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Masters Degrees (Transformative)

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This two-year Masters programme is for graduates who want a teaching qualification designed to make an explicit difference to the lives of children and young people. Read more

This two-year Masters programme is for graduates who want a teaching qualification designed to make an explicit difference to the lives of children and young people: it will support you in becoming a beginning teacher with a transformative orientation.

The MSc in Transformative Learning and Teaching programme provides an in-depth and integrated learning experience, with time spent in both University and school sites throughout the two years, allowing you to develop your skills as a beginning teacher over a longer period of time than would be the case in a Professional Graduate Diploma in Education (PGDE Primary and Secondary) programme. You’ll also graduate from this programme with a full masters degree, something that is increasingly seen as desirable for the Scottish teacher workforce as a whole, together with a teaching qualification which will allow you to work across the primary/secondary transition.

Importantly, this programme has been designed and developed in partnership with local authorities. It is future-oriented, drawing on cutting-edge research, and is designed to prepare new teachers for a career in teaching in an ever-changing world, with a particular focus on social justice, sustainability, global perspectives, digital and statistical literacy, and professional inquiry skills.

Pathways to choose from

The programme has a central focus on transformative practice, and, uniquely, will entitle graduates to teach across the primary/secondary transition phase. You will be able to choose from one of the following pathways:

  • Nursery – Secondary 3 Pathway
  • Primary 5 – Secondary 6 Pathway in a specific subject. Subject pathways offered are: Computing Science, English, Mathematics and Physics.

Programme structure

Throughout the duration of the programme students will engage in both university-based learning and site-based learning, with groups of students being placed in school clusters: one cluster in year 1 and a different cluster in year 2. A cluster will typically be one secondary school together with associated primary and nursery provision. Placing you in groups will facilitate collaborative learning and support.

Courses

Compulsory courses on the programme will include:

  • Developing teacher professionalism
  • Your subject specialism
  • Understanding the nature of knowledge and curriculum
  • Literacy, learners and learning
  • Numeracy, learners and learning
  • Children and young people
  • Assessing what matters
  • Teacher literacies You will also choose from either: Inclusive Pedagogy; or Comparative Approaches to Inclusive and Special Education, which will be studied alongside other Scottish and international students on the School’s MSc in Inclusive Education programme.

In addition, you will also select a choice course which will allow you to begin to develop specialist interests.

Learning outcomes

On successful completion of this programme you will:

  • Have substantive pedagogical breath and depth of subject knowledge in either a secondary subject or in nursery/primary education, together with the ability to teach across the P5 - S3 transition phase.
  • Have specialised knowledge in teaching literacy and numeracy.
  • Have critical knowledge and understanding of social justice and sustainability, and be able to draw on this knowledge in complex professional settings.
  • Employ systematic, evidence-based practice in their teaching, demonstrating an ability to inquire creatively into their own and others' practices in order to impact positively on learners' development and attainment.
  • Be digitally and statistically literate, demonstrating an ability to use these skills to enhance pedagogical practice and communication with pupils, parents, colleagues and other professionals.
  • Have the ability to lead on innovative practice in their chosen field, adopting an activist orientation to teaching.
  • Be global in outlook, demonstrating critical awareness of international perspectives on education and schooling,

Career opportunities

Successful completion of the MSc in Transformative Learning and Teaching will confer professional registration with the General Teaching Council for Scotland (GTCS), a necessary requirement for teachers in all state schools and most independent schools in Scotland. Professional registration with the GTCS is also recognised as an indicator of high quality in many countries outside of Scotland but you should seek guidance from the education authority in countries outside of the UK to determine whether this MSc will enable you to teach there.

Graduates of this programme will hold a masters degree in Transformative Learning and Teaching, as well as professional registration which will enable them to work across the primary/secondary transition, thereby enhancing their employability both within Scotland and beyond.

Eligible graduates will be entitled to a place on the internationally-renowned Scottish Teacher Induction Scheme, providing a paid one-year guaranteed teaching post with reduced class contact time and support from a school mentor.

Graduates will also be equipped to enter a range of professions related to school teaching, for example, informal education, education development and education policy.



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We are proud to present a M.S. degree in Transformative Education and Social Change consisting of the development of empowered and impactful teaching methods, the creation of inspired and meaningful educational programs, and the examination of the transformative potential of education. Read more
We are proud to present a M.S. degree in Transformative Education and Social Change consisting of the development of empowered and impactful teaching methods, the creation of inspired and meaningful educational programs, and the examination of the transformative potential of education.

Our department faculty focuses on a more critical theoretical foundation from which our candidates can make an honest analysis of the issues and ideologies confronting contemporary education, identify contradictions and points of concern, and construct transformative programs and practices in response.

Candidates will reflect on their own experiences in order to identify and challenge the common assumptions underlying the dominant educational philosophies today. This unique approach seeks to close the gap between theory and practice and integrate the ideals of freedom and critical democratic engagement into education.

We offer a very meaningful, personal, and rewarding experience for educators who, in spite of these trying times, still hold to what drove them into teaching: to have a positive impact on their students and the world. Our program envisions the preparation and inspiration of empowered educators - transformative intellectuals - who create and share knowledge and strategies to improve the quality of life for their students, schools, and communities.

I welcome prospective candidates, on behalf of our Department faculty and staff, to communicate with us any concerns you have about the program and ways we might better accommodate your personal goals. We are excited to meet with you and answer any questions you might have.

With warmest regards,

John M. Elmore, Ph.D.
Professor and Department Chairperson

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There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route. Read more

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route. The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation e.g. mental health, social care, infection control, acute care and community health.  International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Teaching, learning and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centeredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement, and where criticality students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support.

We will achieve this learning environment through a focus on three pillars of learning activity namely:

  • Student-centred experiential and collaborative learning;
  • Reflexivity and critical discourse;
  • Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. They do not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN).

Modules

To achieve a PgCert, you will complete:

Theory and Practice of Person-Centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)

To achieve a PgDip, you will also undertake a further 60 credits from an array of modules that include: Developing Professional Practice (15, 30 or 45 credits)/ Practice Development for Person-centred Cultures (15 credits)/ Health and Wellbeing for the Individual and the Team (15 credits)/ Independent study (15 or 30 credits)/ Advancing Approaches to Patient Assessment (15 credits)

To achieve a MSc, you will also complete:

Dissertation (60 credits) The route content is currently being redeveloped. Please check the website in autumn 2017 for updates.



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We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more

We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Learning, teaching and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to

experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;

- Reflexivity and critical discourse;

- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)

Modules

To achieve a PgCert, you will complete:

Supporting the Patient and Family in Palliative Care (15 credits) and Developing Advanced Communication Skills in Palliative Care (15 credits)

For those in a clinical role: Working with People with Complex Pain and Symptoms (15 credits)/ Shadows and Horizons: Advancing Palliative Care Practice (15 credits) OR one 15 credit module from the MSc PCP Framework.

For those in a non-clinical role: Shadows and Horizons: Advancing Palliative Care Practice (15 credits) is a core module AND one further 15 credit module from the MSc PCP Framework.

To achieve a PgDip, you will also complete:

Theory and Practice of Person-centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)

To achieve a MSc, you will also complete: Dissertation (60 credits)

Other entry requirements information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment..



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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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This innovative programme focuses on tackling major urban opportunities and issues. The course provides you with the skills and understanding to become a leader in the design and delivery of sustainable city strategies. Read more

Why this course?

This innovative programme focuses on tackling major urban opportunities and issues.

The course provides you with the skills and understanding to become a leader in the design and delivery of sustainable city strategies.

Over half the world’s population now live in cities. Achieving sustainable futures for urban centres is a growing issue. You’ll develop a full understanding of how cities work and acquire the tools to:
- re-design city systems
- raise finance
- gain political and community support for transformative city strategies and projects

You’ll demonstrate your knowledge through high-quality work placements rather than a traditional dissertation. The course offers flexibility to pursue your individual interests and diversify your skills.

This course has been reviewed by a range of key employers. They’ve expressed strong interest in being involved in this course and provide project placements and job interviews to graduates from the course.

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

You’ll study

The programme is centred around a suite of core classes and is delivered by dynamic and passionate team of staff drawn from multiple disciplines. These are in the key disciplines that are critical for understanding cities, their challenges, and opportunities and strategies for change.

A further core class provides you with the leadership, project management and communication skills that are essential for successful implementation of sustainable city solutions.

Core classes:
- Global Cities: Society & Sustainability
- City Systems & Infrastructure
- Understanding & Modelling Cities
- Urban Theory
- Public Policy, Governance & Strategic Change
- Business Models, Financing & Urban Business Case Analysis
- Leadership Skills for Urban Change

Elective classes
You’ll be able to choose from a wide range of classes across our four faculties to pursue your own interests and develop skills in specific areas.

Work placement

The degree offers relevant work experience. You’ll apply your skills and learning in two project placements in professional working environments, such as:
- city government
- industry
- research institutions

Your placements can be in two different cities with the opportunity to gain international experience.

Strathclyde’s new Technology & Innovation Centre

The programme will make use of the facilities within Strathclyde’s new Technology & Innovation Centre, where the Institute is based.

The Technology & Innovation Centre has been designed to act as a hub for world-leading research, bringing academics, business, industry and the public sector together to find collaborative and innovative solutions to complex global challenges. Future cities is a core theme of the centre, recognising the need for interdisciplinary research that delivers tangible benefits to citizens living in cities around the world.

Guest speakers

You’ll benefit from the latest knowledge and insights incorporated from leading business, government and academic experts, through guest speakers and case studies.

Flexible study options

The degree is available for both full time and part time study.

Facilities

Strathclyde’s award-winning Business School is one of the largest institutions of its kind in Europe. We've around 200 academic staff and more than 3,000 full-time students.

The departments and specialist units work together to provide a dynamic, fully-rounded and varied programme of specialist and cross-disciplinary postgraduate courses.

Pre-Masters preparation course

The Pre-Masters Programme is a preparation course for international students (non EU/UK) who do not meet the entry requirements for a Masters degree at University of Strathclyde. The Pre-Masters programme provides progression to a number of degree options.
To find out more about the courses and opportunities on offer visit isc.strath.ac.uk or call today on +44 (0) 1273 339333 and discuss your education future. You can also complete the online application form. To ask a question please fill in the enquiry form and talk to one of our multi-lingual Student Enrolment Advisers today.

Learning & teaching

In semester 1 and 2, the course is delivered through lectures, seminars, tutorials and skills-based workshops. In many of these core classes, there is also strong emphasis on group project work.
During the summer, you’ll undertake two project placements with different organisations – whether in industry, business, academia, government or other organisations working on urban sustainability problems and solutions.
Projects can be undertaken in the UK or overseas, and you’re encouraged to be pro-active in finding opportunities to work with organisations relevant to their future career ambitions. Guidance and support in finding suitable projects will be provided by university staff and periodic workshops and seminars during semesters 1 and 2 will assist you in preparing

Assessment

The core classes of the programme are assessed through a variety of methods, including written assignments and coursework, presentations and both group and individual project work. Depending on the electives chosen, you may also be assessed by exam.
Transformative Projects runs in place of a traditional dissertation. You’ll write a detailed project report for each placement, and will also produce a critical reflection on your professional skills development across both projects.

Careers

With over half the world's population now living in cities, achieving sustainable futures for urban centres is a growing current issue. Over 5000 cities in Europe alone have signed up to ambitious carbon reduction strategies, and the Technology Strategy Board estimate the market in joined up urban solutions will be worth £200 billion a year.

Achieving global carbon reduction targets and improving the quality of life for citizens across the world is critically dependent on changing the way we live, work, and invest in cities. Commercial and governmental interest in cities as investment opportunities, engines for innovation, and the markets they create is growing dramatically, with significant demand for high calibre graduates in this field.

To achieve sustainable futures for cities, professionals are required who have the holistic perspective to see beyond one single aspect of city life - and the ability to develop and deliver viable strategies that address the wider social, economic and environmental opportunities.

Sustainable city leaders and innovators with a diverse range of technical and professional skills and knowledge are increasingly in demand. As cities around the world continue to adopt, develop and enhance their sustainability strategies, graduates with the knowledge and practical experience in delivering viable solutions in practice are highly-desirable employment candidates for a wider range of organisations.

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

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If you are interested in working with people and taking an essential role in protecting children and young people from harm and in supporting people of every age then this is the course for you. Read more
If you are interested in working with people and taking an essential role in protecting children and young people from harm and in supporting people of every age then this is the course for you. It will be a stimulating and challenging learning experience designed to develop your capacity for critical thinking and research-mindedness alongside developing social work skills.

WHY CHOOSE THIS COURSE?

If you choose this course you will benefit from:
-A course of study that meets the requirements for social work training as set by the regulatory body, the Health and Care Professions Council (HCPC)
-Links with local authorities providing statutory services, and links with numerous voluntary and independent sector agencies who provide placements
-High quality practice placement experiences in a range of social work/care settings with opportunities to learn alongside experienced practitioners
-Strong community links with service users and carers, who are integrated into the organisation of the course
-Teaching by experienced academics, practitioners and researchers who have published and researched extensively in areas such as social work ethics, health and gender inequalities, personalisation, prevention of hate crimes, children’s rights, social work career -Frameworks, social work and globalisation, educational attainment and service user engagement
-A personal tutoring system which is integrated into taught and practice modules to enhance and support employability through the development of transferable skills such as presentation skills, group work, conducting literature reviews and critical analysis
-The opportunity to develop your engagement with the research seminar group

WHAT WILL I LEARN?

The course is grounded in practice, drawing on a range of relevant academic disciplines and providing inter-professional and international perspectives.

The core course themes are the legal framework, social inequalities and social policy, health and wellbeing, social work practice with children and adults, psychology of human growth, values and ethics, transformative social work, and critical reflection.

In years one and two you will study these core themes and also undertake a practical skills programme in readiness for a 70 day practice placement. In year two you will undertake a 100 day practice placement, and modules of study in International Perspectives, Transformative Social Work, Applied Social Research and a professional practice dissertation on a practice topic of your interest.

Within the Department, a range of academic tutors are available to provide support and advice related to your academic progress, development and personal welfare.

Coventry University has a robust support infrastructure to meet the pastoral, welfare, accommodation, finance and disability needs of all its students.

HOW WILL THIS COURSE ENHANCE MY CAREER PROSPECTS?

Career prospects in Social Work continue to be good and, as a post-graduate, you can expect to gain employment locally, regionally and nationally in local authorities, voluntary agencies, Primary Care Trusts, housing, education and also charities and private and voluntary organisations. Fields of practice are broad and include children and families, youth offending, mental health, learning disabilities and older adults.

Recent graduates have gained employment with organisations such as Solihull Care Trust, Age Concern, Coventry Aquarius, Alcohol Action, Warwickshire County Council, Coventry City Council, Coventry NSPCC, Birmingham Sweet Project, Solihull Metropolitan Borough Council, Birmingham City Council, and Sunbeam Fostering Agency.

There is a dedicated employability team who will work with you to develop interviews skills presentation skills and work on developing your Curriculum Vitae (CV).

WORK PLACEMENTS

In year one you will undertake a 70 day practice placement and in year two you will undertake a 100 day practice placement. There are opportunities to train in a wide variety of practice placement settings and each of the two placements will afford a contrast to be experienced

OPPORTUNITIES FOR AN INTERNATIONAL EXPERIENCE

We have developed a range of associations with institutions across the globe including: The University of Montreal and Dalhousie University in Canada, Stellenbosch University in South Africa, Laurea and Metropolia Universities in Finland, Kocaeli University in Turkey, Calabria University in Italy, St. Petersburg University in Russia, Loyola College in India, and the Belarusian State Pedagogical University.

GLOBAL LEADERS PROGRAMME

To prepare students for the challenges of the global employment market and to strengthen and develop their broader personal and professional skills Coventry University has developed a unique Global Leaders Programme.

The objectives of the programme, in which postgraduate and eligible undergraduate students can participate, is to provide practical career workshops and enable participants to experience different business cultures.

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The new master’s programme in Design offers a studio-based, interdisciplinary approach to design, with collaborations tackling societal challenges. Read more
The new master’s programme in Design offers a studio-based, interdisciplinary approach to design, with collaborations tackling societal challenges.

This programme incorporates established and innovative design concepts in a unique interdisciplinary setup. Studio courses form the backbone of the programme, providing the fundamentals of working with societal challenges. The challenges are defined on a yearly basis, ranging from Food Waste and Civility to Nomadic Welfare.

The programme features three design tracks, allowing you to develop your skills within an area of speciality. Current tracks are Sustainable Futures, Transformative Service and Visual Media.

Please be advised that this programme has a multi-campus setup, with courses offered in Linköping and Norrköping as well as online.

Programme Description

The new master’s programme in Design offers a studio-based, interdisciplinary approach to design, with collaborations tackling societal challenges. Established and innovative design concepts are incorporated in a unique interdisciplinary setup across campuses.

Businesses, organisations and government agencies are facing ever more complex challenges that require innovative approaches. Increasingly, the field of design is expected to come up with answers and help achieve progress.

The purpose of this programme is to train qualified and confident designers who can enter these complex contexts, take on a leading role and co-create solid, sustainable solutions. We are reaching out to students with different backgrounds – not necessarily with previous academic design qualifications, but with excellent design abilities and a desire to develop design beyond specific materials and disciplines.

This programme incorporates established and innovative design concepts in a unique interdisciplinary setup. Studio courses form the backbone of the programme, providing the fundamentals of working with societal challenges. The challenges are defined on a yearly basis, ranging from Food Waste and Civility to Nomadic Welfare.

Theoretical courses and design projects run alongside studio work. You develop generic design skills and knowledge of design facilitation, co-creative practices and design history. You learn about designing and change and how to make design a strategic practice that is embedded in organisations.

Projects are carried out in mixed-competence groups, sometimes with students from other programmes, across campuses with blended learning, using physical and digital resources. You interact with companies, organisations and entrepreneurs.

Elective courses are structured into tracks allowing you to develop skills within an area of speciality.

Current tracks offered are:

Sustainable Futures
Design of sustainable systems, with accompanying business models, products and services. Project-based exploration of future solutions that may further a transition to a sustainable society and empower people interacting with those systems.

Transformative Service
Design and innovation for the service sector, including welfare and industrial service. Engaging humans at the centre of design projects and developing service concepts and social innovations to facilitate transformation of practices and co-creation of value.

Visual Media
Design of interactive visual environments, going beyond screens and handheld units towards augmented and immersive approaches. Studio-based exploration of advanced concepts at the intersection of graphic design, interaction design and information visualisation.

For your thesis, you are expected to undertake an individual project that comprises practical design work and writing a thesis.

Linköping University is one of Sweden’s leading design research universities, with world-class research into design for services, a state-of-the-art facility for visual media research, and a strong team devoted to design and sustainability.

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We have recently developed our innovative Master’s Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more

We have recently developed our innovative Master’s Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route. The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation e.g. mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Teaching, learning and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centeredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to experiences and a resolve to keep going. This environment will generate an ethos of engagement, and where criticality students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support.

We will achieve this learning environment through a focus on three pillars of learning activity namely:

  • Student-centred experiential and collaborative learning;
  • Reflexivity and critical discourse;
  • Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. They do not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN).

Modules

Core modules: Theory and Practice of Child and Family Centred Health and Social Care/ Leading Professional Practice/ Making Judgements and Decisions in Practice

Route specific modules: Advancing Person-centred Specialist Practice A&B (30 credits)/ Advancing Approaches to Patient Assessment (15 credits)/ Community Nurse V100 Prescribing (15 credits)

The modules listed here are correct at the time of posting (July 16), but are subject to change. In the event that modules have to change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact to students.

Other entry requirement information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.



Read less
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more

We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Learning, teaching and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to

experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;

- Reflexivity and critical discourse;

- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)

Modules

Core modules: Theory and Practice of Child and Family Centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)

Route specific modules: Childhood Development 1 (15 credits)/ Childhood Development 2 (15 credits)/ Child Protection and Safeguarding (30 credits)/ Practice Placements: Health Visiting Context

Other entry requirements information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.



Read less
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more

We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Learning, teaching and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to

experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;

- Reflexivity and critical discourse;

- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)

Modules

Core modules: Theory and Practice of Child and Family Centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)

Route specific modules: Childhood Development 1 (15 credits)/ Childhood Development 2 (15 credits)/ Child Protection and Safeguarding (30 credits)/ Practice Placements: School Nursing Context

Other entry requirements information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment.



Read less
This interdisciplinary Masters course draws on studies in mythology, psychology, anthropology, theology, esoteric philosophy, a range of wisdom traditions and the arts. Read more
This interdisciplinary Masters course draws on studies in mythology, psychology, anthropology, theology, esoteric philosophy, a range of wisdom traditions and the arts.

It offers a discerning investigation into seemingly non­rational modes of knowing, exploring the cosmological sense of the sacred, the widespread practices of symbol interpretation and the cultural role of the creative imagination.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/myth-cosmology-and-the-sacred.aspx

Course detail

The overall aim of the course is to encourage critical, imaginative and creative ways of engaging reflexively with some of the most important questions of our time, such as the debate between science and religion, the nature of sacred reality, and the foundations of spiritual, religious and ritual experience. To do this we explore theories of knowledge and consciousness, oracular and divinatory practices (ancient and contemporary), and the cultural expression of myth in landscape, poetry, art and music.

The course has been highly praised as an outstanding example of transformative learning, as it brings personal reflection and creativity to bear on the study of spirituality in the broadest sense. It brings to the fore issues of connectivity, sustainability, ecological awareness, and the engagement of the imagination in the aid of individual, community and global understanding, wellbeing and harmony.

Canterbury is a perfect venue to study this course, with its ecclesiastical heritage, rich literary history, beauty of landscape and architecture, and easy access to both London and the continent.

Suitability

The course will appeal to all those seeking to develop and enrich their lives through the study of the history, philosophy and practices of Western sacred and esoteric traditions, and will be of particular interest to teachers, practitioners and therapists in the fields of contemporary spirituality and wellbeing who would like to engage more deeply with both the foundations of their work and their own self-knowledge.

There are many areas for potential further study, and we now have a thriving graduate environment with MPhil/PhD researchers pursing topics as diverse as the music of the spheres, Freemasonry, conflict resolution, alchemical symbolism, transformative learning and intuitive reading methods.

Content

The four taught modules, comprising seminars, learning journal groups and workshops take place at alternate weekends, in term time, from October to March, with optional workshops in the summer term.

The Creative Project assignment and dissertation module take place from April to September (for full-time students) and April to the following September (for part-time students). Each teaching weekend includes an open lecture by a visiting speaker. There are also optional sessions on Friday afternoons (compulsory for Tier 4 students).

The four taught modules will address the following topics:

• Theories and Methods
• Symbol and Imagination
• Oracular and Divinatory Traditions
• Spirit and Psyche
• Creative Project
• Learning Journal
• Dissertation

Format

Teaching methods include seminars, lectures and workshops. Students can expect eight hours of teaching each study weekend, plus two hours of learning journal groups. They also receive individual supervision for each taught and research assignment, and eight hours of research preparation seminars.

They will attend two days a year for creative project presentations and a variety of optional workshops will be offered. There will also be an open public lecture at each study weekend, on the Saturday evening, which they are encouraged to attend, and optional Friday afternoon seminars on a variety of themes.

Assessment

Four essays of 4,000 words (20 credits each), one creative project review of 4,000 words, one learning journal write-up of 4,000 words (20 credits each) and one dissertation of 12-15,000 words (60 credits).

What can I do next?

Most of the students on this course are mature adults with established careers. However, possible career opportunities might include teaching, counselling and mentoring, spiritual and wellbeing guidance, alternative healing and therapies, writing and media, the arts, and further research.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

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This award provides the opportunity for educational and public sector professionals to critically analyse leadership and management in educational settings. Read more
This award provides the opportunity for educational and public sector professionals to critically analyse leadership and management in educational settings. The programme draws upon the outstanding specialist research and expertise developed within the Faculty of Education's Centre for Educational Leadership and Management.

This MA is aimed at those who are interested in the transformative possibilities of education and who wish to extend and deepen their leadership/management and/or become educational leaders in that context. Students will study theories of leadership and management and the complex ways in which they relate to their own context. This includes critically analysing current models relating to leading change, organisational culture, managing people and resources and the impact of leadership on organisational effectiveness.

Students will also have the opportunity to develop their understandings of transformative and ethical leadership, and explore the contribution of educational leadership in delivering social change and equality in global contexts.

Features and benefits of the course

-Masters level continuing professional development tailored for your own context, priorities and interests, drawing on multi/interdisciplinary perspectives
-A multi-professional student group for the cross-fertilisation of ideas, collaborative approaches and working with difference
-Places enquiry and purpose at the heart of professional practice
-Flexible award structure and three starting points (October, February, June)
-Participation in a large, dynamic and forward-thinking taught postgraduate community
-Course design and delivery to fit with busy work, and other, commitments
-Possibility of accrediting prior experiential learning (APEL)

Assessment details

Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.

For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.

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The spirit of Ceramics & Glass at the RCA springs from the heart of those media, and a belief in the transformative power of material thinking, research and making to enrich our world in imaginative and meaningful ways. Read more

The spirit of Ceramics & Glass at the RCA springs from the heart of those media, and a belief in the transformative power of material thinking, research and making to enrich our world in imaginative and meaningful ways. The programme is a site for contemporary discourse where personal concerns and global perspectives intersect. We seek those with passion to extend the possibilities and perspectives of ceramics and glass within and beyond traditional limitations, informed by their rich provenance of materials and practices.

The Ceramics & Glass MA at the RCA provides outstanding opportunities to develop a dynamic, informed and connected practice in a study environment that embraces diversity and depth. We believe in interrogating practices and challenging conventions. 

Our hyper-material age presents exciting and critical opportunities to explore cultures of production; to ask questions about what, why and how we make; to express ideas through the symbolic modes of things and transformative character of substances, and to consider how our work can influence physical, personal and psycho-social environments. We challenge and encourage you to stretch your imagination, expand your potential and find your voice.

The MA spectrum of enquiry includes art and design works, design for manufacture and the built environment, emerging experimental practices and applications. Curiosity is nurtured through the imaginative exploration of concepts, the investigation of material properties and technologies, the potential of interdisciplinary practice and collaboration. Making, thinking and writing skills are integrated to develop critical perspectives of practice and purpose, and to foster new understandings of our interaction with ‘things’.

The exceptional ceramic and glass facilities at the Royal College underpin a dynamic study environment led by outstanding teachers and technical experts, supported by contributions from peers, acclaimed visiting lecturers and graduates, who have shaped the programme’s leading research and international standing over many years.

The MA study experience integrates studio-based project learning with a formal dialogue in Critical & Historical Studies, scaffolded by the rigour of enquiry and reflective practice. Workshops, lectures, visiting experts and collaboration opportunities are supplemented by seminars and personal tutorials to provide guidance, foster critical reflection and encourage the development of individual trajectories and ambitions.

The programme offers:

  • individual studio work spaces
  • well-equipped workshops with facilities for undertaking an extensive range of ceramic and glass processes, both analogue and digital
  • access to specialist facilities across the Royal College of Art, including foundry, rapid form fabrication
  •  exceptional teaching by an international team of experienced, dedicated staff
  • a regular visiting lecturer and guest lecturer programme of leading artists, designers and craftspeople
  • outstanding technical support from a team of highly skilled specialist staff
  • a strong research culture with support for project and doctoral funding
  • alumni include Flavie Audi, Barnaby Barford, Neil Brownsword, Phoebe Cummings, Mike Eden, Malene Hartmann-Rasmussen, Hitomi Hosono, Shelley James, Studio Manifold, Nao Matsunaga, Katharine Morling, Zemer Peled, Rothschild/Bickers, James Rigler, Anders Ruhwald, Clare Twomey


Read less
We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. Read more

We have recently developed our innovative Masters in Person-Centred Practice (PcP) Framework with a suite of course routes which place the values of person-centredness at their core. These routes offer practitioners the opportunity to build upon their experience and develop an understanding of the knowledge and evidence that positively contributes to the health and wellbeing of persons, groups and populations. You can opt to study the route which best meets your professional background and future aspirations.

Nursing and Midwifery Council (NMC) Registered Nurses already working in, or wishing to work in, the community can undertake a specified group of modules that allows them to achieve a community qualification or registration recognised by the NMC in District Nursing, Health Visiting or School Nursing.

There are three core modules that enable you to obtain a PgCert. You will then study modules appropriate to your desired route.

The routes in the Person-Centred Practice Framework seek to influence and enable the transformative processes of personal and professional development through engagement, facilitation and evaluation of person-centred teaching and learning approaches. It is designed to meet the professional needs of practitioners from all disciplines working in a variety of different health and social care settings.

The Framework is innovative and interactive, emphasising application of theory to your practice context. It will enable you to critically engage with, evaluate and synthesise the evidence and research to promote the development and enhancement of person centred culture and practice. This develops a pro-active, transformative and reflective approach to meeting the public health and social needs of individuals, families, groups and populations.

You can personalise your learning to your own situation eg mental health, social care, infection control, acute care and community health. International students are particularly welcome as they offer a varied and different perspective to the context in which the learning occurs.

Learning, teaching and assessment

Our teaching, learning and assessment strategy is framed by our core philosophical concepts of personhood, person-centredness, human valuing, healthful relations, human potential and development, supportive and enabling environments. Central to this strategy is the need for learners to engage in the learning experiences, a readiness to listen and explore, preparedness to be open to

experiences and a resolve to keep going. This environment will generate an ethos of engagement and criticality where students can explore and challenge theories, practices and different sources of knowledge creatively in an atmosphere of high challenge and high support. We will achieve this learning environment through a focus on three pillars of learning activity namely:

- Student-centred experiential and collaborative learning;

- Reflexivity and critical discourse;

- Sustainable and ethical evidence-based teaching.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions, and develop resilient and sustainable approaches to their learning and practice in response to these. Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence informed materials to engage and enliven the processes of learning.

Assessment strategies will encourage application to practice. In line with the framework’s philosophy, a wide range of sustainable strategies are used to ensure assessment diversity. This will be achieved through the use of varied strategies which draw on the student’s own areas of practice such as portfolio development, practice proposals, annotated bibliographies, simulation events, games, seminar presentations and self-determined contextual assignment topics. Tutor, peer and self-assessment, including within virtual environments (eg [email protected], Values Exchange), will be an important component of approaches to formative and summative assessment.

For students undertaking NMC recognised specialist qualification and registration (District Nursing, Health Visiting, School Nursing), the course is 50% practice-based and requires placement in an approved practice with a Practice Teacher or Sign-off Mentor or Health Visitor Mentor. Placement will be negotiated with your supporting NHS area.

Teaching hours and attendance

Your attendance requirements at QMU will depend on which module you are studying and whether you are studying full or part-time.

Links with professional bodies

The routes allow you to gain the higher level knowledge and skills required for advanced practice. It does not gain accreditation with the NMC unless students are undertaking the Specialist Practitioner Qualification in District Nursing or registration as a Specialist Community Public Health Nurse (SCPHN)

Modules

To achieve a PgCert, you will complete:

Public Health Perspectives Across the Lifespan (30 credits) You will then undertake a further 30 credits from a range of modules which could include: Epidemiology (15 credits)/ Risk and Resilience: Working with Vulnerable Individuals, Families and Groups (15 credits)/ Global Public Health (15 credits)/ Health Promotion and Health Education for Allied Health Professions and Nurses (15 credits)/ Interventions for Health Promotion (15 credits)

To achieve a PgDip, you will also complete:

Theory and Practice of Person-Centred Health and Social Care (30 credits)/ Leading Professional Practice (15 credits)/ Making Judgements and Decisions in Practice (15 credits)

To achieve a MScTo achieve a MSc, you will also complete:  Dissertation (60 credits)

Other entry requirements information

International: Where your degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 6.5 and no individual component score below 6.0.

Criminal records check: For students undertaking NMC approved qualifications a satisfactory criminal records check will be required. Compliance with the terms of the Rehabilitation of Offenders Act (1974) and mental health legislation for clinical placement and employability in statutory services, for work with children and in other sensitive areas of employment..



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