theory and critical analysis along with the practical skills to facilitate the transformation needed to deliver low carbon futures.

Why study Sustainability at Dundee?

The MSc in Sustainability is being introduced in recognition of the challenges of water, food, energy and health security facing the planet. The portfolio of environmental disciplines is exceptionally strong in the University as are its traditions of cross-disciplinary collaboration and cooperation.
Along with the flagship MSc in Sustainability, there are four specialised pathways:

MSc in Sustainability and Water Security
MSc in Sustainability and Climate Change
MSc in Sustainability and Low Carbon Living
MSc in Sustainability and the Green Economy

What's so good about Sustainability at Dundee?

There is a strong postgraduate culture which Sustainability students can enjoy.
The Graduate School of Natural Resources Law, Policy and Management includes both the Centre for Energy, Petroleum and Mineral Law Policy and the Centre for Water Law, Policy and Science (under the auspices of UNESCO) both of which have long standing international reputations. Specialist high-level speakers sourced from international organisations are invited to present throughout the year, these sessions provide a vital opportunity for students to become connected with industry so continued communication is encouraged after the events.

The School of the Environment and CECHR similarly have an extended programme of guest lectures and speakers and through xcechr there are multiple events bringing Masters and PhD students together by a common interest in environmental change research. Examples of the activities that result include Student-Supervisor-Seminar-Series, ‘change-maker workshops’ and a national show-case ‘Facing the Future’ Symposium.

Who should study this course?

This course is suitable for a wide range of graduates from;
Environmental backgrounds (e.g. geography, planning, environmental studies) looking to upskill and achieve a deeper understanding
Natural science graduates (e.g. chemistry, maths) and engineers looking to develop a more rounded understanding of environmental issues, especially in relation to regulation and policy.
Arts and social science students wishing to use their social, economic and political perspectives to take on the challenges associated with complex environmental systems and their management.

How you will be taught

The course is taught as a collection of 20 credit modules amounting to a total of 180 Masters (SHE M, SCQF 11) credits. The delivery style and assessment requirements for each module varies as we believe a diversity of practice provides strength. Nevertheless all modules combine a mixture of formal lecture, small group seminar, practical/field classes and individual tutorials depending on need and the particular learning objectives of each module. The study load corresponds to one third in each of the first two teaching semesters and one third for independent study for the dissertation the summer recess.

What you will study

There are a choice of four specialist pathways in addition to the MSc in Sustainability: See above.

Each of the five MSc pathways contains a common core comprising ‘Principles of Sustainability’ and ‘Transformation for Sustainability’, along with the ‘Research Training’ module. Each named pathway then comprises a specialised core module and then options drawn from a wide range of electives (c. 30 available from contributing academic Schools). All five MSc pathways feature a 60 credit individual research project, the weighting of which reflects the importance of independent investigation and permitting students to develop expertise in their chosen area through effectively four months of dedicated research.

Each of the MSc in Sustainability pathways is geared around the following learning outcomes:

Knowledge and Understanding:
Achieve a critical understanding of key sustainability principles and perspectives informing actions in pursuit of sustainable development, inclusive of environment, economy and equity considerations;
Demonstrate knowledge of approaches to evaluating and measuring sustainability;
Apply different concepts of transformation and change to enable individual and societal shifts towards more sustainable practices;

Skills:
Ability to analyse, evaluate and critically review theory and policy debates relating to sustainability;
Ability to draw on international perspectives and examples of best practice in relation to methods of evaluation and assessment of sustainability;
Ability to design and plan interventions for creating change to promote greater sustainability across different scales;
Design and undertake a substantial independent research project to address significant areas of theory and/or practice.

Capabilities:
Critique and synthesis theory and evidence drawing on a variety of sources;
Ability to communicate evidenced based reports relevant to a range of stakeholders, including policy makers;
Ability to work independently and as part of a team tackling complex environmental problems to tight deadlines;
Ability to design and evaluate transformative change leading to improved sustainability strategies, processes and plans

Transferrable skills, including building arguments, synthesis, reflexivity and making presentations.

How you will be assessed

Assessment follows a variety of styles including individual essays and practical assignments along with formal written examinations; to group exercises and peer group assessment – this is particularly important where oral presentations are involved. The independent research project (dissertation) is an excellent opportunity for a candidate to achieve deep insight into a topic of their own choice. Masters level dissertations can be very diverse, and include formal hypothesis-led research projects; theory or literature-based projects; case-study assessment and advanced professional practice evaluations. Choice of dissertations is negotiated between the student and his or her academic supervisor.

Careers

The environmental sector is one of the key growth areas in the global economy and in UK terms is comparable in size to the pharmaceutical and aerospace sectors combined. An MSc in Sustainability is designed to equip our graduates to take up a wide range of careers in policy, practical management, training and research across a spectrum of organisations from local to international and within the public and private sectors.

International Agencies and NGOs
Civil Service
Governmental environmental and conservation agencies (e.g. SNH, SEPA, EA)
Environmental management and policy sectors (private and public sector)
Environmental consultancy
Management consultancy
Public affairs
Built environment sustainability
Local planning authorities
Research and development
Preparation for PhD research

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Education for Sustainability (EfS) is a distance learning postgraduate course at Masters level delivered by a team of experts. Read more
Education for Sustainability (EfS) is a distance learning postgraduate course at Masters level delivered by a team of experts. The course provides personal and professional development for those interested, or already engaged, in paving the way for a more sustainable world by way of understanding, educating or promoting sustainability. The unique structure of distance learning enables international students to gain a globally recognised qualification from the UK.

Although many of our students are educators or NGO educational, training or campaigning staff, we also draw students from many other backgrounds, including health, media, business, government, botanical and zoological work.

6 reasons to study here

1. Comprehensive resources: our online resources and library will ensure you have the most up to date research.
2. Great staff: a number of experienced and research active academics to support your learning.
3. Track record: a unique and dynamic course established for over two deades in respionse to our changing world.
4. Career transforming: alumni of this course have used it to gain promotion or change careers.
5. Distance learning: the flexibility to study this course anywhere in the world.
6. Growing popularity: sustainability is a growing focus for countries globally, so this will equip you with vital skills.

Our passion for a sustainable future

Developed in partnership with the World Wide Fund for Nature (WWF), Oxfam and the EU, the course draws on the expertise of environmental and development NGOs as well as the educational community. It deals with the theory and practice of sustainability and enables you to explore and expand the role that EfS can play in educational, social, political and economic change.

Internationally recognised

Since its launch in 1994 this internationally recognised and innovative award has embraced and promoted diversity and inclusion. Our roots lie in the 1992 UN Earth Summit in Rio, Brazil, and EfS, the first ever masters programme of this kind, provides a dynamic interface between theory and practice in EfS and promotes the integration of environmental and development concerns in the emerging concept of sustainability while emphasising the importance of education's role in building a sustainable world.

The EfS course at LSBU has been instrumental in the development of LSBU as a United Nations Regional Centre of Expertise in Education for Sustainable Development. It offers many unique qualities that will enhance your international experience and introduce you to like-minded professionals making a difference around the world.

Modules

All modules make use of case studies and readings from a range of global regions and are designed to be applicable to any type of educational or country context.

• An Introduction to education for sustainability
• Values and participation in EFS; from local to global
• Leadership, learning and climate change: the sustainability revolution
• Theory and perspectives on environment and development
• Science and culture in education for sustainability
• Researching education for Sustainability
• Dissertation (MSc only)

Teaching and learning

We aim to help you become an effective agent for positive change in learning and education relevant for sustainability. We do so by enquiring into the kind of learning for change in personal, social and ecological spheres that is needed to help understand, develop and promote sustainability. When you complete our programme, you will have achieved the personal and professional development required to be an effective agent for change.

Flexible study options

The course may be studied either full-time at LSBU, or part-time by distance/flexible learning. The part-time distance learning mode is particularly suitable if you are living overseas or working or who find it difficult to attend a traditional course. Students studying part-time by distance/flexible learning based in their home country are not required to apply for a visa. It is also possible to start by signing on for a short course (two modules). Many students start with the short course and then decide to continue for a further award.

Course structure

Sessions are delivered through distance learning and web activities with optional - Monthly Saturday day schools Fast Track - Monthly Saturday day schools.

Learning resources

In an emerging field like EfS the interface between theory and practice is even more important. Theory informs practice and practice in turn nourishes theory. That's why our course materials undergo continuous review and updating. Networking is an essential element for us to consolidate our premier position as a theory-practice interface in EfS. The Blackboard e-learning system used by our programme's provides a platform for students and tutors to learn, discuss and debate various aspects related to EfS, regardless of their location.

You'll receive all the materials they need for independent study within a set timescale, which includes:

• A Study Guide to introduce the key themes, debates and theories
• A Course Reader with specialist key texts
• Supplementary material (e.g. additional written material or DVD)
• Access to the EFS blackboard website for online learning opportunities

Assessments

All assessment is through written coursework. For example, essay writing, report writing, programme design or research studies.

Professional links

The London Regional Centre of Expertise EFS (RCE) is hosted by London South Bank University and closely linked with the EFS programme. Partners are drawn from a wide range of organisations including conservation groups, development education centres, universities and colleges, ethical business organisations, community groups. This provides opportunities for placements and projects as well as the chance to be part of a global learning space with over 130 RCEs. The centre is accredited by the UN University Institute for Advanced Study of Sustainability and also hosts seminars and conferences. The programme is enriched by EFS expert tutors who are practitioners in the field.

The programme runs an annual conference with recognised key note speakers in the field of EFS.

Employability

Employers have found that the programme has enabled students to develop and enhance work practices in the light of current theories and debates. This has led to a number of organisations sponsoring their staff to do the programme as a means of capacity building and staff development. Many EFS graduates have gone onto gain promotion, career advancement or have made use of the course to change their career direction.

Sustainability skills are an important career asset in the 21st century and this qualification has been recognised by employers, such as news media, National Environment Management Agencies, government ministries, schools, environmental and development NGOs. EFS graduates have gone onto gain promotion, career advancement or have made use of the course to change their lives or career direction. Examples of graduate jobs include education adviser UNICEF, Director of Communications, Transition Town volunteer organiser, Environmental News editor, education director botanic gardens, curriculum manager, schools’ inspector.

The quality of the course has been endorsed by the UK Commonwealth Scholarship Commission which has awarded over 100 of scholarships. A number of organisations, such as World Wide Fund for Nature and Oxfam have also sponsored their staff to do the programme as a means of capacity building and staff development.

The course provides the following transferable skills, which are valued by employers:

• Effective communication
• Ability to apply theory to practice
• Understanding and managing change
• Problem solving and strategic planning
• Critical thinking
• Holistic thinking
• Curriculum leadership skills.

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Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society. Read more
Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society.

Who It’s For

The MA in Environmental Education and Communication is for those interested in how education and communication can help develop environmentally sustainable social and economic systems. Learning how we can educate and communicate to engage those in our workplaces, communities and nations towards such a goal involves all sectors of society– agriculture, health, governance, media, business, architecture, community development, science, education, recreation and more.

Students likely already know about the complexities of our current unsustainability and the challenges faced by environmental educators and communicators trying to address this problem. Our program is designed for those who wish to widen their perspective on environmental and related social issues, deepen their understanding of those areas essential to a skilled educator and/or communicator, explore different ways of understanding the causes of our current unsustainable society, and develop attributes essential to effective leadership.

Participants seek opportunities to learn with others from diverse backgrounds, to engage in core classes, co-operative projects, team planning, and group discussions to reach a better understanding of the language, expertise, and concerns of a wide range of education and communication professionals.

Students are typically professionals with bachelor's degrees and at least two years' experience working or interest in environmental education and communication.

Graduates of the program have gone on to advance in a variety of fields, from creating schools within the public and private education systems, to leading communications sections within major national and international non-profit organizations, to advising senior government ministers and Premiers, to gaining their PhD degrees with one alumni recently taking on a professorial position in a North American university.

Financial Awards

Royal Roads University has a variety of awards, scholarships, and bursaries available to help offset your tuition fees. The MA in Environmental Education and Communication program has a comparatively high success rate in Social Sciences and Humanities Research Council (SSHRC) grant competitions and many of the program’s students win significant financial awards. The SSHRC award at the MA level often aids the competitiveness of students for future grants, and grant writing is a marketable skill The unique advising structure and ability to gain one-to-one aid in grant writing are important features of RRU that help account for this success.

Outcomes

Graduates will return to their career with a range of theoretical knowledge and analytical and communications skills and competencies. Graduates have the skills and knowledge to develop and implement innovative programs to provide students, clients and other audiences with science-based information, psychologically-sound strategies, and culturally-appropriate, philosophically-nuanced and educationally-sophisticated approaches to current environmental issues.

Graduates will be able to:
-Develop and implement programs to provide students, clients and other audiences with up-to-date, reputable scientific and technological information, as well as traditional knowledge, about current environmental issues and opportunities
-Apply the best current knowledge of learning and cognition to the design, development, and implementation of programs about environmental education and communication
-Design, develop and implement environmental communications and education programs using a range of formats and incorporating relevant current technologies and media
-Evaluate the status of public information and prior knowledge concerning environmental values, issues and opportunities
-Possess a sophisticated awareness of the range of perspectives (e.g., attitudes, beliefs, values) towards the environment and human activity in the environment
-Evaluate environmental information and education programs
-Develop and implement strategies to foster conflict resolution, constructive dialogue and community knowledge construction concerning environmental issues
-Develop approaches to nurture effective and responsible environmental actions on the part of corporations, governmental and non-governmental organizations and citizens' coalitions
-Provide up to date information about innovations in environmental communication and education
-Possess a sophisticated awareness of the nature of contemporary human-environment issues and their implications for education and communications programs
-Develop a systems perspective on problems in environmental education and communications
-Develop an understanding of environmental education and communication functions within organizational contexts

Delivery Method

Combining the best of short residencies and innovative web-based instruction, the MA in Environmental Education and Communication program allows both busy working professionals and those just beginning their careers to get the most out of their academic experience. This combination of learning experiences allows students to benefit from the intensity of the program while still being able to meet the demands of family and workplace.

Participants in the MA program take 11 courses (41 credits) including the thesis course. Six courses are taken on-campus, and five are delivered at a distance through Internet-based technologies.

Certificate students take the first three courses in the schedule for a total of 9 credits. Diploma students take the first nine courses for a total of 24 credits.

We will utilize a range of educational methodologies, including case studies, field studies, cultural studies, team projects, lectures and seminar discussions, and online modules. RRU has become a leader in the delivery of web-based interactive distance education courses, and these will be of great value during non-residential periods.

Residency
Over two years, MA students attend two separate three-week residencies and one final two-week residency. The first residency introduces the cohort of students to each other, the faculty, and the RRU style of education as they participate in their first two courses. The middle residency incorporates two courses, may have a more directed field-based orientation, and helps prepare students for their thesis research. The final residency allows completing students to present their thesis findings to the larger environmental education and RRU community and incorporates their final courses, preparing them to be leaders in the field.

Students should expect to be fully occupied during the residency period. The regular classroom schedule is Monday to Friday, 8:30 a.m. to 5 p.m. with homework, readings, and team meetings done outside of these hours. There are activities during the regular workday and in the evenings. In addition to educational activities, there are a number of planned field trips and recreational events.

Online Courses
Online courses are delivered through the innovative use of internet technologies. Students draw on a range of learning resources, while using online discussion groups and drop boxes to develop and complete the electronic submission of both individual and team assignments.

Students take one nine-week distance course at a time. Each distance course requires an average time commitment of 10 - 20 hours per week.

Program Laddering
The structure of the program is laddered so that individuals are able to complete a Graduate Certificate, Graduate Diploma, or full Master's degree.

-The Graduate Certificate program was designed to be taken on its own, or to ladder into the Diploma or Master of Arts in Environmental Education and Communication. The Certificate would be awarded upon successful completion of a residency and one distance-based semester (approximately five months). Students may apply for transfer to the Diploma or MA stream during the Graduate Certificate program, or apply to the Diploma or MA program once they have completed the Certificate
-The Graduate Diploma program was designed to be taken on its own, or to ladder into the MA in Environmental Education and Communication. The Diploma would be awarded upon successful completion of two residencies and one distance-based semester (approximately 12 months). Students may apply for transfer to the MA stream during the Graduate Diploma program, or apply to the MA program once they have completed the Diploma
-The full two-year program leading to the MA is delivered through a combination of three residential periods, three distance-based semesters, and a thesis

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MA Communication Design is currently undergoing a name change to become MA Graphic Communication Design. If you are a prospective student, you will be applying to MA Graphic Communication Design with an updated curriculum. Read more
MA Communication Design is currently undergoing a name change to become MA Graphic Communication Design. If you are a prospective student, you will be applying to MA Graphic Communication Design with an updated curriculum.

Introduction

Graphic Communication Design is the carrier signal for the twenty-first century. MA Communication Design at Central Saint Martins brings together design-led and research driven approaches to an increasingly important practice and field of study. We take a critically informed and widely experimental approach to the production, form, and circulation of knowledge. We facilitate our students to become versatile makers, astute commentators, and positive agents of socio-economic, cultural, and technological change.

Content

In 1964, Canadian media theorist Marshall McLuhan famously flattened the distinction between ‘medium’ and ‘message’ and our understanding of communication has never been the same since. In the same year, British designer Ken Garland published the first version of the 'First Things First Manifesto' in which he challenged a new generation of graphic designers to reclaim purpose and meaning. Fifty years later, the time has come to more fully integrate and thus amplify these two powerful proclamations.

As the 'operating system of the 21st century', communication design touches every sphere of human and political interest, impacting profoundly on culture, technology, social justice, economics, the built environment, globalisation, policy, sustainability and much more. MA Communication Design promotes a shared exploration of an ever-changing subject whilst encouraging and supporting the development of individually negotiated projects.

Unit 1: Shared Language

This unit acts as an induction into the college and the subject. You will participate in a range of taught coursework including design briefs, workshop introductions, and history and theory lectures.

Unit 2: Communication question

The emphasis of this unit is interrogation of both your practice and the broader field. Tutorials and critiques focus on continuing your development of a well-contextualized body of written and visual outcomes.

Structure

MA Communication Design is offered in a two-year, 60-week, extended full-time (EFT) mode.

MA Communication Design is credit-rated at 180 credits, and comprises two units:

Unit 1 (60 credits) lasts 20 weeks and includes a range of taught coursework

Unit 2 (120 credits) lasts for 40 weeks, from term 3 in year one, and contains regular formative assessment opportunities.

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Sustainable development, or development that balances economic, social, and environmental aspects, is one of the greatest challenges of our time, and Information and Communication Technologies (ICTs) can be powerful tools in helping to achieve this. Read more
Sustainable development, or development that balances economic, social, and environmental aspects, is one of the greatest challenges of our time, and Information and Communication Technologies (ICTs) can be powerful tools in helping to achieve this.

The ICT for Development (ICT4D) specialism is a strand within the established and highly successful MSc Practising Sustainable Development. It is offered jointly by the Politics, Development and Sustainability (PDS) Group and the UNESCO Chair/Centre in ICT4D at Royal Holloway, University of London.

This ICT4D Masters strand takes a global perspective on sustainable development and the role of ICTs; placed at the interface of research and practice, it is designed for those who want to launch or further their careers as development practitioners or scholars. It combines cutting-edge teaching on ICT4D with rigorous training in the broader field of sustainable development, to provide a well-rounded perspective on current and future development challenges. This degree extends knowledge, develops key skills and optimises career prospects.

The course is also offered at Postgraduate Diploma level for those who do not have the academic background necessary to begin an advanced Master’s degree. The structure of the Diploma is identical except that you will not write a dissertation. If you are successful on the Diploma you may transfer to the MSc, subject to academic approval.

See the website https://www.royalholloway.ac.uk/geography/coursefinder/mscpgdippsdict4d.aspx

Why choose this course?

- This is an intellectually exciting and inspiring course, drawing on both physical and social sciences, which attracts a diverse, international group of students.

- Our teaching staff are leading international experts and have wide experience in different developing regions and economies in transition, including Latin America, the Caribbean, Africa, South Asia, East Asia and South-East Asia.

- You will benefit from small group learning and an intense but friendly atmosphere, and will receive individual mentoring and career advice from our staff (both from your personal tutor and a dissertation supervisor).

- You will receive an internationally renowned University of London degree, giving you a solid foundation for a career in the field of development and/or environment.

- The course will provide you with training in the skills needed to research and assess ICT for development. These include research design, project development, geographic information systems, remote sensing, participatory methods, project analysis and evaluation.

Department research and industry highlights

The UNESCO Chair/Centre in ICT4D at Royal Holloway is an interdisciplinary centre involving staff in Geography, Management, Computer Science and Earth Sciences. One of the world leaders in its field, with 17 affiliated staff and 18 PhD students, it is a vibrant research community embedded in both the College and the international ICT4D Collective of ICT4D practitioners. It has excellent links with NGOs, businesses and international organisations. Friendly and diverse, it is an exciting place to study and network with other ICT4D experts.

The Politics, Development and Sustainability (PDS) group consists of over 20 research-active staff, 35 PhD students and 50 Master’s students on four MSc programmes. We are committed to conducting collaborative research which seeks to understand and contribute to addressing problems of social inequality, environmental destruction and injustice. The breadth of its members’ research places it in an ideal position to contribute to theoretical and policy debates on key challenges facing Africa, Asia, Latin America and the Caribbean today.

Course content and structure

The course is divided into three compulsory elements; theory, policy and practice; research training; and a dissertation. Students studying for the Postgraduate Diploma do not undertake the dissertation.

Core course units:
Sustainability, Development and Governance
This course will equip students with a detailed understanding of the development of sustainable development as a discourse. Students will explore key sustainability issues such as climate change, globalisation, and human responses with an emphasis on the emergence of environmental governance as a means to pursue sustainability.

Technology and Development
This course provides you with an introduction to the role of technology in development, focusing particularly on mobile phone and computer technologies. The course combines an understanding of key theoretical debates and how technologies have been applied in diverse sectors such as health and education. The course also includes training in the use of GIS (geographical information systems) within a development context.

ICT4D
This course gives you the opportunity to develop deeper understandings of cutting-edge applications of ICT4D research and practice. Topics covered include environmental change and Green ICT, open development and subversive forms of technology use, and logics of inclusion and exclusion in ICT programmes. You will also examine project planning, monitoring and evaluation in the field of ICT4D.

Participatory Research
This course combines detailed understanding of the theoretical underpinnings of participatory research and methods with practical experience of using different participatory research techniques. These include participatory diagramming, participatory video and participatory environmental monitoring.

Research Training
You will be provided with training in a range of methods to enable you to plan, carry out and complete a piece of research. There are three modules in this element:
- Social Research Methods Training - provides a range of social science methods for field research and analysis.
- Quantitative Methods for Graduates - provides basic statistical concepts and procedures used in empirical research.
- Development and Environment Research Training - provides guidance for planning, developing and undertaking research in a development and environment context.

Dissertation (MSc only)
The dissertation is of between 12,000 and 15,000 words, on a topic of your choice which has been approved by the supervisor. It requires both secondary and primary research, and the demonstration of originality in integrating theoretical and practical research methods in tackling a particular problem. You will be encouraged to carry out your dissertation in collaboration with an organisation in the field of development and environment.

Community Volunteer Project
You will undertake an independent volunteer project which will give you practical experience in gaining sustainability related work experience in a non-for profit organisation. The project will enhance your employability whilst and provide an opportunity to gain practical experience of third sector organisational objectives, cultures and practices.

Elective course units:
Sustainability, Development and Society
You will develop a detailed understanding of key social / environmental relationships incorporating contemporary issues in the geographies of sustainability. These will include 'risk society', sustainable cities, and the impacts of corporate sector activities on the environment. You will also understand the challenges to sustainable development at household and community levels, with a focus on community-based approaches to sustainable development.

Business Ethics and Enterprise
The aim of the course is to equip students with the moral frameworks and critical abilities necessary to understand the role of business in society from an ethical perspective. The course will cover different types of business including large publicly traded multinationals, small and medium sized enterprises, social enterprises and family firms. Students will be expected to understand the different issues in these organizational types and to articulate moral arguments from a range of different perspectives.

International Sustainability Management
This course provides participants with an understanding of how Corporate Social Responsibility (CSR) informs sustainability management issues in large, transnational organisations. It will focus on issues such as consumption and sustainability as dichotomised between the apparently incompatible tensions of economic and environmental interests.

Other courses Geopolitics and Security / PIR / Management / Computer Science

On completion of the course graduates will have:
- an understanding at an advanced level of the relationships between, and complexities of, social, economic, political and environmental aspects of sustainable development and ICT4D

- an understanding at an advanced level of how the key issues in sustainable development theory and ICT4D influence policy and impact on practice

- the ability to critically analyse complex or contradictory areas of knowledge in aspects of sustainable development.

Assessment

Assessment is carried out by a variety of methods including coursework and a dissertation.

Employability & career opportunities

Past students of the MSc Practising Sustainable Development are now employed by international development and/or environment agencies, national government in their countries, national programmes and implementing agencies, higher education institutions, consultancies, private sector businesses, social enterprises and NGOs; as environmental and development policy-makers, managers, workers, activists, teachers and researchers. Many of our alumni are also currently undertaking doctoral programmes in the UK and abroad.

How to apply

Applications for entry to all our full-time postgraduate degrees can be made online https://www.royalholloway.ac.uk/studyhere/postgraduate/applying/howtoapply.aspx .

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The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. Read more

About the course

The results of unsustainable human development in the 21st century are evident as climate change, species extinction, pollution, poverty and inequality become inescapable global realities. The next big challenge for society is to transform our economy to incorporate the principles of sustainability. This presents an exciting opportunity to rethink, redesign and rebuild a positive future for business practice.

The MSc in Sustainability, Entrepreneurship and Design (with Professional Development) is an 18-month programme – 12 months for the study at Brunel followed by a six-month professional development phase. There is an option to complete the MSc in Sustainability,
Entrepreneurship and Design in 12 months (without the professional development phase) but students will be encouraged to engage with the professional development phase to achieve the maximum from the programme.

Brunel University also offers the Graduate Entrepreneur post-study visa, which represents a perfect opportunity for our international graduates to apply their new skills in the UK following graduation.

The course is jointly run between the College of Health and Life Sciences, the School of Engineering, Design and Physical Sciences, and Brunel Business School.

Aims

This programme will equip entrepreneurial minded graduates with two essential ingredients:

- firstly, the mindset and ability to play a key role in building a sustainable world – one that is not only prosperous, but also environmentally stable and socially inclusive
- secondly, hands-on experience, such that they can become entrepreneurs, business leaders, change-makers and innovators.

Upon graduating, students will be able to become key figures in local, regional, national or global businesses; holistic thinkers and visionary leaders in their communities, corporations, businesses, non-profit organizations and government agencies.

They will be encouraged to infuse environmental awareness into societies and make tangible contributions to the theory and practice of environmental protection, sustainable business and a circular (green) economy.

Course Content

Core modules

Introduction to Strategic Sustainable Development
Entrepreneurship
Business Planning
International Business Ethics, Sustainability and Corporate Governance
Sustainable Design
Professional Design Studio
Integrated Assessment - Sustainability, Entreprenuership and Design
Dissertation
Sustainable Development in Practice (Compulsory for the MSc with professional development).

Teaching

The programme will be delivered beginning with an overview of core concepts and followed by progressively deeper consideration and application of the concepts later on through a self-directed learning approach. It is structured to provide leadership opportunities and move progressively from learning the "rules of the game" to "playing the game". This means that as the programme progresses it becomes less instructor-led and more student-led where students direct their learning towards their own needs and tap the collective wisdom of the group via project work.

There will be four integrated streams:

1. Ecological and sustainability theory
2. Leadership
3. Design and Innovation
4. Business planning and start up.

The benefits of this combination will be unique; students will be cross trained, drawing upon the resources of a world class university. They will develop three complementary networks of peers and alumni and engage in Brunel’s collegiate experience, interacting with students and faculty from three corners of the university. Through this combination, graduates will able to enter the professional arena with an energetic and inspired approach to societal change.

By taking part in the programme, students will gain:

o The deep scientific knowledge for strategic planning towards a sustainable society, including ecological theory and sustainability design principles
o Innovation, creativity and team working skills
o Experiential learning and mentorship from leading entrepreneurs and business leaders
o Communication skills to enable working with members of engineering, design and marketing teams
o Leadership skills
o Intensive corporate exposure
o Career paths as sustainability practitioners in business, academia, government, and community organisations.
o Business start up opportunities
o Membership of the Made in Brunel Sustainable Business alumni, an elite group of successful ecopreneurs and their mentors
o Additional support to enhance your employability skills beyond the MSc through the Business Life Programme.

Assessment

- Integrated coursework on core sustainability and business, and sustainability & design module content.
- Formal written examinations
- Individual and Group coursework assignments
- Oral and Poster presentations
- Dissertation in the form of a Business plan, product design or research proposal
- Reflective Portfolio (for optional six-month Professional Development period)

Special Features

The programme has a number of innovative features. For example:

The fusion of environmental education with design, entrepreneurial and business skills

Structural flexibility - so that the needs and desires of individuals can be met through offering optional modules within various themes relevant to sustainable enterprise

Practice based assessments - for example, the development of a detailed business plan for those who wish to start their own business, a product design for those taking the designer/innovator route, or a research proposal for those wishing to pursue a career in research or bid writing

Professional development activities - following the multidisciplinary learning programme, students will undertake a six month professional development activity in which - for example - they will undertake an internship or start their own business. (The provision of incubator space for these students will be an integral part of the MSc and is another distinctive feature of the programme. The students will also be equipped with pitching skills and a business mentor).

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The course explores local, regional, national and international issues of sustainability and stewardship of national resources. If you undertake our Education for Sustainability course you will. Read more
The course explores local, regional, national and international issues of sustainability and stewardship of national resources.

Make a difference

If you undertake our Education for Sustainability course you will:
*Be exposed to issues associated with local ecosystems, including the Great Barrier Reef and Wet Tropics World Heritage Areas
*explore local, regional, national and international issues for sustainability and stewardship of national resources
*discover the roles local communities can have in contributing to stewardship
*gain an appreciation of our outstanding natural assets within a global context.

Who is this course for?

This course is relevant to teachers, trainers, school leaders, administrators; education and communication officer and to any individual seeking to upgrade their sustainability expertise.

Course learning outcomes

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

Award title

MASTER OF EDUCATION (MEd)

Course pre-requisites

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

Entry requirements (Additional)

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

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

Minimum English language proficiency requirements

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

Why JCU?

JCU is now a signatory to the Talloires Declaration – an international commitment to sustainability in higher education making us one of 350 universities across 40 countries to commit to a ten-point action plan for incorporating sustainability and environmental literacy in teaching, research, operations and outreach.
James Cook University offers courses to develop knowledge and skills for education for sustainability based on principles and practice implemented through the United Nation’s Decade of Sustainable Development 2005-2014.
Education subjects cover the challenges of learning in the Anthropocene, the current Australian curriculum and national and international framing documents and ideas as well as communication skills, pedagogies and the latest developments in education for sustainability research and practice.

Application deadlines

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

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Note that this course is delivered by the Cambridge Institute for Sustainability Leadership (CISL). The Postgraduate Certificate in Sustainable Business (PCSB) is a Master's-level graduate programme from the University of Cambridge. Read more
Note that this course is delivered by the Cambridge Institute for Sustainability Leadership (CISL).

The Postgraduate Certificate in Sustainable Business (PCSB) is a Master's-level graduate programme from the University of Cambridge. It equips senior and mid-career professionals and managers with the relevant skillsets to integrate sustainability thinking into business actions.

PCSB is widely regarded as one of the leading Master's-level programmes internationally for individuals who are seeking to enhance their ability to lead and influence change for sustainability, whilst also gaining an academic award.

The programme attracts strong, international cohorts of senior and mid-career professionals, predominantly from business. Because of this, PCSB alumni benefit from the world-class peer networking opportunities that the programme provides.

The programme spans a 9-month period (part-time) and is built around three short residential workshops, individual work-based assignments, and a group research project around an area of mutual relevance.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=16032

About the Cambridge Institute for Sustainability Leadership (CISL)

The University of Cambridge Institute for Sustainability Leadership (CISL), an institute within the School of Technology, has run executive development programmes in sustainability for 25 years, with open programmes in the UK, Europe, North America, South America, South Africa and Australia, and customised programmes for many leading organisations.

Who is the course designed for?

The course has been designed for current and future leaders working in organisations that recognise the importance of sustainable development, and are committed to sharing their knowledge/experience and learning from others. It is an award of the University of Cambridge, and equivalent to one third of a Master’s degree.

It is assumed that participants will have a reasonably good general knowledge of some of the issues dealt with during the programme. However, it is not essential to have specialised knowledge, and it is not assumed that participants have direct responsibility for sustainability or related areas, such as CSR or environmental affairs.

Aims of the programme

Participants successfully completing the programme will:

- Gain a Postgraduate Certificate in Sustainable Business accredited by the University of Cambridge;
- Deepen their understanding of how sustainability issues impact on their sector, their organisation and their role;
- Develop the means to articulate the business case for sustainability, whilst balancing stakeholders' needs
- Analyse global business challenges, responses and organisational change;
- Build confidence to discuss emerging trends and issues which affect the business agenda with senior colleagues;
- Explore best practice and learn collaboratively with other professionals with different perspectives and experts in the field;
- Enhance their skills and experience in embedding sustainability in mainstream business operations and driving organisational change
- Become a member of the Cambridge Sustainability Network, which includes over 5,000 CISL alumni, faculty and contributors from around the world, who are leading the way in turning sustainability thinking into practice.

Students who complete the Postgraduate Certificate can then go on to complete the Postgraduate /diploma. The details of the Diploma are on the following website: http://www.cisl.cam.ac.uk/graduate-study/postgraduate-diploma-in-sustainable-business/pgdip-in-detail

Format

In recognition of the practical challenges of participants undertaking study whilst holding down a full-time job, the programme does not require prolonged periods away from the workplace. Besides the short residential workshops, the core of the programme is an individual piece of work-related research and the development of a strategic action plan that is relevant to the participant's organisation.

A group project helps to ensure that as much inter-organisational learning takes place as possible. An online Virtual Learning Environment (VLE) facilitates communication and collaboration between the short, intensive workshops.

The course runs for nine months and encompasses the following key elements:

- A three-week preparatory phase;
- Three residential workshops;
- Ongoing virtual and non-residential learning activities, including preparatory materials (readings / videos / audios) in advance of the residential workshops;
- Two individual assignments and a collaborative research project;
- Support and facilitation from a team of programme tutors;
- Informal and formal collaboration with fellow participants via email, teleconferences, face-to-face meetings, and the VLE.

In addition to attending the workshops, it is estimated that participants need to undertake at least 3–4 hours of work every week to complete the programme successfully.

Lectures: 40 hours
Seminars and classes: 4 hours
Small-group teaching: 6 hours
Supervision: 6 hours

Structure

Workshop 1: Understanding the challenges and developing the business case

- Environmental, social and economic pressures and drivers
- Sustainable development concepts and frameworks
- Developing a critical and analytical mind
- Building the business case for sustainability
- Identifying risks and opportunities

Workshop 2: Catalysing change beyond the organisation

- Systems thinking
- Sustainable production and consumption
- Design and technology policy, standards and regulations
- Finance, investment and enterprise

Workshop 3: Taking action: implementation and driving change

- Sustainability as core business strategy
- Culture and governance
- Embedding and integration
- Resourcing and skills development
- Influencing and communication
- Leadership and ethics

Assessment

During the course students complete the following business-relevant assignments, each contributing one third to the final mark:

- Analysis paper, 3,000 words
- Strategic action plan, 3,000 words
- Group Project, 7,000 words

Continuation

PCSB is the equivalent to the first third of the Master of Studies in Sustainability Leadership programme. The topics covered correspond with those taught during the first Master's workshop and the assignments undertaken are similar to those completed in the first year of the Master's programme.

It is not necessary to complete a Postgraduate Certificate prior to applying for the Master’s. Furthermore, while completing a PCSB successfully may strengthen applications to the Master’s, it does not result in preferential access or negate the need to satisfy the Master’s-specific admissions requirements.

How to apply: http://www.graduate.study.cam.ac.uk/applying

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Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society. Read more
Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society.

Who It’s For

The MA in Environmental Education and Communication is for those interested in how education and communication can help develop environmentally sustainable social and economic systems. Learning how we can educate and communicate to engage those in our workplaces, communities and nations towards such a goal involves all sectors of society– agriculture, health, governance, media, business, architecture, community development, science, education, recreation and more.

Students likely already know about the complexities of our current unsustainability and the challenges faced by environmental educators and communicators trying to address this problem. Our program is designed for those who wish to widen their perspective on environmental and related social issues, deepen their understanding of those areas essential to a skilled educator and/or communicator, explore different ways of understanding the causes of our current unsustainable society, and develop attributes essential to effective leadership.

Participants seek opportunities to learn with others from diverse backgrounds, to engage in core classes, co-operative projects, team planning, and group discussions to reach a better understanding of the language, expertise, and concerns of a wide range of education and communication professionals.

Students are typically professionals with bachelor's degrees and at least two years' experience working or interest in environmental education and communication.

Applicants who do not have the formal academic education to qualify for admission may be assessed on the basis of both their formal education and their informal learning, in accordance with the Flexible Admission Process.

Graduates of the program have gone on to advance in a variety of fields, from creating schools within the public and private education systems, to leading communications sections within major national and international non-profit organizations, to advising senior government ministers and Premiers, to gaining their PhD degrees with one alumni recently taking on a professorial position in a North American university.

Financial Awards

Royal Roads University has a variety of awards, scholarships, and bursaries available to help offset your tuition fees. The MA in Environmental Education and Communication program has a comparatively high success rate in Social Sciences and Humanities Research Council (SSHRC) grant competitions and many of the program’s students win significant financial awards. The SSHRC award at the MA level often aids the competitiveness of students for future grants, and grant writing is a marketable skill The unique advising structure and ability to gain one-to-one aid in grant writing are important features of RRU that help account for this success.

Outcomes

Graduates will return to their career with a range of theoretical knowledge and analytical and communications skills and competencies. Graduates have the skills and knowledge to develop and implement innovative programs to provide students, clients and other audiences with science-based information, psychologically-sound strategies, and culturally-appropriate, philosophically-nuanced and educationally-sophisticated approaches to current environmental issues.

Graduates will be able to:
-Develop and implement programs to provide students, clients and other audiences with up-to-date, reputable scientific and technological information, as well as traditional knowledge, about current environmental issues and opportunities
-Apply the best current knowledge of learning and cognition to the design, development, and implementation of programs about environmental education and communication
-Design, develop and implement environmental communications and education programs using a range of formats and incorporating relevant current technologies and media
-Evaluate the status of public information and prior knowledge concerning environmental values, issues and opportunities
-Possess a sophisticated awareness of the range of perspectives (e.g., attitudes, beliefs, values) towards the environment and human activity in the environment
-Evaluate environmental information and education programs
-Develop and implement strategies to foster conflict resolution, constructive dialogue and community knowledge construction concerning environmental issues
-Develop approaches to nurture effective and responsible environmental actions on the part of corporations, governmental and non-governmental organizations and citizens' coalitions
-Provide up to date information about innovations in environmental communication and education
-Possess a sophisticated awareness of the nature of contemporary human-environment issues and their implications for education and communications programs
-Develop a systems perspective on problems in environmental education and communications
-Develop an understanding of environmental education and communication functions within organizational contexts

Delivery Model

Combining the best of short residencies and innovative web-based instruction, the MA in Environmental Education and Communication program allows both busy working professionals and those just beginning their careers to get the most out of their academic experience. This combination of learning experiences allows students to benefit from the intensity of the program while still being able to meet the demands of family and workplace.

Participants in the MA program take 11 courses (41 credits) including the thesis course. Six courses are taken on-campus, and five are delivered at a distance through Internet-based technologies.

Certificate students take the first three courses in the schedule for a total of 9 credits. Diploma students take the first nine courses for a total of 24 credits.

We will utilize a range of educational methodologies, including case studies, field studies, cultural studies, team projects, lectures and seminar discussions, and online modules. RRU has become a leader in the delivery of web-based interactive distance education courses, and these will be of great value during non-residential periods.

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The concept of the German “Energiewende” – literally, energy transition – has gained international attention. It includes a variety of measures that aim at making Europe’s largest economy free of fossil fuels and nuclear energy. Read more

Program Background

The concept of the German “Energiewende” – literally, energy transition – has gained international attention. It includes a variety of measures that aim at making Europe’s largest economy free of fossil fuels and nuclear energy. In order to attain this, all areas of energy production and consumption will have to go through a transition process. Besides mobility and industry, buildings are therefore one of the key factors for a successful Energiewende.

Most of all, this implies re-directing from a mainly fossil-fueled energy supply towards renewable energies and a much more energy-efficient use of energy in buildings and urban areas. This is one of the largest and most urgent challenges of current urban development and other social disciplines.

Finding solutions to such a complex challenge means that a multitude of actors from business, society, and public administration take part in the process and influence it with their differing and often conflicting interests. Resulting from this is the need for skilled workers who both understand all stakeholders and are able to work with them.

Building Sustainability

Strategic concepts for communication and cooperation in large-scale projects are crucial for their success. Whereas, “simply” building a house has become a manageable task, things become much more complicated when considering the urban environment and wider interests such as energy efficiency. The Master program, Building Sustainability focuses therefore, not only on technical and economic perspectives, but also aims at imparting relevant knowledge from other disciplines. This means that the scope of the program is both broad and specific at the same time. The combination of technology, management and sustainability-related topics is therefore a unique opportunity for young professionals to extend their skills.

The MBA program Building Sustainability – Management Methods for Energy Efficiency will teach students skills, methods and concepts to consider different approaches, to understand them and to align them for reaching sustainable solutions. Such competences are not only important in the context of the Energiewende but they are indispensable in every building, construction and real estate project that takes energy efficiency and other sustainability criteria into account.

The idea is that sustainable project results that consider economic, ecological and social aspects can only be achieved in extensive cooperation of all stakeholders. Managing and moderating such a cooperation is one of the major challenges of implementing sustainability in building projects of all scales. The program aims therefore on enabling students to understand the complexity of planning and management processes and to develop according solutions. This will happen in modules with different approaches: some will teach facts and numbers, others will facilitate connections between different fields and the softer skills of mediating between them and some are designed to apply these competences to practical projects.

The TU-Campus EUREF is located on the EUREF (European Energy Forum) campus in Berlin-Schöneberg. This former industrial area has been developed into a research hub for energy efficiency, renewable energies and smart grids. Students will gain insight into the numerous real-life examples of building sustainability without having to leave the campus.

Students and graduates

The program addresses a broad group of professionals with varying academic backgrounds, mostly in engineering and technology, management, economics, architecture and urban or environmental planning. However, applicants with other academic backgrounds coupled with working experience in a related field are also encouraged to apply, personal motivation plays an important role in the selection process. Class diversity is one of its greatest assets, as students will not only learn from lecturers with science and business backgrounds, but also from each other.
Graduates will be able to moderate and manage complex projects in the construction, real estate, and planning sector. They will be able to assess the project from technical, ecological and economic perspectives and find solutions which take all stakeholders into account.

Curriculum

The first semester focuses on the basis for successful and sustainable projects. Two comprehensive modules in the fields of building technology and project management will allow students to work on their first, closely guided group project. A lecture series about the sustainable reorganization of building and urban structures with special regard to energy management and the energy market accompanies these modules.

The second semester focuses on the interdisciplinary aspects of building sustainability. It addresses real estate economics and the issue of energy-efficient societies in a global context. Together with the knowledge and skills attained in the first semester, students will conduct a comprehensive and interdisciplinary group project. At the same time, specialization starts and students can choose between deepening their knowledge in either technology and innovation management or in Smart Buildings.

The specialization continues in the third semester, either by completing the technology and innovation module or the technical module with the follow-up course Integration of Renewable Energies. All students take a module in Life Cycle Analysis to complete the holistic approach of sustainability and write their Master thesis. Graduates will earn a degree awarded from the Technische Universität Berlin.

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Course content. Develop the skills and understanding to tackle the global challenges of development, social justice and sustainability. Read more

Course content

Develop the skills and understanding to tackle the global challenges of development, social justice and sustainability.

Whether you are a graduate aiming to make a difference in the world, or a professional wishing to deepen your knowledge and critical thinking, this course is for you.

You will explore the political, economic and social forces that promote and prevent social and environmental justice around the world. These include people’s struggles for wellbeing and sustainability and the visions that inspire them; and the roles of state, society and market actors. Transcending geographical binaries of Global North and South, you will consider areas of complementarity and trade-off between economic development, human wellbeing and environmental sustainability.

This specialist master’s combines skills and knowledge of international development with an in-depth focus on social justice, wellbeing and sustainability. Innovative learning approaches promote investigation of particular cases and issues drawing out connections and contradictions between different actors, analytical perspectives and across global, regional, national, and local scales. The course provides you with the opportunity to apply what you have learned in a placement leading to a work-based project.

You will leave the course with:

  • a critical understanding of concepts and approaches to social and environmental justice, wellbeing and sustainability, and their strengths and limitations
  • practical skills in research, analysis and communication, and an understanding of how these can be applied in working for social justice, wellbeing and sustainability at global and local levels
  • an appreciation of how integrated perspectives can capture the complex interactions between social and ecological systems
  • the ability to explore areas of complementarity and trade-off between economic development, human wellbeing and environmental sustainability
  • rich experience gained from working with people from a wide range of disciplinary, professional and national backgrounds

Learning and teaching

You will join the Department of Social & Policy Studies here at Bath. We are ranked in the top 50 for Development Studies in the QS World University Rankings 2017.

Our staff are all active in this field, research-led, and united in their commitment to finding better solutions to the world’s development problems.

We encourage diversity of intake, in experience, qualifications and interests, to stimulate the richness of experience and learning.

Graduate prospects

This course provides an excellent grounding for careers in social, economic and environmental justice in both global North and global South. It provides the core skills required in a range of policy, communication, advocacy, research and programmatic roles. These may also be used to support social movements, foster corporate social responsibility, promote social enterprise or advance regulatory activities by government or the third sector.

Join our webinar

Join our webinar on Wednesday 31 January 2018 at 12:00-13.00 GMT.

During the webinar you will be able to find about:

  • course structure and content
  • teaching and assessment
  • studying with the University of Bath

There will also be an opportunity to put your questions to our staff.

Register for the webinar.

Course structure

This course lasts 1 year. It starts in September 2018 and ends in 2019. Induction week starts on 24 September 2018.

Occasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

The total number of credits for the taught-stage is 60 credits, with most units being 12 Credits. A typical week would approximately average between 6-10 hours of classes or seminars a week depending on options taken. The dissertation or practicum are 30 credits.

Units

Compulsory course units

These compulsory units are currently being studied by our students, or are proposed new units.

Semester 1

  • Doing research for international development
  • History and theory of international development
  • Social and environmental justice

Semester 2

  • Doing research for international development
  • Sustainability and wellbeing
  • Plus one optional unit

Summer

  • Either Dissertation or Practicum

Optional course units

These optional units are currently being studied by our students, or are proposed new units.

Placement

As an alternative to writing a dissertation, you’ll have the opportunity to undertake a six-week placement (practicum), working with an organisation involved in international development. You'll write a report reflecting on a particular area of professional practice.

Learning and assessment

Learning

  • Lectures
  • Online resources
  • Practical sessions
  • Seminars
  • Tutorials
  • Workshops

Assessment

  • Attendance
  • Coursework
  • Dissertation
  • Essay
  • Online assessment
  • Oral assessment
  • Portfolio
  • Practical work
  • Residential
  • Seminar
  • Thesis
  • Work-based placement
  • Written examination
  • Other


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Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. Read more
Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Graduate Diploma in Environmental Education and Communication program will empower you, and give you the depth and insight to begin to lead and motivate others in developing a sustainable, environmentally sound society.

Who It’s For

The Graduate Diploma in Environmental Education and Communication program is for those interested in how education and communication can help develop environmentally sustainable social and economic systems. Learning how we can educate and communicate to engage those in our workplaces, communities and nations towards such a goal involves all sectors of society– agriculture, health, governance, media, business, architecture, community development, science, education, recreation and more.

Students likely already know about the complexities of our current unsustainability and the challenges faced by environmental educators and communicators trying to address this problem. Our program is designed for those who wish to widen their perspective on environmental and related social issues, deepen their understanding of those areas essential to a skilled educator and/or communicator, explore different ways of understanding the causes of our current unsustainable society, and develop attributes essential to effective leadership.

Participants seek opportunities to learn with others from diverse backgrounds, to engage in core classes, co-operative projects, team planning, and group discussions to reach a better understanding of the language, expertise, and concerns of a wide range of education and communication professionals.

Students are typically professionals with bachelor's degrees and at least two years' experience working or interest in environmental education and communication.

Outcomes

Graduates will return to their career with a range of theoretical knowledge and analytical and communications skills and competencies. Graduates have the skills and knowledge to develop and implement innovative programs to provide students, clients and other audiences with science-based information, psychologically-sound strategies, and culturally-appropriate, philosophically-nuanced and educationally-sophisticated approaches to current environmental issues.

Delivery Model

The Environmental Education and Communication program combines the best of short residencies and innovative web-based instruction to allow both busy mid-career professionals and those just beginning their careers to get the most out of their academic experience. This combination of learning experiences gives students a beneficial on-campus experience while still being able to meet the demands of family and workplace.

The first residency introduces the cohort of students to each other, the faculty, and the Royal Roads University style of education. The second residency diploma may have a more directed field-based orientation.

Participants in the Graduate Diploma in Environmental Education and Communication program take nine courses.

A range of educational methodologies are utilized including case studies, field studies, cultural studies, team projects, lectures and seminar discussions, and online modules.

Online Learning
Distance courses are delivered through the innovative use of Internet technologies. Participants draw upon web resources as well as more traditional print media, while using online discussion groups and drop boxes to work towards the electronic submission of assignments. Normally, students take one distance course at a time, for a period of 10 - 12 weeks. Each distance course requires an average time commitment of 10 - 20 hours per week.

Residency
Students should expect to work hard during the residency period. The normal classroom schedule is Monday to Friday, 8 a.m. - 5 p.m. Homework, readings, and team meetings are done outside these hours. There are some activities in the evenings, as well as during the normal workday. In addition to the educational activities, there are a number of planned recreational events.

Advanced Standing
Students may apply for transfer to the MA in Environmental Education and Communication during the Graduate Diploma program, or apply to the MA program once they have completed the Diploma. The Diploma is awarded upon successful completion of two residencies and one distance-based semester (approximately 12 months). Academic credit earned through the completion of one credential (e.g. certificate or diploma) accepted towards the completion of another credential (e.g. diploma or degree) within the same program area. Laddering agreements must be approved by Academic Council. Laddering agreements enable students to build upon previously earned credentials hence the content must be identical (e.g. course completed in a certificate program must contain the same content as those in the degree program). Students who are only registered in a degree program do not receive multiple credentials (e.g. certificate and degree). Students registered in a degree program must apply to the Dean should they wish to transfer to a certificate or diploma program. Similarly, students registered in a certificate or diploma program eligible for laddering must apply and be accepted into the higher level program.

Sponsors
In general, students have secured the necessary approvals to enter the program from their employer. Many employers will therefore be the sponsor and will, through the creation of a Learning Agreement, provide the student with the support and mentorship necessary to complete the program. However, a sponsor is not mandatory.

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Over recent decades the fashion and textile industries has been making changes; responding to enviromental and social needs; publishing corporate social reports and working with industry bodies and NGOs. Read more

Introduction

Over recent decades the fashion and textile industries has been making changes; responding to enviromental and social needs; publishing corporate social reports and working with industry bodies and NGOs. Yet the Rana Plaza disaster in Dhaka, Bangladesh in 2013 was tragedy for the workers, their families, the country and the industries, and an imperative for new thinking, new practice, and fresh ethics. It is a horrific milestone for fashion manufacture, communication, consumer awareness and industry responsibilities. The industries are now reaching out to governments, NGOs, charities, unions and radical thinkers for advice and support. They are accountable for their current and future ethics. Without doubt it is time for change in which education is a crucial contributor to the new solutions, and alternative futures for the industries.

The new MSc Ethics in Fashion (See http://www.postgraduate.hw.ac.uk/prog/msc-ethics-in-fashion/ ) is a research led, taught programme, focussed on analysing and understanding the industry, whilst mapping the changes in practice, monitoring the voices and diversity of stakeholders in the supply-chain. The programme offers a chance for ethically aware graduates and established professionals to refresh and extend their knowledge and skillset. An escalating need for an Ethics in Fashion programme has been identified, and Heriot-Watt University is in a unique position with subject specific research faculty, global industry links, outstanding fashion and textiles facilities and an enviable pastoral location, with strong transport connections.

"A Masters of Science on Ethics in Fashion is exactly what was missing in fashion education. Sustainability and ethics are key issues for this industry. Those who are not able respect people and the environment in their supply chain cannot stay in the sector for long. Today, all major players have a CSR officer integrated in their business, a profile that didn’t exist until a few years ago. Having this MSc is a true work of innovation." Simone Cipriani, Head, ITC Ethical Fashion Initiative (United Nations)

Our students

The taught programme has been created for those wanting to work, or already working in the fashion and textiles industries, in design, sourcing management, buying, journalism and corporate affairs. The qualification provides a set of fresh perspectives and insights for an existing first degree qualification, or relevant experience in any of the above areas or similar for those wanting to be part of the dynamic changing industries.

Industry links

The School of Textiles and Design, and the research staff have strong global industry and NGO links in design, corporate social responsibility reporting and corporate affairs, social enterprise. In addition teaching staff are Fellows of the Fellowship of 500, in the Ethical Fashion Forum. There are both courses, and research opportunities to work with local and international industry.

The programme has been designed to utilise selected core postgraduate courses offered within the School and introducing courses specific to Ethics in Fashion, thus encouraging inter-disciplinary participation and discourse, and membership of the a growing research community.

"There is a growing demand from consumers that the clothes they choose to wear haven’t been produced in sweatshops. Tragedies such as the Rana Plaza garment factory collapse in Bangladesh have only heightened public concern. This is why it is critical that fashion colleges and universities are incorporating ethics into their programs of work. Ethical sourcing is increasingly becoming the norm for the clothing & footwear industry and we see this only growing in the future." Simon McRae, National Manager, Ethical Clothing Australia

Objectives

- Analyse the ethics in supply-chain practice
- Speculate on, and develop, effective methods of communicating ethics
- Identify and map outcomes and consequences of unethical and ethical practice
- Speculate and apply new criteria within the supply-chain
- Analyse the motivations and roles of consumers in the ethics discourse and practice
- Identify best practice models across the traditional fashion and textiles industries, social enterprise and non-governmental organisations (NGOs)
- Research independently the role of ethics in fashion practice and theory

Assessment

Students are assessed through a combination of individual and group written course work, and projects and the Masters dissertation. Emphasis is placed on rigorous academic standards as well as acquiring and developing a range of transferable industry skills and individual development. Assessment exercises can therefore include making effective visual and oral presentations, writing reports and as well as team and group work.

How to apply

Applications are made by submitting a completed application form to the Postgraduate Office at the Edinburgh Campus. Additionally, before our final decision can be given, applicants will be asked to supply documentation to provide proof of academic background and suitability as a candidate:
- A copy of your degree(s) certificates and relevant transcripts
- A portfolio of past work where appropriate and/or evidence of relevant work experience
- Proof of having being awarded a first degree(s)
- Proof of your ability in the English language if this is not your mother tongue
- Proof of how your tuition fee and personal maintenance costs are to be met
- Two academic referees

For full details about our application process including relevant forms and guidance notes, please contact us or visit our website http://www.hw.ac.uk/schools/textiles-design/

English language requirements

If your first language is not English, or your first degree was not taught in English, we’ll need to see evidence of your English language ability. The minimum requirement for English language is IELTS 6.5 or equivalent. Pre-sessional English courses (See http://www.hw.ac.uk/study/english.htm ) are available for applicants at the Edinburgh Campus to improve on English language usage and study skills. Please note that completion of pre-sessional courses are not a guarantee of admittance.
- 14 weeks English (for IELTS of 5.5 with no more than one skill at 4.5);
- 10 weeks English (for IELTS of 5.5 with minimum of 5.0 in all skills);
- 6 weeks English (for IELTS 5.5 with minimum of 5.5 in reading & writing and minimum of 5.0 in speaking & listening)

Find information on Fees and Scholarships here http://www.postgraduate.hw.ac.uk/prog/msc-ethics-in-fashion/

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This course aims to provide a detailed critical awareness of the risks, challenges and opportunities of providing a sustainable supply of food to the world’s population, as we move into the future. Read more

This course aims to provide a detailed critical awareness of the risks, challenges and opportunities of providing a sustainable supply of food to the world’s population, as we move into the future.

Who is it for?

This course is applicable for graduates from around the world wishing to pursue a career in food sustainability at a technical or strategic level. 

This course is concerned with a fundamental challenge of enormous importance that we all face today; in essence, the many problems of feeding a rapidly growing global population in the future given finite resources, added uncertainties such as the effects of climate change, and a general acknowledgement that our current methods for producing food are not fit for purpose. But it does more than simply describing the challenge - it sets about bringing together the diverse threads that could present pragmatic and practical answers. As such, it is designed to respond to urgent industry, institutional and government needs for individuals who can meet the complex, multi-factorial issues of global future food supply.

Why this course?

Many food companies have identified the need for a focus in their own business areas on future food sustainability, and have acknowledged a need for trained individuals, both in the form of new graduates and also in re-training professionals already established in the food industry. However, it is not just food companies that are concerned with the sustainability of future food supply;

  • government departments are concerned with food sustainability in terms of policy making and governance
  • research institutes are actively involved in the development of improved animal and plant production systems
  • various NGOs are involved in influencing policy, attitudes and communication to the public.

All of these diverse groups have an urgent need to recruit individuals with the skills set to address these challenges. This course is taught using the expertise and facilities of two Cranfield University Schools; the School of Water, Energy and Environment and the School of Management.

Informed by Industry

Our MSc in Future Food Sustainability benefits from input from an industry advisory panel (with representatives from commercial organisations and non-commercial organisations) who help to ensure the course maintains its real-world relevance to the marketplace and industry focus, making successful students highly sought after in the employment market.

Accreditation

This course is accredited by the Institution of Agricultural Engineers.

Course details

The course comprises eight compulsory assessed modules, a group project and an individual research project. The modules include lectures, practical sessions and tutorials.

Group project

The group project experience is highly valued by both students and prospective employers. It provides students with the opportunity to take responsibility for a consultancy-type project, working within agreed objectives, deadlines and budgets. For part-time students a dissertation usually replaces the group project.

Individual project

The individual thesis project, usually in collaboration with an external organisation, offers students the opportunity to develop their research capability, depth of understanding and ability to provide solutions to real industry and institutional challenges in the wider area of future food supply.

Assessment

Taught modules 40%, group project 20% (dissertation for part-time students), individual project 40%.

Funding

To help students in finding and securing appropriate funding we have created a funding finder where you can search for suitable sources of funding by filtering the results to suit your needs. Visit the funding finder.

Postgraduate Loan from Student Finance England A Postgraduate Loan is now available for UK and EU applicants to help you pay for your Master’s course. You can apply for a loan at GOV.UK

Future Finance Student Loans Future Finance offer student loans of up to £40,000 that can cover living costs and tuition fees for all student at Cranfield University.

Your career

Successful, motivated graduates from this course are expected to move swiftly into positions within food businesses, government, NGOs and research companies/institutes to engage in roles involving research, management, governance, communication and social responsibility. Specific relevant job roles may include; technical managers, sustainability managers, technical development managers, product technologists, resilience officers, supply chain/logistics analysts, commodity analysts, regulatory affairs advisers, and policy officers.



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