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IN BIOFORCE. 1) Opening Sessions. Objectives. To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme. Read more

Modules Contents and Objectives

IN BIOFORCE

1) Opening Sessions

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

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

2) Immersion Internship

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

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

3) Framework of Humanitarian Aid

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

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

4) Managing People & Organisations

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

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

5) Managing Programmes & Projects

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

Contents: Programme Cycle Management (PCM):

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

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

6) Managing Finance & Funding

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

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

7) Training of Trainers for Capacity Building in the Sector

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

Contents: Designing & implementing training activities.

8) Field Exercise

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

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

IN ESC GRENOBLE

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

1) Advanced Decision Techniques

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

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

2) Strategy, Innovation and Entrepreneurship

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

3) Corporate Governance

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

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

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

4) Geopolitics

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

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

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

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

5) Global Marketing and Strategy

Objectives/Learning outcomes : Students will be able to:

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

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

The course will cover:

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

6) Leadership and Responsible Management

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

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

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

Applied Research Project

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

OBJECTIVE

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

This project will require:

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

STUDENTS’ PROFILES

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

EXPECTED RESULTS

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

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

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

EXEMPTION OF “GRAND MÉMOIRE” – FOR THE ESC STUDENTS

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

Assignment

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

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

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

The evaluation process for the assignment is the following:

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

- An oral presentation before a jury.

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

Assessment Process

ASSESSMENT PROCESS IN BIOFORCE

The assessment process includes the following exams:

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

ASSESSMENT PROCESS IN GRENOBLE ECOLE DE MANAGEMENT

It is a two-stage process:

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

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

CONDITIONS OF GRADUATION

The diploma is delivered to the students:

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

Admission

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

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

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

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This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. Read more
This two-year part-time Masters Degree in Literature and Arts course offers the opportunity to study the literature and arts of three different periods of English history (ranging from the c16th to the c19th) in an interdisciplinary manner over four five day residences and two online modules. The course offers full access to the library and electronic resources of the university, a team of expert tutors, and a high level of personal and academic support.

VIDES (volume of interdisciplinary essays)

VIDES 2016 - Volume 4
In the second year, as part of the preparation for the dissertation, each student writes a short essay around two documents or artefacts which they have chosen which comment on a particular topic but from contrasting viewpoints. The student group is divided up into a number of small committees responsible for peer reviewing and editing the journal, deciding on its house-style and designing it.

To make navigation around the journal easier the volume is also presented on the open.conted site where you can find a list of all the essays with their abstracts to help you identify the essays which are of interest you. We hope you enjoy the read!

If you have enjoyed VIDES 2016 - Volume 4 you might also like to read VIDES 2015 - Volume 3, VIDES 2014 - Volume 2 and VIDES 2013 - Volume 1.

Visit the website https://www.conted.ox.ac.uk/about/mst-in-literature-and-arts

Description

This literature and arts course brings together the creative, intellectual and manufactured output of people in the past. It has a twofold aim – to explore the past through the lens of human creativity, and to inform our understanding of that creativity by studying the context within which it emerged. It is therefore an interdisciplinary programme which encompasses literature, art and architectural history, history, philosophy and theology. Based in Oxford, and taking full advantage of the remarkable human and cultural resources which this university has at its disposal, the literature and arts course is designed around three sequential periods of British history, from Early Modern (c.1450) to the early twentieth century (c.1914). By studying each period through a range of disciplines, students will acquire a broad and multi-faceted picture of the past. In this framework giant achievements such as Milton’s poetry or Wren’s architecture can be understood not only as products of their times but also in so far as they stand as uniquely inspired statements, or as harbingers of future developments.

Interdisciplinary study raises challenges for a student in terms of methodologies. How do I analyse and interpret a picture when I have only ever worked with text? A poem when I have only worked with documentary sources? A building when I have only ever studied abstract ideas? How do I make viable connections between these different areas of study? An online element offered towards the beginning of the course will provide the opportunity to discover, practise and develop these skills, and to engage with current theoretical discourses concerning the way scholars relate with their source material. Similarly a more advanced on-line component in the second year will focus on interdisciplinary research skills, including trying out those skills by contributing to a small volume of papers on a subject related to the chosen dissertation topic.

Whilst focusing on British history and culture, the course will begin with an introductory unit which sets Britain in a world context and explores her cultural relationship with the rest of the world since the sixteenth century. Using the layout of the Ashmolean museum’s international collections with its emphasis on global interaction, this unit will principally be concerned with the formation of British culture through the stimuli of influences beyond Europe.

The literature and arts course aims to enable students to specialise in certain disciplines and ultimately in a particular historical period, whilst structuring their learning within a strong contextual and critical framework. It aims to enable students to make the most of the university’s resources (e.g. its libraries, computer facilities, museums and historic monuments), to provide a high quality of academic and pastoral support, and to maximise the potential for learning within a peer group. It sets out to encourage a richly democratic view of cultural history in which all men’s and women’s lives play their part.

Programme details

Structure of the Literature and Arts Course
Year One

Two core courses in year one will introduce students to post-graduate research skills and methodologies and use a series of case studies to explore some of the challenges inherent in the practice of interdisciplinary study.

Students will also take two options during year one, which will allow them to begin to specialise either by period or theme.

Year Two

A third option at the start of year two will enable students to gain wide-ranging insight into their chosen area of study before deciding on their dissertation topic. A final core course in cultural theory will prepare the student for the writing of the dissertation. This involves writing an article for and contributing to the production process of the course's online journal, Vides. The dissertation occupies the final two terms of year two.

Core Courses

Core courses will be both residential and delivered through online distance learning modules.

Residences: students will attend tutorials, seminars and lectures during five-day residences in October, February and late June/July in year one and in October of year two, plus an initial residential induction weekend, prior to the first core course. Residences will account for eighty face to face teaching hours over the two years (structured around intensive discussion in seminars).

Distance-learning: these modules are fully supported by a dedicated Virtual Learning Environment. Students will engage in on-line group discussions using the course website and email. Students will also have access to the electronic on-line resources of Oxford University's Library Services, including the Bodleian Library, and all other University libraries, including the English Faculty Library, the History Faculty Library, the Philosophy Faculty Library and the Theology Faculty Library. These modules are designed such that students need not have a sophisticated understanding of IT; materials may be provided in a variety of ways to suit the student's preference and situation.

In keeping with the Oxford ethos of tutorial instruction, individual tutorials and supervisions will be an integral part of the programme, most notably with regard to the dissertation. Individual supervision will be undertaken both face-to-face and by e-mail.

Options

Each of the options residences is structured in the same way, beginning with an historical introduction to the period and ending with a plenary discussing where connections can be made between the subjects studied through the week. The options are taught in the mornings and afternoons and represent a range of disciplines, specifically Literature, History, Visual Culture and Philosophy/Theology/History of Ideas. Each student chooses two options out of four offered. Please note that due to timetabling constrictions it is not always possible to allocate each student to their preferred options. The following list indicates the subjects which were available in 2014/15, there may be some changes for 2016.

Late Medieval and Early Modern
Shakespeare in History - Dr Lynn Robson
Tudor Monarchy– Dr Janet Dickinson
The Role of Wit, Conceit and Curious Devices in Tudor and Jacobean Art and Architecture - Dr Cathy Oakes
The Uses of History in Seventeenth-century England - Dr Gabriel Roberts

The ‘Long Eighteenth Century’
Writing, Money and the Market - Dr Carly Watson
British Collectors and Classical Antiquities – Dr Stephen Kershaw
The British Empiricists: Locke, Hume and Berkeley – Dr Peter Wyss
Overseas Trade and the Rise of Britain as a Superpower - Dr Mike Wagner

The ‘Long Nineteenth Century’
Love and Sex in the Victorian Novel - Dr David Grylls
Dante Gabriel Rossetti and Late Nineteenth Century British Culture – Professor Barrie Bullen
The British Empire and the Indian Mutiny– Dr Yasmin Khan
'Habits of Heart and Mind' - Victorian Political Culture – Professor Angus Hawkins

Dissertation

A dissertation of 11,000 words will be the focus of the final two terms of the second year.

The final core course, delivered in Hilary term of the second year, is envisaged both as a graduate-level survey of relevant cultural theory, which will provide the necessary intellectual contexts for the students' chosen dissertation topics, and as an opportunity to fine-tune the students' research and writing skills in preparation for the dissertation. After completing Vides, students will decide on their dissertation subject in consultation with the Course Director. They will be advised on reading lists and a timetable of work by their dissertation supervisor.

The dissertation is intended to demonstrate the student's knowledge and awareness of more than one subject discipline in this final piece of assessment.

Who should take the course?

The design of the Masters Degree in Literature and Arts is part-time over two years, and as such it is intended for gifted students who, due to their obligations to professional work or caring duties, would otherwise be unable to pursue higher degrees. The MSt in Literature and Arts is taught in the format of regular short residences in Oxford, together with an element of closely-monitored distance-learning.

The course is ideal for the following:

- Graduates in Humanities disciplines who have entered employment, but who wish to maintain their momentum of study progressing to a postgraduate qualification. This group will include teachers, librarians, and archivists, and others involved in humanities-related professions.

- Humanities graduates who would like to study part-time because of other responsibilities (including caring roles).

- Graduates who have reached a stage in life where they wish to pursue a new area of study, either for personal development, or to establish new career paths.

While the Masters Degree in Literature and Arts can be seen as a stand-alone qualification, it will also prepare students for doctoral work.

Find out how to apply here - http://www.ox.ac.uk/admissions/graduate/applying-to-oxford

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The School of Civil and Building Engineering at Loughborough has an outstanding research reputation, 75% or its research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework. Read more
The School of Civil and Building Engineering at Loughborough has an outstanding research reputation, 75% or its research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

This programme is aimed at students training for a research career in energy and related areas, in either academia or industry. It focuses on energy demand reduction in the built environment, examining technical solutions within the wider social and economic context.

The course is closely linked with the London-Loughborough Centre for Doctoral Research in Energy Demand (the ‘LoLo CDT’) and is led by internationally-leading research staff at Loughborough University and the Energy Institute at University College, London.

The programme capitalises on the world-class building energy modelling and monitoring expertise in the Building Energy Research Group and the Royal Academy of Engineering Centre of Excellence in Sustainable Building Design. Students make use of our extensive laboratory and full-scale testing facilities, enriched by site visits, conferences, workshops and seminars by external experts. The programme begins with an intensive residential week studying Energy Demand in Context. Students attend lectures from energy experts in different fields, while working to produce a pathway satisfying the goal of a national 80% emissions reduction by 2050.

This is an intensive but rewarding course for future leaders in energy demand research; we accept approximately ten high calibre students each year.

Key Facts

- Research-led teaching from international experts. This unique programme is taught by acknowledged world experts in the field.

- An outstanding place to study. The School of Civil and Building Engineering is ranked 2nd in the UK for Building in the Times Good University Guide 2015.

- The MRes is an integral part of the London-Loughborough Centre for Doctoral Research in Energy Demand, which has just been funded by the Engineering and Physical Sciences Research Council for a further eight years.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/energy-demand-studies/

Programme modules

- Energy Demand in Context
The aim of this module is to provide an introduction into the many issues of energy demand in the built environment, setting them in the wider context of climate change policy and the history of energy use. Why is energy demand deduction complex? How did we get to where we are? What are the options for the future, and what is your possible role?

- Building Energy Systems and Models
This module will provide students with a thorough understanding of how systems and models of systems work at various levels, from heat transfer in materials and energy systems to the national building stock. They will understand approaches to modelling buildings, systems of energy demands and the influence of people. Students will be taught how to use building energy models and to interpret the results.

- Energy Theory, Measurement and Interpretation
The aims of this module are: to develop students understanding of the principles of measurement in the context of energy demand and associated factors; to explain how to interpret and represent the results accounting for uncertainties and limitations; and to apply this knowledge at different scales from individual components, to building, urban and national scale.

- Research Development and Dissemination
The module aims to provide students with the knowledge and skills needed to devise, plan and disseminate research projects. The module will provide skills in defining research questions and hypotheses; critically reviewing literature; planning a programme of research; communicating to different stakeholders including academia, industry and the public; preparing conference presentations and academic papers; engaging with the public; and producing an MRes Research Dissertation proposal. The module also includes project administration skills including, research ethics and confidentiality.

- Energy Demand: Society Economics and Policy
This module is delivered in the second semester in a series of weekly sessions at UCL. Its aim is to provide a broad understanding of the social, economic, and policy determinants of energy demand, taking into account areas such as pricing and demand, market structure, cost-benefit analysis, social environment and lifestyle, individual attitudes and behaviour, public-private goods, externalities and the policy cycle.

- Quantitative and Qualitative Research Methods
This module will provide students with the grounding in quantitative and qualitative research methods that they need to become effective researchers. The module will provide: skills in statistical analysis and use of the SPSS software; an ability to make informed choices about ways of handling data and to assess the appropriateness of particular analytical procedures; an understanding of questionnaire, interview and focus group design, delivery and analysis; and an ability to critically assess and evaluate the research of others. Whilst case-study applications will be relevant to building energy demand, the skills and knowledge acquired will be generic.

- Energy Demand Studies Research Dissertation
The aims of this module are to train students in the planning, execution and evaluation of a substantive research project; to train them in the art of persuading others of the importance of the research and outcomes and to project their work through academic writing. The dissertation enables students to explore a topic of interest in great depth.

Facilities

MRes students make use of the extensive laboratory facilities and test houses operated by the School of Civil and Building Engineering. The MRes combines measurements in buildings with modelling studies, allowing students to experience at first hand the ‘performance gap’ – the difference between modelling and real world behaviour.

Lectures at University College London provide access to world-class experts in energy economics and the societal context. Our staff pride themselves on their enthusiasm and availability to students, who often comment on this aspect of the course in their feedback.

How you will learn

The programme has a strong student-centred and research focus. Four taught modules set the context and provide subject-specific knowledge, whilst two further modules provide training in relevant research methods. A research dissertation forms half of the total credits and can lead to publishable work.

The MRes in Energy Demand Studies can be studied as a 1-year standalone programme and also forms the first year of the 4-year course for students accepted into the LoLo CDT, who then go on to study for a PhD. The opportunity exists for strong MRes students to join the LoLo Centre at the end of their MRes year.

- Assessment
The MRes is assessed entirely by coursework. A group presentation forms part of the assessment in the initial residential module; with the remainder assessed by an individual essay. Other modules include assessment by presentations and written work, including essays, reports and press releases.

The research project is assessed by a dissertation, an academic paper and a viva at which students present the work to an expert panel.

Careers and further study

Both the School of Civil and Building Engineering and the LoLo CDT have strong links with industry (e.g. Willmott Dixon, B&Q), policy makers (e.g. DECC), and the wider stake-holder community.
Dissertation projects are often linked to our industry sponsors’ interests, which provides a natural pathway to future employment and our visiting Royal Academy Professors and industry partners provide practice-based lectures and workshops.

Scholarships

This is a sought-after course, with a small intake, which ensures students’ access to highly qualified tuition. No scholarships are available for the standalone MRes.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/energy-demand-studies/

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This programme is aimed at anyone interested in learning more about the design and operation of low energy buildings with the added attraction of three modules dedicated to computer modelling of building performance – an essential skill for anyone wishing to work in today’s rapidly changing world of building engineering consultancy. Read more
This programme is aimed at anyone interested in learning more about the design and operation of low energy buildings with the added attraction of three modules dedicated to computer modelling of building performance – an essential skill for anyone wishing to work in today’s rapidly changing world of building engineering consultancy.

Modules are taught by world-leading experts in the field who have designed some of the world’s most innovative low energy buildings. These design experiences provide unique case study material which students find exciting and invaluable for their own research and design work.

The programme is accredited for further learning for CEng and professional membership by CIBSE and the Energy Institute and benefits from its links with the Royal Academy of Engineering Centre of Excellence in Sustainable Building Design.

The course attracts students from all over the world, including countries such as Greece, Iran, China, France, Germany and Colombia. This is attractive to potential employers who often have international offices around the world.

Key Facts

- An outstanding place to study. The School of Civil and Building Engineering is ranked 2nd in the UK for Building in the Times Good University Guide 2015

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- The programme is accredited by the two main institutions representing energy and buildings – the Chartered Institution of Building Services Engineers and the Energy Institute. On successful completion of the course, students are deemed to meet the education requirements for both institutions and their applications can be endorsed by course tutors.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/low-carbon-building-design/

Programme modules

- Building Energy Consumption [70% exam, 10 credits]
The aim of this module is for the student to understand the impact that climate, people, equipment selection and design have on energy consumption on a range of building sizes from domestic to large commercial.

- Renewable Energy and Low Carbon Technologies [70% exam, 15 credits]
The aims of this module are for the student to understand the principles of renewable energy and low carbon technologies and their integration into buildings, and to be given a perspective on the potential benefits and applications of these technologies.

- Building Control & Commissioning [70% exam, 10 credits]
The aims of this module are for the student to understand the application of automatic control in energy monitoring and commissioning and to examine the control problems in buildings and develop control strategies that will improve thermal comfort and building energy use.

- Concept Design [0% exam, 15 credits]
The aims of this module are for the student to be introduced to the process within which buildings are conceived and designed by undertaking the architecture design of a major building using multi-disciplinary input. Students will develop team skills through working in design groups to generate schematic concepts before developing the best. They will apply previous knowledge of building services and low carbon design in the selection process and carry out performance analysis. Students will work with 3D architectural and 3D mechanical, electrical and plumbing (MEP) systems within BIM software to further develop their concepts.

- Low Carbon Building Design [50% exam, 15 credits]
The module aims to introduce the principles of low and zero carbon building with special attention to the process of design and decision-making.

- Advanced Thermal Modelling [50% exam, 15 credits]
The aims of this module are for the student to understand the principles of building thermal modelling and HVAC plant simulation, and be given a perspective on the applications of these techniques to the design process.

- Advanced Airflow Modelling [50% exam, 15 credits]
The aims of this module are for the student to understand the principles of building airflow and ventilation modelling with respect to comfort and energy efficiency, and be given a perspective on the applications of these techniques to the design process.

- Advanced Lighting Modelling [50% exam, 15 credits]
The aims of this module are for the student to understand the principles of lighting modelling in buildings with respect to comfort and energy efficiency, and be given a perspective on the application of these techniques to the design process.

- Research Project [0% exam, 60 credits]
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to Building Energy

- Research Methods in Building Performance [0% exam, 10 credits]
The aims of this module are for the student to become familiar with and comprehend the wide range of research methods and skills needed to investigate, understand and communicate building performance.

Facilities

All masters students have access to a wide range of building simulation codes which include commercial software, as well as bespoke codes developed in-house. Students can run these codes on their personal laptops or access any one of our computer laboratories, including access to our recently commissioned 2000-node high performance computer cluster.

One of our key strengths at Loughborough is our experimental facilities which enable us to validate computer models. Our masters students have access to a vast range of experimental facilities, some of which are used during the taught modules and all of which are available for use by students during their research dissertations.

These include: a fully controllable environmental chamber; sophisticated thermal and breathing manikins; an indoor solar simulator; a 'darkroom' facility to carry out optical and high dynamic range measurements; and full-scale houses for pressure testing and studying innovative heating and control strategies. A recent investment of £360k was made to purchase an extensive array of monitoring and measuring equipment for use during field studies.

How you will learn

You will learn through a carefully balanced combination of lectures, in-class guided workshops, hands-on computer modelling, field measurements and independent research. Students have access to a wide range of air flow, thermal and daylight modelling software as well as extensive laboratory facilities. Following nine taught modules, students pursue a research dissertation of their choice which draws on the skills developed during the taught modules.

Students are assessed by a combination of traditional written exams, coursework and assignments. This split is typically 70/30 (exam/coursework) or 50/50, although some modules, such as research methods and concept design are assessed entirely based on coursework which comprises individual presentations and group work.

Careers and further study

Previous students have gone on to work for leading consulting engineering companies such as Arup, Pick Everad, Hoare Lea, Hulley and Kirkwood and SE Controls. Some of these companies offer work placements for students to undertake their research dissertations. Many visit the university to deliver lectures to our MSc students providing ideal opportunities for students to discuss employment opportunities.

Accreditation

The programme is accredited for further learning for CEng and professional membership by the CIBSE and Energy Institute.
The 'SE Controls prize for best overall performance' is awarded to the student graduating from this course with the highest overall mark. This presentation is made on graduation day.

Scholarships

The University offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account.
You can apply for a scholarship once you have received an offer for a place on this programme.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/low-carbon-building-design/

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Professionals in construction management are at the heart of the delivery phase of buildings and infrastructure in every economy, and play an essential part in the realisation of the physical development aspiration of clients. Read more
Professionals in construction management are at the heart of the delivery phase of buildings and infrastructure in every economy, and play an essential part in the realisation of the physical development aspiration of clients.

Society continues to value and shape the built environment resulting in both public and private investment in construction assets and the successful completion of construction projects. As these projects become more socially and technically complex in a changing world dominated by a concern for sustainability, there has been a growing challenge to develop existing and new skills and expertise in construction management. This challenge is not only national but global as the need for construction management skills continues to grow internationally. Indeed, our student cohorts reflect this global challenge with students from across multiple continents.

This particular programme benefits from being rooted in a long 40 year history of delivery. It has evolved and aligned itself with the challenge above to reinforce it as one of the most long-standing and successful Construction Management Masters programmes of its kind. The programme has and continues to be the flagship of our postgraduate programmes and is heavily subscribed and endorsed by the global construction management community.

The programme is designed for recent graduates from construction and related disciplines and introduces the fundamentals and challenges to contemporary construction management. It is also ideally suited to those who have a strong technical background and need to complement it with requisite management know-how for developing their national and international careers in the construction sector.

Students on the programme significantly benefit from the programmes strong connection with the expertise of the UK’s longest-established research group ‘Construction Technology and Organisation’ and the Royal Academy of Engineering Centre of Excellence in Sustainable Building Design.

Accreditation of the programme is provided by the UK’s Royal Institution of Chartered Surveyors (RICS), the Engineering Council and The Chartered Institute of Building (CIOB).

Key facts

- An outstanding place to study. The School of Civil and Building Engineering is ranked 2nd in the UK for Building in the Times Good University Guide 2015
- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.
- Fully accredited by the UK's Royal Institution of Chartered Surveyors (RICS), the Engineering Council and The Chartered Institute of Building (CIOB).

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/construction-management/

Programme modules

Semester one, compulsory modules
- ICT for Construction Projects
This module introduces managers to a wide range of tools and technologies appropriate for their role and projects. The module covers a range of topics including project information flows, e-business, database technologies, emerging technologies, building information modelling technologies, groupware and collaborative systems.

- Research and Communication
The aims of this module are to provide the student with an overview of sources of information in construction; to explain to students how to conduct a literature review and introduce students to the principal methods of investigation in construction research; and provide an opportunity for each student to develop professional and academic skills in oral and written communication.

- Principles of Design and Construction
This module teaches students the fundamental principles of managing a project during the design and construction phases. The module develops knowledge and understanding of the role and principles of the estimating, tendering and planning of construction projects and the importance of health and safety in relation to design and construction activities.

- Principles of Project Management
Students will gain an understanding of construction project management principles and theory. Specific areas covered include management responsibility for running construction projects; contemporary issues facing the construction industry; cultural complexity and the impact of behaviour and motivation on performance; and applying appropriate project management techniques for the different project phases.

- Postgraduate Research Project
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to Construction Management.

Option Module (part-time students only)
- Management and Professional Development 1
The aim of this module is to enable students to plan, develop and demonstrate progress against a suitable professional development framework, such that they become equipped with a range of transferable management and professional development skills.

Option Modules One
Choose two from:
- Design Management
This module introduces various Design Management techniques and approaches. These include process mapping techniques for design; ways to analyse and optimise the design process; and students will gain an understanding of the internal workings of a design office and their relationship with the construction team.

- Sustainability in the Built Environment
Students will gain an understanding of sustainability issues that relate to the built environment; ways in which these issues can be managed and effective communication of both strategic and technical information.

- Management of Construction Processes
This module introduces students to cutting edge contemporary management concepts and innovations; complexities of setting up and managing logistics on large construction sites; and essential project management techniques such as risk management.

- Federated 3D Building Information Modelling (BIM)
The creation, deployment and use of aggregated and integrated models are key goals of collaboration through BIM. This module aims to deliver hands-on practical skills on the use of BIM technologies (i.e. design software and collaboration tools) for real-time co-creation and data sharing of federated/aggregated 3D BIM models. The concept of shared situational awareness within design teams/processes will be explored.

Option Modules Two
Choose two from:
- Strategic Management in Construction
The aim of this module is to introduce students to the fundamental concepts of strategic management and the tools for formulating and implementing strategies within the construction sector. The application of strategic management tools to develop appropriate change strategies will be explored and fundamental skills in communication, negotiation and leadership will be developed.

- People and Teams
Students will gain a knowledge and understanding of the key fundamental management principles and theory (such as motivation, teamwork, leadership, task management) and how they can be applied to managing people within the context of the construction project environment. Students will also be able to analyse current theoretical approaches to people management, appreciate importance of ethics and cultural issues and evaluate the key factors driving HRM systems.

- Procurement and Contract Procedure
This module aims to develop students understanding of procurement methods, different forms of contract and contract practice. The module is designed to give students key practical skills including advising clients on appropriate procurement and tendering methods; selecting the most appropriate form of construction contract; and manage a construction contract effectively.

- Business Economics and Finance
Students will gain a sound understanding of macro, meso and micro economics and types, sources and management of finance relating to construction organisations and projects. This will allow students to analyse the policies and operations of construction organisations and projects from an economic perspective to determine likely performance consequences and analyse corporate financial data for investment prospects and business management decisions.

Careers and further study

Graduates are sought after by a wide range of companies including Arup, Atkins, Bauer Technologies, Carillion plc, Eurovia Group, Kier Group, Morgan Sindall, Skanska and Vinci Construction. Many of these organisations engage with the University in both collaborative research and in delivering lectures on the courses. This provides an ideal opportunity for students to engage in discussions about employment opportunities.

Scholarships and bursaries

The University offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account.
You can apply for a scholarship once you have received an offer for a place on this programme.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/construction-management/

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Competency in project management has become a key part of the skills-set of every construction professional and executive, with many construction project managers functioning in a strategic and co-ordinating role in the delivery of the client’s physical development and investment programme. Read more
Competency in project management has become a key part of the skills-set of every construction professional and executive, with many construction project managers functioning in a strategic and co-ordinating role in the delivery of the client’s physical development and investment programme.

Society continues to value and shape the built environment resulting in both public and private investment in construction assets and the successful completion of construction projects. As these projects become more socially and technically complex in a changing world dominated by a concern for sustainability, there has been a growing challenge to develop existing and new skills and expertise in construction project management. This challenge is not only national but global as the need for construction project management skills continues to grow internationally. Indeed, our student cohorts reflect this global challenge with students from across multiple continents.

We have been running programmes in MSc Construction Project Management for nearly 20 years. This arose from the need to extend the managerial remit to those activities that fall outside the construction phase to include areas such as financing, design and hand-over. The programme is therefore tailored for construction professionals looking for a more holistic perspective of construction project processes and the challenge of project management in complex building and infrastructure projects.

Accreditation of the programme is provided by the UK’s Royal Institution of Chartered Surveyors (RICS), the Engineering Council and The Chartered Institute of Building (CIOB).

Core study areas include: Building Information Modelling, Design Management and Sustainability in the Built Environment.

Key facts

- An outstanding place to study. The School of Civil and Building Engineering is ranked 2nd in the UK for Building in the Times Good University Guide 2015
- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.
- Fully accredited by the UK's Royal Institution of Chartered Surveyors (RICS), the Engineering Council and The Chartered Institute of Building (CIOB).

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/construction-project-management/

Programme modules

- ICT for Construction Projects
This module introduces managers to a wide range of tools and technologies appropriate for their role and projects. The module covers a range of topics including project information flows, e-business, database technologies, emerging technologies, building information modelling technologies, groupware and collaborative systems.

- Research and Communication
The aims of this module are to provide the student with an overview of sources of information in construction; to explain to students how to conduct a literature review and introduce students to the principal methods of investigation in construction research; and provide an opportunity for each student to develop professional and academic skills in oral and written communication.

- Principles of Design and Construction
This module teaches students the fundamental principles of managing a project during the design and construction phases. The module develops knowledge and understanding of the role and principles of the estimating, tendering and planning of construction projects and the importance of health and safety in relation to design and construction activities.

- Principles of Project Management
Students will gain an understanding of construction project management principles and theory. Specific areas covered include management responsibility for running construction projects; contemporary issues facing the construction industry; cultural complexity and the impact of behaviour and motivation on performance; and applying appropriate project management techniques for the different project phases.

- Design Management
This module introduces various Design Management techniques and approaches. These include process mapping techniques for design; ways to analyse and optimise the design process; and students will gain an understanding of the internal workings of a design office and their relationship with the construction team.

- Sustainability and the Built Environment
Students will gain an understanding of sustainability issues that relate to the built environment; ways in which these issues can be managed and effective communication of both strategic and technical information.

- Management of Construction Processes
This module introduces students to cutting edge contemporary management concepts and innovations; complexities of setting up and managing logistics on large construction sites; and essential project management techniques such as risk management.

- Postgraduate Research Project
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to Construction Project Management.

Option Module (part-time students only)
- Management and Professional Development 1
The aim of this module is to enable students to plan, develop and demonstrate progress against a suitable professional development framework, such that they become equipped with a range of transferable management and professional development skills.

Option Modules One
Choose one from
- Strategic Management in Construction
The aim of this module is to introduce students to the fundamental concepts of strategic management and the tools for formulating and implementing strategies within the construction sector. The application of strategic management tools to develop appropriate change strategies will be explored and fundamental skills in communication, negotiation and leadership will be developed.

- People and Teams
Students will gain a knowledge and understanding of the key fundamental management principles and theory (such as motivation, teamwork, leadership, task management) and how they can be applied to managing people within the context of the construction project environment. Students will also be able to analyse current theoretical approaches to people management, appreciate importance of ethics and cultural issues and evaluate the key factors driving HRM systems.

- Procurement and Contract Procedure
This module aims to develop students understanding of procurement methods, different forms of contract and contract practice. The module is designed to give students key practical skills including advising clients on appropriate procurement and tendering methods; selecting the most appropriate form of construction contract; and manage a construction contract effectively.

- Business Economics and Finance
Students will gain a sound understanding of macro, meso and micro economics and types, sources and management of finance relating to construction organisations and projects. This will allow students to analyse the policies and operations of construction organisations and projects from an economic perspective to determine likely performance consequences and analyse corporate financial data for investment prospects and business management decisions.

- Federated 3D Building Information Modelling (BIM)
The creation, deployment and use of aggregated and integrated models are key goals of collaboration through BIM. This module aims to deliver hands-on practical skills on the use of BIM technologies (i.e. design software and collaboration tools) for real-time co-creation and data sharing of federated/aggregated 3D BIM models. The concept of shared situational awareness within design teams/processes will be explored.

Careers and further study

Previous students have gone on to work for a variety of organisations nationally and internationally. These include Arup, Atkins, BAM Nuttall Ltd, Balfour Beatty, Kier Group, Morgan Sindall, Skanska and Transport for London. Many of these organisations engage with the University in both collaborative research and in delivering lectures on the courses. This provides an ideal opportunity for students to engage in discussions about employment opportunities.

Scholarships and bursaries

The University offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account.
You can apply for a scholarship once you have received an offer for a place on this programme.

Accreditation

This degree is accredited as meeting the requirements for further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng (Hons) undergraduate first degree.
The course is also accredited by the UK's Royal Institution of Chartered Surveyors (RICS), the Engineering Council and The Chartered Institute of Building (CIOB).

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/construction-project-management/

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The MSc Forensic Psychology is the only BPS accredited programme in Wales, offering a unique opportunity for students to study Forensic Psychology in Wales. Read more

Course Overview

The MSc Forensic Psychology is the only BPS accredited programme in Wales, offering a unique opportunity for students to study Forensic Psychology in Wales. Working collaboratively with NOMS Cymru (National Offender Management Services, Wales), helps keep the programme up to date with strategy development and policy decisions. Regular contributions from practitioners within the Principality enable students to understand more about services within Wales and their impact on our society locally. We also have many national contributors who share their extensive knowledge and experience.​

Due to the popularity of this programme you should submit your application at the earliest opportunity, and at the very latest by 29th July. ​

See the website https://www.cardiffmet.ac.uk/health/courses/Pages/Forensic-Psychology---MSc-.aspx

​Course Content​​

Forensic Psychology is the practice and application of psychological research relevant to crime, policing, the courts, the criminal and civil justice system, offenders, prison, secure settings, offender management, health and academic settings as well as private practice.

It looks at the role of environmental, psychosocial, and socio-cultural factors that may contribute to crime or its prevention. The primary aim of Forensic Psychology as an academic discipline is to develop understanding of the processes underlying criminal behaviour and for this improved understanding to impact on the effective management and rehabilitation of different groups of offenders in all settings within the criminal justice system.

The first aim of the programme is to provide students with a thorough and critical academic grounding in the evidence relating to environmental, cultural, cognitive and biological factors that may contribute to a wide variety of forms of offending. The programme will encourage students to consider the role and limitations of causal explanations for offending in the development of offender treatments, services and policy.

The second aim of the programme is to introduce students to the basic professional competencies for working in the many settings where forensic psychology is practiced, including skills related to inter-disciplinary working, risk assessment, ethics, continuing professional development, report writing and differences in practice when working with offenders, victims, the courts and the police.

The programme aims to produce Masters degree graduates with the ability to understand the limitations of the conceptual underpinnings of interventions and assessments used in forensic psychology and who are able therefore to engage in critical evaluation of the evidence base upon which their own practice will eventually be based. The programme will specifically avoid providing any formal supervised practice. Its aim is to produce reflective scientist-practitioners who will be ready to engage with the next stage of training (i.e. BPS Stage 2 or HCPC route) towards registration as a Forensic Psychologist with the Health and Care Professions Council.

Students will complete the following taught modules and will also be required to conduct a novel, supervised research dissertation with participants preferably drawn from a forensic setting:

Research Methods and Design (30 credits)
The aim of this module is to extend students knowledge and experience of quantitative and qualitative research methods. Topics covered include: randomised control trials, ANOVA, ANCOVA, MANOVA, Power analysis, Regression, Non parametric methods, interviews, discourse analysis, grounded theory, reflective analysis and psychometric evaluation.

Forensic Mental Health (20 credits)
This module aims to provide students with a critical examination of the relationship between mental illness, personality disorder, learning disability and criminal behaviour. The module will encourage students to view the mental health needs of offenders in the broadest possible context and to appreciate the inter-disciplinary nature of services available to mentally disordered offenders, difficulties in accessing those services and problems for custodial adjustment presented by specific psychiatric diagnoses

Professional Practice and Offender Management (20 credits)
The focus of this module is the professional practice of forensic psychology. The module builds on the groundwork laid by earlier modules and covers professional skills and the types of interventions that a practicing forensic psychologist may engage in. The topics covered by this module include ethics, report writing, working with other agencies, and working with offenders and victims.

Psychological Assessments and Interventions (20 credits)
This module covers psychology as it may be applied to the reduction of re-offending by convicted criminals. The central focus of the module is the 'what works' literature. A range of topics will be covered demonstrating the broad application of psychology to offender rehabilitation in the Criminal Justice System, and within Wales particularly. These topics include: (1) Offender assessment: risk, need and protective factors (2) factors affecting response to treatment; (3) ethical issues of compulsory treatment; and (4) interventions for a range of offending behaviours.

Theories of Criminal Behaviour (10 credits)
The module aims to examine the contribution made by biological, psychodynamic, evolutionary, cognitive and socio-cultural perspectives to our understanding of the aetiology of criminal behaviour. It will explore psychological theories of a variety of offending behaviours such as: violence, aggression, domestic abuse, sex offending, vehicle crime, fire setting as well as gangs and gangs membership.

Legal Psychology (10 credits)
This module covers psychology as it may be applied to the law, and the central focus of the module is evidence. A range of topics will be covered, demonstrating the broad application of psychology within the legal system. These topics include the interviewing of suspects and witnesses, vulnerable victims, offender profiling and the detection of deception.

Addiction and Psychological Vulnerabilities (10 credits)
This module informs students about different factors that may contribute to psychological vulnerability in offenders and victims. A variety of topics will be covered, including issues around the concept of addictive behaviours, vulnerability and the protection of vulnerable adults, including factors which may increase vulnerability to offending and victimisation.

Learning & Teaching​

​Teaching on the MSc Forensic Psychology Programme is predominantly conducted in small groups and adopts an interactive approach. The Research Methods and Design module and the Dissertation workshops are the only part of the programme which is taught in a larger group of around 40 to 50 students as opposed to between 10 and 20 students on the core modules. As a result teaching involves a range of discussions, activities, evaluations of papers, case studies and role play exercises. The focus within the programme is on both content and key skills to develop specialists in the field of forensic psychology with flexible generic skills. These experiences also help to foster student development and confidence as independent life-long learners.

Student learning is promoted through a variety of learning and teaching methods. These include: lectures, workshops, online learning through the virtual learning environment, Moodle, as well as self directed learning. Each student will have an allocated personal tutor to support them through their period of study.

As this programme is accredited by the BPS, there is a requirement for students to attend at least 80% of the taught sessions for the programme.

Assessment

The MSc is assessed by a range of different coursework assignments – e.g. presentations, reports, essays, reflective reports, academic posters, research proposal. There are no examinations.

Employability & Careers​

An MSc in Forensic Psychology is the first step (stage one) in gaining Chartered Psychologist status with the British Psychological Society (BPS) and Registered Practitioner status with the Health and Care Professionals Council (HCPC). The MSc in Forensic Psychology will provide the knowledge base and applied research skills that will provide the foundation for stage two of the chartered process that requires a minimum of two years of full-time supervised practice with an appropriate client group.

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

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

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This Distance Learning programme has been developed for graduates working or hoping to work in the emergency water and sanitation sector in low- and middle-income countries. Read more
This Distance Learning programme has been developed for graduates working or hoping to work in the emergency water and sanitation sector in low- and middle-income countries. It is designed to develop your understanding on the principles and practice of infrastructure provision in emergencies and during reconstruction. It will equip you with the key skills, expertise and knowledge for emergency work in low- and middle-income countries.

Modules are delivered by experts in a broad range of disciplines who have considerable experience of working in low- and middle- income countries. Participants have a mix of nationalities and past experiences, providing opportunities for learning from them and development of a valuable future network.

Externally accredited, WEDC programmes are well-established, and held in high regard by practitioners and employers from both the emergency and development sectors.

Key Facts

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- An outstanding place to study. The School of Civil and Building Engineering is ranked in the UK top 10 in the Guardian Good University Guide.

- Excellent graduate prospects. Many of our participants are employed by relief and development agencies.

- Professionally accredited. The Chartered Institution of Water and Environmental Management (CIWEM) have accredited this programme. Students registered for this programme are eligible for free student membership of CIWEM. The Joint Board of Moderators (JBM) has also accredited all WEDC MSc degrees as meeting requirements for Further Learning.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/infrastructure-emergencies-dl/

Programme modules

Core Modules:
- Introduction to Infrastructure in Emergencies
The aims of this module are for the student to understand: the range of infrastructure needs for affected communities during and following emergencies; the range of suitable technologies for water supply and engineering management of liquid and solid wastes during and following emergencies; and the links between human health, water, and waste management.

- Emergencies, Management and People
The aims of this module are for the student to understand the key characteristics of disasters and emergencies; the management of effective humanitarian relief; the importance of adequate assessment, planning and management of emergency response and how communities and individuals may be affected by disasters.

- Emergency Water Supply
The aims of this module are for students to understand the important aspects of the design, construction, operation and maintenance of water supplies in emergencies in low and middle income countries.

- Emergency Sanitation
This module is designed to deliver understanding in: the range of environmental sanitation needs of communities during and following emergencies; the range of technologies and approaches for addressing environmental sanitation needs in emergencies and the importance of assessment, planning and management of emergency environmental sanitation programmes.

- Data Collection, Analysis and Research
The aims of this module are to introduce the principles and approaches for doing research and studies on infrastructure and services in low- and middle-income countries and to prepare students to undertake the research dissertation module.

- Research Dissertation
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to their degree.

Optional Modules (choose three):
- Wastewater Treatment
The aims of this module are for the student to understand the various stages, and unit operation and process options, for treatment of wastewaters, particularly in low- and middle-income countries.

- Urban Infrastructure
The aim of this module is for the student to understand the key issues in the planning and conceptual design of infrastructure improvements for low income urban communities.

- Environmental Assessment
The aim of this module is for participants to develop a broad understanding of both the needs for and the mechanisms of environmental assessment and management, with emphasis on aquatic environments, in low and middle-income countries.

- Integrated Water Resources Management
The aim of this module is for participants to understand the concepts used in integrated planning and management of water resources in low and middle-income countries.

- Water Utilities Management
The aim of this module is to better enable participants to plan for and manage urban water and sanitation services in developing countries.

Facilities

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities. They can also remotely access the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

Facilities on campus include our laboratory which houses equipment for field sampling and analysis of water and wastewater, and some of the largest hydraulics equipment in the UK. Although Distance Learners will not normally have access to this equipment they can ask the advice of laboratory staff if they are carrying out fieldwork as part of their dissertation.

How you will learn

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities and the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

The programme comprises both compulsory core modules, and optional modules which may be selected. The Case Study module draws together material from across the programme. A research dissertation between 75 and 150 pages long on a chosen topic relevant to interests or career development concludes the programme. Many of the Distance Learning modules have web-based discussion forums, where Distance Learners can choose to interact with each other and Module Tutors.

The method of delivery for the learning materials is mainly portable and paper-based, to suit students who are living or working in areas of the world with poor internet connectivity, or those who travel frequently. We also arrange some webinars which are recorded for students who are unable to participate.

During the programme students build up an excellent library of well-produced bound module notes, additional resources and relevant text books. In addition to the printed version we are developing and planning to provide e-reader versions of some module notes to enhance portability.

- Assessment
For most modules, students are assessed by two written assessments (three items for core modules). The individual research dissertation module is assessed on the basis of a written dissertation and an oral when a student discusses their submitted dissertation with their supervisor and a second member of staff. For students who cannot visit the UK this oral takes place over Skype.

Careers and further study

Many WEDC students and alumni work for international NGOs (MSF, Oxfam, SCF, GOAL, WaterAid, etc.) and agencies (such as UNICEF), or National Governments. Distance Learning students already working in these sectors find their new skills to be directly relevant and readily applicable to their jobs.
Graduate job titles include WASH Coordinator, WASH Engineer, Emergency WASH Manager, Technical Adviser and Project Manager.

Scholarships

On occasion we offer specific full-fee and partial-fee scholarships for distance learning applicants.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/infrastructure-emergencies-dl/

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This programme is aimed at graduates of building services engineering and other science and engineering disciplines who wish to extend their technical expertise in the field of building services engineering. Read more
This programme is aimed at graduates of building services engineering and other science and engineering disciplines who wish to extend their technical expertise in the field of building services engineering. With energy consumption within the design and operation of buildings becoming an ever increasingly important factor this programme is designed to combine building services engineering knowledge with specific energy considerations in their design.

The programme is accredited for further learning for CEng and professional membership by the Energy Institute and CIBSE. CIBSE has praised the programme as ‘one of the leading MSc courses of its kind in the UK’.

Areas studied include low energy building design, designing for suitable indoor air quality and thermal comfort, state-of-the-art control systems, and the design of building heating, ventilating, and air conditioning systems.

The course attracts students from all over the world, including countries such as Greece, Iran, China, France, Germany and Colombia. This is attractive to potential employers who often have international offices around the world.

Key Facts

- An outstanding place to study. The School of Civil and Building Engineering is ranked 2nd in the UK for Building in the Times Good University Guide 2015
- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.
- The programme is accredited by the two main institutions representing energy and buildings – the Chartered Institution of Building Services Engineers and the Energy Institute. On successful completion of the course, students are deemed to meet the education requirements for both institutions and their applications can be endorsed by course tutors.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/low-energy-building-services/

Programme modules

Compulsory Modules:
- Thermodynamics, Heat Transfer & Fluid Flow [70% exam, 10 credits]
The aim of this module is to provide students from related engineering backgrounds with an understanding of the fundamentals of heat transfer, fluid flow and thermodynamics for application to buildings and their engineering systems.

- Thermal Comfort & Indoor Air Quality [70% exam, 15 credits]
The aim of this module is for the student to understand the principles and practice involved in the design of indoor environments, with respect to occupant thermal comfort and air quality.

- Building Thermal Loads & Systems [70% exam, 15 credits]
The aim of this module is for the student to understand the principles of building thermal load analysis and required systems for medium to large buildings.

- Building Energy Supply Systems [70% exam, 15 credits]
The aim of this module is for the student to be provided with a practical foundation in system design and analysis, by developing the students' understanding of thermal plant in buildings including air conditioning systems and systems for heat recovery.

- Building Control & Commissioning [70% exam, 10 credits]
The aims of this module are for the student to understand the application of automatic control in energy monitoring and commissioning and to examine the control problems in buildings and develop control strategies that will improve thermal comfort and building energy use.

- Concept Design [0% exam, 15 credits]
The aims of this module are for the student to be introduced to the process within which buildings are conceived and designed by undertaking the architecture design of a major building using multi-disciplinary input. Students will develop team skills through working in design groups to generate schematic concepts before developing the best. They will apply previous knowledge of building services and low carbon design in the selection process and carry out performance analysis. Students will work with 3D architectural and 3D mechanical, electrical and plumbing (MEP) systems within BIM software to further develop their concepts.

- Low Carbon Building Design [50% exam, 15 credits]
The module aims to introduce the principles of low and zero carbon building with special attention to the process of design and decision-making.

- Advanced Thermal Modelling [50% exam, 15 credits]
The aims of this module are for the student to understand the principles of building thermal modelling and HVAC plant simulation, and be given a perspective on the applications of these techniques to the design process.

- Research Project [0% exam, 60 credits]
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to Building Energy

- Research Methods in Building Performance [0% exam, 10 credits]
The aims of this module are for the student to become familiar with and comprehend the wide range of research methods and skills needed to investigate, understand and communicate building performance.

Facilities

All masters students have access to a wide range of building simulation codes which include commercial software, as well as bespoke codes developed in-house. Students can run these codes on their personal laptops or access any one of our computer laboratories, including access to our recently commissioned 2000-node high performance computer cluster.

One of our key strengths at Loughborough is our experimental facilities which enable us to validate computer models. Our masters students have access to a vast range of experimental facilities, some of which are used during the taught modules and all of which are available for use by students during their research dissertations.

These include: a fully controllable environmental chamber; sophisticated thermal and breathing manikins; an indoor solar simulator; a 'darkroom' facility to carry out optical and high dynamic range measurements; and full-scale houses for pressure testing and studying innovative heating and control strategies. A recent investment of £360k was made to purchase an extensive array of monitoring and measuring equipment for use during field studies.

How you will learn

You will learn through a carefully balanced combination of lectures, in-class guided workshops, hands-on computer modelling, field measurements and independent research. Students have access to a wide range of air flow and thermal modelling software as wells as extensive laboratory facilities. Following nine taught modules, students pursue a research dissertation of their choice which draws on the skills developed during the taught modules.

Students are assessed by a combination of traditional written exams, coursework and assignments. This split is typically 70/30 (exam/coursework) or 50/50, although some modules, such as research methods and concept design are assessed entirely based on coursework which comprises individual presentations and group work.

Careers and further study

Previous students have gone on to work for leading consulting engineering companies such as Arup, Pick Everad, Hoare Lea, Cundall, Foster & Partners, and Atkins. Some of these companies offer work placements for students to undertake their research dissertations. Many visit the university to deliver lectures to our MSc students providing ideal opportunities for students to discuss employment opportunities.

Scholarships

The University offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account.
You can apply for a scholarship once you have received an offer for a place on this programme.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/low-energy-building-services/

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Taught at our Centre for Victorian Studies, this lively course offers you the opportunity to study nineteenth-century literature and art history in the midst of the outstanding Victorian architecture of our Egham campus. Read more
Taught at our Centre for Victorian Studies, this lively course offers you the opportunity to study nineteenth-century literature and art history in the midst of the outstanding Victorian architecture of our Egham campus.

A central element of the course is the study of Victorian London; you will explore a variety of texts from a range of perspectives, from Dickens to the phenomenon of the department store; from the painters of fashionable life to the panic surrounding the Whitechapel murders.

You will also complete three other courses covering specialist areas of this rich period of literature and art ,and towards the end of the course you will have the opportunity to immerse yourself in a subject of your choice when completing the dissertation.

See the website https://www.royalholloway.ac.uk/english/coursefinder/mavictorianliterature,artandculture.aspx

Why choose this course?

- All members of staff are actively engaged in major research projects and in the most recent RAE (2008), 90% of the work submitted by the Department was judged to be of international standard with 30% assessed as world-leading (4*). The Department’s major research strengths span the Renaissance, the nineteenth century and the twentieth century and contemporary critical theory.

- This is a lively interdisciplinary course with an excellent track record, taught by dedicated staff internationally renowned for their expertise in the field.

- You will be supported in work in the disciplines of either art history, literature, or cultural history regardless of the subject of your first degree.

- In addition to the academic component of the course, you will be offered the unique opportunity to undertake an optional internship of 4-6 weeks in the summer, in a leading library, museum, publisher or other setting.

- You will be invited to participate in the regular research seminars and graduate reading groups organised under the auspices of the Centre for Victorian Studies as a route to preparing for PhD research.

- Our excellent library resources span the full range of English studies and you will also have access to the University of London Library at Senate House as well as the British Library and the many specialist libraries located in central London.

Department research and industry highlights

- The course director, Ruth Livesey acts as an editor of the leading research journal in the field, the Journal of Victorian Culture, and is in addition, a board member and an advisor to Nineteenth-Century Gender Studies and 19: Interdisciplinary Studies in the Long Nineteenth Century.

- Dr Anne Varty’s most recent monograph, Children and Theatre in Victorian Britain (Basingstoke: Palgrave, 2007) was shortlisted for the best book award 2007 by the Society for Theatre Research and highly commended in the George Freedley Memorial Prize 2009, US Theater Library.

- Dr Sophie Gilmartin has received fellowships and awards from the Leverhulme Trust, the AHRC and the National Maritime Museum for her current project Letters from the Sea.

Course content and structure

You will take five core course units and complete a dissertation.

Core course units:
Victorian London
You will be introduced to the theories and methods of a variety of humanities disciplines through the medium of an in-depth study of the literature, history, geography, and visual culture of nineteenth-century London. It invites students to reflect critically on their own approaches to the material studied through an engagement with both primary materials and a variety of recent secondary material.

The Nineteenth-Century Novel: Contexts, Theories, Readers
You will be equipped with a systematic understanding of the scope and range of the nineteenth-century novel in the context of Victorian publishing, reading and critical practices.

Aestheticism and Decadence in Nineteenth-Century Literature and Culture
You will be provided with an advanced understanding of the complex field of aestheticism in nineteenth-century literature and culture, with particular attention to concepts of decadence and the relationship between the written word and the visual arts.

The Pre-Raphaelite Revolution
You will examine the most important artistic development ever in the history of British painting; the founding of the Pre-Raphaelite Brotherhood in 1848, and the subsequent evolution of a new pictorial language, notable for its hard-edged drawing, brilliant colour, hallucinatory detail, and intensity of feeling.

Methods and Materials of Research
You will develop skills in researching and writing critical essays and dissertations, including use of footnotes, bibliography and using criticism. You will also be provided with an introduction to information technology, essay formatting, and advanced information retrieval, with special emphasis on journals and individual masters specific websites.

Dissertation
The dissertation is a piece of original written work, of between 12,000 and 15,000 words, to be submitted in the first week of September. The topic of the dissertation will be agreed between yourself and your supervisor. You may also be required to complete an unassessed research proposal and bibliography during the summer term.

On completion of the course graduates will have:
- developed a critical understanding of Victorian culture by focusing on the developing cultural representations and presences of London in the nineteenth century

- an advanced grounding in the theory and practice of cultural studies

- evaluated relevant critical, theoretical and contextual research at the forefront of the field

- completed independent literary research at an advanced level using traditional and electronic resources

- confidence in deploying the appropriate critical and technological skills as required the field.

Assessment

Assessment is carried out by essays and the dissertation.

Employability & career opportunities

The Department has an impressive record for placing graduates in academic jobs and in prominent positions outside academia. In the field of twentieth-century literature our postgraduates have recently secured positions at Queen Mary, University of London, the Universities of Wales, Nottingham, Lancaster, Newbold College and elsewhere; and have published academic books with Cambridge University Press, Palgrave, Berg and other publishers, as well as popular books on gay studies, music and other topics. The English Department also prepares postgraduates for successful careers in a variety of other areas, such as teaching, writing and journalism, curating, administration and marketing.

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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This Distance Learning programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low- and middle-income countries. Read more
This Distance Learning programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low- and middle-income countries. You will develop knowledge, expertise and skills in many aspects of inclusive and sustainable public health infrastructure and services.

Modules are taught by experts in a broad range of disciplines who have considerable experience of working in low- and middle- income countries. Classes include a mix of nationalities and past experiences, providing both a stimulating learning experience and a valuable future network.

Externally accredited, WEDC programmes are well-established, and held in high regard by practitioners and employers from both the emergency and development sectors.

Key Facts

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- An outstanding place to study. The School of Civil and Building Engineering is ranked in the UK top 10 in the Guardian Good University Guide.

- A well respected programme. Many of our participants are employed by relief and development agencies.

- Professionally accredited. The Chartered Institution of Water and Environmental Management (CIWEM) have accredited this programme. Students registered for this programme are eligible for free student membership of CIWEM. The Joint Board of Moderators (JBM) has also accredited all WEDC MSc degrees as meeting requirements for Further Learning.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-waste-dl/

Programme modules

Core modules:
- Management of Water and Sanitation
The aim of this module is to introduce the principles, concepts and key issues of managing sustainable water and environmental sanitation services for low-income consumers in developing countries.

- Water and Environmental Sanitation
The aim of this module are for the student to understand the range of suitable technologies for water supply and engineering management of liquid and solid wastes in low- and middle-income countries.

- Data Collection, Analysis and Research
The aims of this module are to introduce the principles and approaches for doing research and studies on infrastructure and services in low- and middle-income countries and to prepare students to undertake the research dissertation module.

- Case Study
The aims of this module are to give participants a basic understanding of a complete project cycle for infrastructure and services; and to consolidate and integrate material contained in earlier modules.

- Research Dissertation
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to their degree.

Optional Modules (choose 4):
- Wastewater Treatment
The aims of this module are for the student to understand the various stages, and unit operation and process options, for treatment of wastewaters, particularly in low- and middle-income countries; and to understand the principles for planning and design of wastewater treatment facilities, particularly in low- and middle-income countries.

- Urban Infrastructure
The aim of this module is for the student to understand the key issues in the planning and conceptual design of infrastructure improvements for low income urban communities.

- Water for Low-Income Communities
The aim of this module is for the student to understand important aspects of the design, construction, operation and maintenance of small water supplies for low-income communities.

- Integrated Water Resources Management
The aim of this module is for participants to understand the concepts used in integrated planning and management of water resources in low and middle-income countries.

- Solid Waste Management
The aim of this module is to introduce participants with available and possible options in solid waste management for low and middle income countries. To make participants familiar with the key issues for low income countries.

- Low-Cost Sanitation
The aim of this module is to increase the student's knowledge of all aspects of low-cost human excreta disposal.

- Water Utilities Management
The aim of this module is to better enable participants to plan for and manage urban water and sanitation services in developing countries.

Facilities

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities. They can also remotely access the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

Facilities on campus include our laboratory which houses equipment for field sampling and analysis of water and wastewater, and some of the largest hydraulics equipment in the UK. Although Distance Learners will not normally have access to this equipment they can ask the advice of laboratory staff if they are carrying out fieldwork as part of their dissertation.

How you will learn

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities. They can also remotely access the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

The programme comprises both compulsory core modules, and optional modules which may be selected. The Case Study module draws together material from across the programme. A research dissertation between 75 and 150 pages long on a chosen topic relevant to interests or career development concludes the programme. Many of the Distance Learning modules have web-based discussion forums, where Distance Learners can choose to interact with each other and Module Tutors.

The method of delivery for the learning materials is mainly portable and paper-based, to suit students who are living or working in areas of the world with poor internet connectivity, or those who travel frequently. We also arrange some webinars which are recorded for students who are unable to participate.

During the programme students build up an excellent library of well-produced bound module notes, additional resources and relevant text books. In addition to the printed version we are developing and planning to provide e-reader versions of some module notes to enhance portability.

- Assessment
For most modules, students are assessed by two written assessments (three items for core modules). The Case Study module relates to a given scenario for which the student has to produce pre-feasibility and feasibility reports. The individual research dissertation module is assessed on the basis of a written dissertation and an oral when a student discusses their submitted dissertation with their supervisor and a second member of staff. For students who cannot visit the UK this oral takes place over Skype.

Careers and further study

NGOs (MSF, Oxfam, SCF, GOAL, WaterAid, etc.) and agencies (such as UNICEF), or National Governments. Distance Learning students already working in these sectors find their new skills to be directly relevant and readily applicable to their jobs.
Graduate job titles include Sanitation Technical Manager, Water and Sanitation Consultant, Project Manager, Technical Adviser, Environmental Engineering Consultant and Civil Engineering Specialist

Scholarships

On occasion we offer specific full-fee and partial-fee scholarships for distance learning applicants.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-waste-dl/

Read less
This Distance Learning programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low- and middle-income countries. Read more
This Distance Learning programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low- and middle-income countries. You will develop knowledge, expertise and skills in many aspects of water, sanitation and environmental management. The programme focuses on the conditions and aspirations of communities in low- and middle-income countries.

Modules are delivered by experts in a broad range of disciplines who have considerable experience of working in low- and middle- income countries. Participants have a mix of nationalities and past experiences, providing opportunities for learning from them and development of a valuable future network.

Externally accredited, WEDC programmes are well-established, and held in high regard by practitioners and employers from both the emergency and development sectors.

Key Facts

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- An outstanding place to study. The School of Civil and Building Engineering is ranked in the UK top 10 in the Guardian Good University Guide.

- Excellent graduate prospects. Many of our participants are employed by relief and development agencies.

- Professionally accredited. The Chartered Institution of Water and Environmental Management (CIWEM) have accredited this programme. Students registered for this programme are eligible for free student membership of CIWEM. The Joint Board of Moderators (JBM) has also accredited all WEDC MSc degrees as meeting requirements for Further Learning.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-environmental-management-dl/

Programme modules

Core modules:
- Management of Water and Sanitation
The aim of this module is to introduce the principles, concepts and key issues of managing sustainable water and environmental sanitation services for low-income consumers in developing countries.

- Water and Environmental Sanitation
The aim of this module is for participants to understand the range of suitable technologies for water supply and engineering management of liquid and solid wastes in low- and middle-income countries.

- Data Collection, Analysis and Research
The aims of this module are to introduce the principles and approaches for doing research and studies on infrastructure and services in low- and middle-income countries and to prepare students to undertake the research dissertation module.

- Environmental Assessment
The aim of this module is for participants to develop a broad understanding of both the needs for and the mechanisms of environmental assessment and management, with emphasis on aquatic environments, in low and middle-income countries.

- Integrated Water Resources Management
The aim of this module is for participants to understand the concepts used in integrated planning and management of water resources in low and middle-income countries.

- Case Study
The aims of this module are to give participants a basic understanding of a complete project cycle for infrastucture and services; and to consolidate and integrate material contained in earlier modules.

- Research Dissertation
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to their degree.

Optional Modules (choose 2):
- Wastewater Treatment
The aims of this module are for the student to understand the various stages, and unit operation and process options, for treatment of wastewaters, particularly in low- and middle-income countries.

- Water for Low-income Communities
The aim of this module is for the student to understand important aspects of the design, construction, operation and maintenance of small water supplies for low-income communities.

- Solid Waste Management
The aim of this module is to introduce participants with available and possible options in solid waste management for low and middle income countries. To make participants familiar with the key issues for low income countries.

- Low-cost Sanitation
The aim of this module is to increase the student's knowledge of all aspects of low-cost human excreta disposal.

- Water Utilities Management
The aim of this module is to better enable participants to plan for and manage urban water and sanitation services in developing countries.

Facilities

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities. They can also remotely access the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

Facilities on campus include our laboratory which houses equipment for field sampling and analysis of water and wastewater, and some of the largest hydraulics equipment in the UK. Although Distance Learners will not normally have access to this equipment they can ask the advice of laboratory staff if they are carrying out fieldwork as part of their dissertation.

How you will learn

Distance Learning students study from home but are welcome to visit the Loughborough campus. They can make remote use of the University Library’s electronic search facilities and the WEDC ‘Knowledge Base’, which has links to many sources of useful and relevant information.

The programme comprises both compulsory core modules, and optional modules which may be selected. The Case Study module draws together material from across the programme. A research dissertation between 75 and 150 pages long on a chosen topic relevant to interests or career development concludes the programme. Many of the Distance Learning modules have web-based discussion forums, where Distance Learners can choose to interact with each other and Module Tutors.

The method of delivery for the learning materials is mainly portable and paper-based, to suit students who are living or working in areas of the world with poor internet connectivity, or those who travel frequently. We also arrange some webinars which are recorded for students who are unable to participate.

During the programme students build up an excellent library of well-produced bound module notes, additional resources and relevant text books. In addition to the printed version we are developing and planning to provide e-reader versions of some module notes to enhance portability.

- Assessment
For most modules, students are assessed by two written assessments (three items for core modules). The Case Study module relates to a given scenario for which the student has to produce pre-feasibility and feasibility reports. The individual research dissertation module is assessed on the basis of a written dissertation and an oral when a student discusses their submitted dissertation with their supervisor and a second member of staff. For students who cannot visit the UK this oral takes place over Skype.

Careers and further study

Many WEDC students and alumni work for international NGOs (MSF, Oxfam, SCF, GOAL, WaterAid, etc.) and agencies (such as UNICEF), or National Governments. Distance Learning students already working in these sectors find their new skills to be directly relevant and readily applicable to their jobs.
Graduate job titles include Technical Manager, Programme Engineer, Water and Sanitation Consultant, Project Manager, Environmental Health Officer and WASH Coordinator.

Scholarships

On occasion we offer specific full-fee and partial-fee scholarships for Distance Learning applicants.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-environmental-management-dl/

Read less
This programme is ideal for engineers and scientists who want to improve the delivery of water and sanitation services in low- and middle-income countries. Read more
This programme is ideal for engineers and scientists who want to improve the delivery of water and sanitation services in low- and middle-income countries. You will develop knowledge, expertise and skills in many aspects of inclusive and sustainable public health infrastructure and services.

The programme is based in the School of Civil and Building Engineering’s Water, Engineering and Development Centre (WEDC), one of the world’s leading education and research institutes of its kind.

Modules are taught by experts in a broad range of disciplines who have considerable experience of working in low- and middle- income countries. Classes include a mix of nationalities and past experiences, providing both a stimulating learning experience and a valuable future network.

Externally accredited, WEDC programmes are well-established, and held in high regard by practitioners and employers from both the emergency and development sectors.

Key Facts

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- An outstanding place to study. The School of Civil and Building Engineering is ranked in the UK top 10 in the Guardian Good University Guide

- Excellent graduate prospects. Many of our graduates are employed by relief and development agencies.

- Professionally accredited. The Chartered Institution of Water and Environmental Management (CIWEM) have accredited this programme. Students registered for this programme are eligible for free student membership of CIWEM. The Joint Board of Moderators (JBM) has also accredited all WEDC MSc degrees as meeting requirements for Further Learning.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-waste/

Programme modules

Core modules:
- Water and Waste Engineering Principles
The aims of this module are for the student to understand the range of suitable technologies for water supply and engineering management of liquid and solid wastes in low- and middle-income countries.

- Management of Water and Sanitation
The aim of this module is to introduce the principles, concepts and key issues of managing sustainable water and environmental sanitation services for low-income consumers in developing countries.

- Water Utilities Management
The aim of this module is to better enable participants to plan for and manage urban water and sanitation services in developing countries.

- Data Collection, Analysis and Research
The aims of this module are to introduce the principles and approaches for doing research and studies on infrastructure and services in low- and middle-income countries and to prepare students to undertake the research dissertation module.

- Group Project
The aims of this module are for the student to work within a group to understand the necessary inter-relationships between different components of their programme of study; to consolidate and integrate material contained in earlier taught modules; and to learn how to work as part of a team.

- Research Dissertation
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to their degree.

Optional Modules (choose 3):
- Water Source Development
The aim of this module is for the student to understand the occurrence, location, exploration, exploitation and pollution of groundwater and surface water sources.

- Wastewater Treatment
The aims of this module are for the student to understand the various stages, and unit operation and process options, for treatment of wastewaters, particularly in low- and middle-income countries; and to understand the principles for planning and design of wastewater treatment facilities, particularly in low- and middle-income countries.

- Integrated Water Resources Management
The aim of this module is for participants to understand the concepts used in integrated planning and management of water resources in low and middle-income countries.

- Solid Waste Management
The aim of this module is to introduce participants with available and possible options in solid waste management for low and middle income countries. To make participants familiar with the key issues for low income countries.

- Water Distribution and Drainage Systems
The aim of this module is for the student to understand the most important aspects of how to design, construct and maintain piped water distribution, drainage and sewerage systems.

- Short Project
The aim of this module is for participants to be able to undertake extended study of a subject of their own choosing which is related to their Postgraduate Programme to enable them to conduct an independent review and analysis to understand state of art issues or a topic.

Facilities

All masters students have access to our excellent laboratory facilities which include equipment for field sampling and analysis of water and wastewater, and some of the largest hydraulics equipment in the UK. There are three dedicated water laboratory staff available to help you use our equipment who are specialists in pollutant analysis, hydraulics and running continuous trials.

Practical training includes:
- Hand-pump maintenance using the largest single site collection of hand-pumps;
- latrine slab construction;
- flow measurements; and
- water quality sampling and analysis.

Field visits are made to relevant UK facilities.

WEDC has a unique sector Resource Centre with a dedicated and skilled information officer. Over 19,000 items can be searched on a customized database allowing ready access to this collection of books, series, country files, student projects, videos, journals, maps, and manufacturers' catalogues.

The Resource Centre also provides a dedicated quiet study space for WEDC students. Many items including all WEDC publications and over 2500 papers presented at 37 WEDC International Conferences are available in the open access sector knowledge base.

How you will learn

The programme comprises both compulsory core modules and optional modules which may be selected. A group case study module draws together material from across the programme and develops team working skills. The individual research project and dissertation (frequently linked to specific needs of an agency) of between 75 and 150 pages in length concludes the programme. To support your learning you will have access to our comprehensive facilities including laboratories, hand-pumps, and a dedicated Resource Centre.

- Assessment
For most modules, students are assessed by one item of coursework (two items for foundation modules) and an in-class test. The Group Project module is assessed on the basis of written documents and spoken presentations, including an individual component for the module mark. The individual Research Dissertation is assessed on the basis of a written dissertation, and this module includes an oral when a student discusses their submitted dissertation with their supervisor and a second member of academic staff.

Careers and further study

Many WEDC students and alumni work for international NGOs (MSF, Oxfam, SCF, GOAL, WaterAid, etc.) and agencies (such as UNICEF), or National Governments. Graduate job titles include Sanitation Technical Manager, Water and Sanitation Consultant, Project Manager, Environmental Engineering Consultant and Civil Engineering Specialist.

Scholarships / Bursaries

Bursaries are available for self-funding international students.
The University also offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account. You can apply for one of these scholarships once you have received an offer for a place on this programme.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-waste/

Read less
The growing complexity of international communication, involving written, spoken and technology-mediated communication, increasingly requires combined competencies. Read more
The growing complexity of international communication, involving written, spoken and technology-mediated communication, increasingly requires combined competencies.

Recognising this need, this programme is one of the few in the UK that combine translation and interpreting to provide you with the skills and competence you need to perform both tasks professionally.

PROGRAMME OVERVIEW

This programme combines translation and interpreting studies with a strong focus on technology. It is tailored to meet current market demands and responds to the contemporary concerns of the language industry.

Language-specific translation modules cover specialised translation in domains such as business, finance, science, technology and law. The interpreting modules offer intensive language-specific practice in consecutive interpreting (traditional and short) and dialogue interpreting for business and public service contexts.

The practice-based components of the programme, which include valuable simulations of real-life scenarios, are complemented by modules highlighting different aspects of the profession.

You will practise with the latest computer-assisted translation software and use cutting-edge videoconferencing systems for remote interpreting.

PROGRAMME STRUCTURE

All programmes operate on a 15 credit modular structure over two semesters. All taught modules are semester based and are worth 15 credits, which is indicative of 150 hours of learning, comprised of student contact, private study and assessment.

The MA Translation and Interpreting is studied over one year (full-time mode) or two years (part-time mode). On successful completion of the programme, you will be awarded a Master’s degree in Translation and Interpreting and can then enter the professional translation and interpreting market.

Language-specific options are paired with English and are subject to demand. If you are a native speaker of English, you can take up to two Specialist Translation or Consecutive and Dialogue Interpreting options (in another language).

If you are not a native speaker of English, you will normally take one Translation option and one Interpreting option (in your mother tongue paired with English).

You can also choose one ab initio language if you wish to expand your portfolio of translation languages. Options ending in ‘I’ in semester 1 must be taken in conjunction with modules ending in ‘II’ in semester 2. Each module provides 15 credits, totalling 120 credits in all.

TEACHING STAFF

Experienced academic staff with excellent research records will help you to develop a broad understanding of the current and future challenges of translation and interpreting, while professional translators and interpreters bring their real-world experience and standards, and up-to-date knowledge of the translation and interpreting market into the classroom.

PROFESSIONAL DEVELOPMENT

In addition to enjoying regular contact with professional translators and interpreters in your practice-based modules, you will benefit from course components that specifically address the business and wider industry aspects of the profession.

Further insights into the industry will be provided by external guest speakers we invite to our Translation Studies seminars. These include professional translators, interpreters, subtitlers and audio describers; professionals working in public services, companies and international organisations; representatives of professional translator/interpreter associations as well as translation/interpreting researchers.

In line with our aim to offer professionally relevant programmes, we have forged close links with the main professional bodies, i.e. the Institute of Translation and Interpreting (ITI) and the Chartered Institute of Linguists (CIoL).

You can join these bodies as a student member during the course and then become a full member after graduation.

In addition, we work closely with many professional language service providers and are a member of the European Language Industry Association (ELIA), which gives you the possibility to apply for a work placement with various translation and interpreting companies that are members of ELIA.

The Centre for Translation Studies has also been granted free access to Memsource software to help further student's education.

CAREER PROSPECTS

Thanks to our continued emphasis on professional development, you will be well-equipped to begin work as freelancers or as language service providers and project managers at international organisations, government bodies, universities and private companies.

We also regularly have students who decide to stay on to study for a PhD and pursue an academic career in Translation and Interpreting Studies.

WHAT MAKES THE PROGRAMME SPECIAL?

The MA programme combines translation and inter­preting studies with a strong focus on technology. It is tailored to meet current market demands and to respond to the contemporary concerns of the language and translation/interpreting industry. You will acquire the practical knowledge, organisational and project management skills necessary to perform translation and interpreting tasks effectively.

Language-specific translation modules cover specialised translation in domains such as business, finance, science, technology and law.

The interpreting modules offer intensive language-specific practice in consecutive interpreting (traditional and short) and dialogue interpreting in a wide range of private and public sector domains (from institutional/diplomatic to business to public service encounters).

The practice-based components of the programme are complemented by background lectures, which will help you to understand the major principles of translation and interpreting, and provide you with a conceptual and methodological framework for analysing, discussing and justifying translation-related decisions.

Our strong emphasis on the use of translation and interpreting technologies will allow you to work hands-on with the latest computer-assisted translation software, state-of-the-art corpus tools and resources, and cutting-edge videoconferencing systems for remote interpreting.

You will have opportunities to immerse yourself in simulations of real-life scenarios and acquire hands-on experience that is invaluable to become a fully-fledged professional language service provider.

EDUCATIONAL AIMS OF THE PROGRAMME

The growing complexity of international communication, involving written, spoken as well as technically mediated communication, increasingly requires combined competencies.

Recognising this need, the programme unites translation and interpreting studies, providing students with the skills and the flexibility to perform both tasks professionally in a business context.

The programme relates issues of translation and interpreting to contemporary discourse in corporate and institutional contexts and prepares students for private and public sector employment including corporate business, public services and NGOs.

The programme combines the study of the major principles of, and scholarly approaches to, translation and interpreting with opportunities for application and practice – with the aim of enabling students to:
-Perform relevant translation and interpreting tasks
-Reflect on their own practice, using scholarly and professional writing on relevant aspects of translation and interpreting
-Transfer the acquired skills and knowledge to novel and unpredictable situations of translation and interpreting

Translation and interpreting are rapidly changing due to the impact of globalisation, social change and new technologies. The programme will provide students with insights into recent developments and related research – with the aim of enabling the students to:
-Develop a broad understanding of current and future challenges of translation and interpreting
-Apply scholarly approaches to critically evaluate professional practice in the light of current and future requirements
-Have the capacity for carrying out independent research in an area of translation or interpreting

PROGRAMME LEARNING OUTCOMES

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

Knowledge and understanding
-Demonstrate a thorough understanding of the main principles that underpin translation and interpreting, as different yet interrelated activities
-Demonstrate a good understanding of theoretical issues relevant to translation and interpreting
-Demonstrate knowledge of the development of the areas of translation and interpreting in relation to general as well as more specific socio-political issues
-Demonstrate an understanding of translation and interpreting in the context of both globalisation and the contact between different individuals, social groups and (local) institutions
-Demonstrate an understanding of advanced translation techniques in relation to specialised subject fields
-Demonstrate an understanding of advanced interpreting skills and preparation techniques

Intellectual/cognitive skills
-Critically evaluate scholarly and professional writing on a wide range of subjects pertaining to the activities of translation and interpreting
-Strategically retrieve information crucial for the communication situation at hand and efficiently relay the message in the written or oral mode
-Conduct conceptual and advanced terminological research related to specific tasks
-Formulate and address research questions relating to the field of study

Professional practical skills
-Produce high-quality translations in a variety of genres which are appropriate to their context
-Orally present mediated messages in a clear and appropriate fashion
-Confidently deal with interpreting tasks under simulated conditions, especially developing stamina and problem solving techniques under conditions of time and cognitive pressure
-Acquire a sound knowledge of the structures, procedures, code of conduct as well as the professional terminology pertinent to the area
-Function professionally in all situations
-Monitor levels of engagement and impartiality in translation and interpreting situations
-Acquire review/evaluation skills for translation and interpreting purposes
-Combine translation and interpreting skills in a market where flexibility and a varied professional portfolio is an advantage

Key/transferable skills
-Display competence in a range of skills at postgraduate level, including advanced analysis and synthesis of arguments, presentation, the conducting independent research, and the speedy and efficient processing of complex information in English and another language
-Collaborate by working in small teams to achieve a common goal
-Develop knowledge in specialised subject areas and command of terminology
-Organise, research and deliver a sustained piece of work to a high professional standard
-Create and carry out a research project of significant complexity
-Understand the main techniques of translating and interpreting, and transfer those to novel and unplanned situations
-Reflect upon the knowledge gained and incorporate this into independent learning strategies
-Manage learning self-critically
-Exercise initiative and personal responsibility

GLOBAL OPPORTUNITIES

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

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

Read less
This programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low-and middle-income countries. Read more
This programme is ideal for engineers and scientists who want to improve the delivery of water and environmental services in low-and middle-income countries. You will develop knowledge, expertise and skills in many aspects of water, sanitation and environmental management. The programme focuses on the conditions and aspirations of communities in low- and middle-income countries.

The programme is based in the School of Civil and Building Engineering’s Water, Engineering and Development Centre (WEDC), one of the world’s leading education and research institutes of its kind.

Modules are taught by experts in a broad range of disciplines who have considerable experience of working in low- and middle- income countries. Classes include a mix of nationalities and past experiences, providing both a stimulating learning experience and a valuable future network.

Externally accredited, WEDC programmes are well-established, and held in high regard by practitioners and employers from both the emergency and development sectors.

Key Facts

- Research-led teaching from international experts. 75% of the School’s research was rated as world-leading or internationally excellent in the latest Government Research Excellence Framework.

- An outstanding place to study. The School of Civil and Building Engineering is ranked in the UK top 10 in the Guardian Good University Guide

- Excellent graduate prospects. Many of our graduates are employed by relief and development agencies.

- Professionally accredited. The Chartered Institution of Water and Environmental Management (CIWEM) have accredited this programme. Students registered for this programme are eligible for free student membership of CIWEM. The Joint Board of Moderators (JBM) has also accredited all WEDC MSc degrees as meeting requirements for Further Learning.

See the website http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-environmental-management/

Programme modules

Core modules:
- Management of Water and Sanitation
The aim of this module is to introduce the principles, concepts and key issues of managing sustainable water and environmental sanitation services for low-income consumers in developing countries.

- Water and Environmental Sanitation
The aim of this module is for participants to understand the range of suitable technologies for water supply and engineering management of liquid and solid wastes in low- and middle-income countries.

- Integrated Water Resources Management
The aim of this module is for participants to understand the concepts used in integrated planning and management of water resources in low and middle-income countries.

- Water Utilities Management
The aim of this module is to better enable participants to plan for and manage urban water and sanitation services in developing countries.

- Data Collection, Analysis and Research
The aims of this module are to introduce the principles and approaches for doing research and studies on infrastructure and services in low- and middle-income countries and to prepare students to undertake the research dissertation module.

- Group Project
The aims of this module are for the student to work within a group to understand the necessary inter-relationships between different components of their programme of study; to consolidate and integrate material contained in earlier taught modules; and to learn how to work as part of a team.

- Research Dissertation
The aim of this module is to provide the student with experience of the process and methodology of research by defining and studying (on an individual basis) a complex problem in a specialised area relating to their degree.

Optional Modules (choose 2):
- Water Source Development
The aim of this module is for the student to understand the occurrence, location, exploration, exploitation and pollution of groundwater and surface water sources.

- Environmental Assessment
The aim of this module is for participants to develop a broad understanding of both the needs for and the mechanisms of environmental assessment and management, with emphasis on aquatic environments, in low and middle-income countries.

- Small-scale Water Supply and Sanitation
The aim of this module is for the student to understand important aspects of the design, construction, operation and maintenance of small-scale water supplies and on-site sanitation options for low-income rural and urban communities.

- Solid Waste Management
The aim of this module is to introduce participants with available and possible options in solid waste management for low and middle income countries. To make participants familiar with the key issues for low income countries.

Facilities

All masters students have access to our excellent laboratory facilities which include equipment for field sampling and analysis of water and wastewater, and some of the largest hydraulics equipment in the UK. There are three dedicated water laboratory staff available to help you use our equipment who are specialists in pollutant analysis, hydraulics and running continuous trials.

Practical training includes:
- Hand-pump maintenance using the largest single site collection of hand-pumps;
- latrine slab construction;
- flow measurements; and
- water quality sampling and analysis.

Field visits are made to relevant UK facilities.

WEDC has a unique sector Resource Centre with a dedicated and skilled information officer. Over 19,000 items can be searched on a customized database allowing ready access to this collection of books, series, country files, student projects, videos, journals, maps, and manufacturers' catalogues.

The Resource Centre also provides a dedicated quiet study space for WEDC students. Many items including all WEDC publications and over 2500 papers presented at 37 WEDC International Conferences are available in the open access sector knowledge base.

How you will learn

The programme comprises both compulsory core modules and optional modules which may be selected. A group case study module draws together material from across the programme and develops team working skills. The individual research project and dissertation (frequently linked to specific needs of an agency) of between 75 and 150 pages in length concludes the programme. To support your learning you will have access to our comprehensive facilities including laboratories, hand-pumps, and a dedicated Resource Centre.

- Assessment
For most modules, students are assessed by one item of coursework (two items for foundation modules) and an in-class test. The Group Project module is assessed on the basis of written documents and spoken presentations, including an individual component for the module mark. The individual Research Dissertation is assessed on the basis of a written dissertation, and this module includes an oral when a student discusses their submitted dissertation with their supervisor and a second member of academic staff.

Careers and further study

Many WEDC students and alumni work for international NGOs (MSF, Oxfam, SCF, GOAL, WaterAid, etc.) and agencies (such as UNICEF), or National Governments. Graduate job titles include Sanitation Technical
Manager, Water and Sanitation Consultant, Project Manager, Technical Adviser, Environmental Engineering Consultant and Civil Engineering Specialist.

Scholarships and bursaries

Bursaries are available for self-funding international students.
The University also offers over 100 scholarships each year to new self-financing full-time international students who are permanently resident in a county outside the European Union. These Scholarships are to the value of 25% of the programme tuition fee and that value will be credited to the student’s tuition fee account.
You can apply for one of these scholarships once you have received an offer for a place on this programme.

Why choose civil engineering at Loughborough?

As one of four Royal Academy of Engineering designated Centres of Excellence in Sustainable Building Design, the School of Civil and Building Engineering is one of the largest of its type in the UK and holds together a thriving community of over 60 academic staff, 40 technical and clerical support staff and over 240 active researchers that include Fellows, Associates, Assistants, Engineers and Doctoral Students.

Our world-class teaching and research are integrated to support the technical and commercial needs of both industry and society. A key part of our ethos is our extensive links with industry resulting in our graduates being extremely sought after by industry and commerce world-wide,

- Postgraduate programmes
The School offers a focussed suite of post graduate programmes aligned to meet the needs of industry and fully accredited by the relevant professional institutions. Consequently, our record of graduate employment is second to none. Our programmes also have a long track record of delivering high quality, research-led education. Indeed, some of our programmes have been responding to the needs of industry and producing high quality graduates for over 40 years.

Currently, our suite of Masters programmes seeks to draw upon our cutting edge research and broad base knowledge of within the areas of contemporary construction management, project management, infrastructure management, building engineering, building modelling, building energy demand and waste and water engineering. The programmes are designed to respond to contemporary issues in the field such as sustainable construction, low carbon building, low energy services, project complexity, socio-technical systems and socio-economic concerns.

- Research
Drawing from our excellent record in attracting research funds (currently standing at over £19M), the focal point of the School is innovative, industry-relevant research. This continues to nurture and refresh our long history of working closely with industrial partners on novel collaborative research and informs our ongoing innovative teaching and extensive enterprise activities. This is further complemented by our outstanding record of doctoral supervision which has provided, on average, a PhD graduate from the School every two weeks.

- Career Prospects
Independent surveys continue to show that industry has the highest regard for our graduates. Over 90% were in employment and/or further study six months after graduating. Recent independent surveys of major employers have also consistently rated the School at the top nationally for civil engineering and construction graduates.

Find out how to apply here http://www.lboro.ac.uk/study/postgraduate/programmes/departments/civil/water-environmental-management/

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