• University of Bristol Featured Masters Courses
  • Aberystwyth University Featured Masters Courses
  • Jacobs University Bremen gGmbH Featured Masters Courses
  • University of Leeds Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Northumbria University Featured Masters Courses

Postgrad LIVE! Study Fair

Birmingham | Bristol | Sheffield | Liverpool | Edinburgh

University of Hertfordshire Featured Masters Courses
Cranfield University Featured Masters Courses
University of Bedfordshire Featured Masters Courses
Imperial College London Featured Masters Courses
University of the West of England, Bristol Featured Masters Courses
"university"×
0 miles

Masters Degrees (University)

We have 24,839 Masters Degrees (University)

  • "university" ×
  • clear all
Showing 1 to 15 of 24,839
Order by 
The English Department offers MAs in the areas of Literature, Renaissance Studies, and Composition/Rhetoric. Department faculty mentor students at all stages of their graduate experience, from coursework to teaching to examinations and the writing of master’s theses and doctoral dissertations. Read more

Literature

The English Department offers MAs in the areas of Literature, Renaissance Studies, and Composition/Rhetoric.

Department faculty mentor students at all stages of their graduate experience, from coursework to teaching to examinations and the writing of master’s theses and doctoral dissertations.

Graduate students in our Department not only have the opportunity to learn in an engaging environment but also to teach in one as well. Beginning in their first (for PhD candidates) and second (for MA candidates) years, they gain valuable classroom experience in composition classes, literature surveys, and courses they design themselves. Our program's scholarly and pedagogical preparation, as well as our detailed attention to professional placement, has enabled students to develop careers as teachers, scholars, publishers and editors.

Hudson Strode Program in Renaissance Studies

"Bringing the Globe to Alabama"

The Strode Program is a privately endowed program to promote the study of English literature from Skelton to Milton. The endowment provides for lectures and residencies by distinguished scholars and fellowships for graduate study at the University of Alabama in the field of English Renaissance Literature.

Hudson Strode served on the University of Alabama faculty from 1916 to 1963. He was a prolific author and celebrated teacher of Shakespeare and of creative writing. The Strode program was endowed by Professor Strode and his wife, Thérèse.

Focus: The Graduate Student

The intellectual work and educational activities sponsored by the Strode Program, from fellowships to lecture series, from the Strode Seminar to summer research awards, converge upon a single focus: the graduate student. We have a lively and talented group of students specializing in English Renaissance literature in preparation for careers in colleges and universities, or for other professional or personal goals. The faculty is committed not only to teaching students but also to mentoring them, fostering a community of future scholars.

Our students have won departmental and college awards for teaching and they have won university-wide fellowships for dissertation research. A recent Ph.D. received the College of Arts and Sciences annual award for best dissertation. Topics treated in the dissertations produced by our students are diverse—from readings of Spenser which deploy the theories of Derrida and Lacan to studies of the representation of female sexuality which draw upon seventeenth-century London court records; from adaptations of Shakespeare for teen films to performance criticism of regional and university theatrical productions. Essays written by our students—on Burton's Anatomy of Melancholy, on the agency of the letter in Hamlet, on class conflict in Coriolanus, on Leo Africanus and early modern imperialism, and on queer kinship in The Merchant of Venice—have appeared in Early Modern Literary Studies, English Literary History, English Literary Renaissance, Studies in English Literature, and Shakespeare, among other journals and essay collections.

We have an excellent record of placing Ph.D.s in tenure-track professorships. In the past ten years, 100% of our Ph.D. graduates who went on the academic job market eventually landed tenure-track jobs. Recent graduates have joined the faculty at Cornell College, High Point University, Mercer University, Stephen F. Austin State University, Xavier University, and Youngstown State University. M.A. students have matriculated to Ph.D. programs at Emory, Northwestern, Rutgers, University of California, University of Georgia, University of Oxford, University of Tennessee, and University of Washington, to name a few. Other M.A. students have gone on to law school, library school, the Peace Corps, high school teaching, or other opportunities.

Composition and Rhetoric

The graduate curriculum in CRES (Composition, Rhetoric, and English Studies) provides a solid foundation in English studies with a particular focus on the teaching of writing and studies in language, literacy, and rhetoric. The doctoral program is designed for those seeking academic positions as composition specialists (researchers, teachers, or administrators) in postsecondary English departments that emphasize writing instruction. The MA program is ideal for those who wish to do community college teaching or administrative work, and for students wishing to continue on to the PhD.

The graduate curriculum provides core courses in composition-rhetoric as well as elective opportunities in literature, linguistics, communication studies, education, and interdisciplinary areas such as gender and race. CRES students have opportunities to teach first-year writing, technical writing, and sophomore literature surveys. We also offer opportunities for writing center work and writing program administration.

Our graduates have obtained tenure-track positions at community colleges and four-year institutions such as Central Piedmont Community College (Charlotte, NC), Shelton State Community College (Tuscaloosa, AL), North Carolina Wesleyan College (Rocky Mount, NC), Judson College (Marion, AL), Charlotte School of Law (NC), Stillman College (Tuscaloosa, AL), the University of Houston, Itawamba Community College (Fulton, MS), Chattanooga State Community College (TN), Hinds Community College (Jackson, Mississippi), Marion Military Institute (Marion, AL), Louisiana Tech, Murray State (KY), the University of Alabama-Birmingham, the University of Texas-El Paso, Alabama A&M, St. Louis Community College (Meramec Campus), LaGrange College (GA), East Tennessee State, the University of South Alabama, Eastern Illinois University, and the University of North Alabama.

Application to all graduate programs offered by the Department of English is made through the University of Alabama Graduate School online application, which can be accessed by following the link on the English Department's Admissions page.

Read less
eeGovernance and the digitalization of the public sector are most likely one of the most important reform trends for the future public sector. Read more

eeGovernance and the digitalization of the public sector are most likely one of the most important reform trends for the future public sector. That’s why the public sector of the future needs experts who combine knowledge in public administration and public management on the one hand, and information systems and eGovernance on the other hand. The Erasmus Mundus Master of Science in Public Sector Innovation and eGovernance is a new and unique programme delivering those experts.

Why choose pioneer?

  • Do you want to specialize and advance your knowledge in public sector innovation?
  • Are you interested in the actual and future challenges of the public sector?
  • Do you want to be an expert in eGovernance and the digitalization of the public sector?
  • Would you like to gain insight and competencies contributing to innovations to tackle the challenges public administrations are facing?
  • Do you want to study at different established European Universities?

If your answers to the above questions are YES, then the Erasmus Mundus Master of Science in Public Sector Innovation and eGovernance (PIONEER) is the right type of programme for you!

Organisation

Experience our excellent research-based education in an international student group, providing you all the opportunities for a rich learning experience. A specific focus is placed on the use of case studies; the emphasis is placed on how new problems in the field of public administration and public policy can be solved through the use of (technological) innovations. Moreover, specific courses are built to help you increase your international experience and interdisciplinary expertise. Added value is created by giving attention to the practical challenges of professionals in policy, administrative and consultative functions.

PIONEER is:

  1. A new Erasmus Mundus programme, subsidized by the Education, Audiovisual and Culture Executive Agency of the European Commission;
  2. An interdisciplinary programme combining the expertise of the fields of Public Administration, Public Management, Information Systems and eGovernance;
  3. An international initial Master of 120 ECTS, organized jointly by the University of Leuven, the University of Münster and the Tallinn University of Technology. The programme will allow you to study in at least three different countries, starting in Leuven for the 1st semester, continuing in Münster for the 2nd semester and in Tallinn for the 3rd semester. You will dedicate the final semester to your Master Thesis and can decide – according to your desired field of specialization – where to write it.

Learning outcomes

WHAT THE PIONEER PROGRAMME HAS TO OFFER YOU:

  1. An advanced understanding of and insights into the disciplinary knowledge, specific to public management, public administration, information systems and eGovernance.
  2. Specialised knowledge in public administration processes, and the necessary skills to dissect organisational processes to its basic units in order to improve organisational efficiency and effectiveness.
  3. The necessary academic skills to build rapid proof of concepts, to reflect on approaches, to question assumptions and to assess ideas.
  4. The necessary competencies to define and implement new methods and techniques for the benefit of the public sector. You will be able to translate new techniques successfully, given a profound knowledge of the public sector.
  5. A higher level comprehension of how ICT and information sciences can be used in order to innovate proactively the public sector in a changing society.
  6. A profound level of methodological and scientific research skills in order to start a PhD in one of the domains.
  7. Excellent communication and project management skills so that you will be able to work in different fields of the public sector in terms of culture and work context.

Target audience

Successful applicants are holder of a bachelor degree in social sciences, political sciences, public administration, information systems, information science, informatics, engineering, business, law, or an equivalent degree in the mentioned areas. Other applications will be taken into consideration depending on the other selection criteria. The admission policy is intended to ensure equal opportunity of access to higher education for qualified students. In general the programme will assess students individually on the basis of their previous academic record, a letter of motivation, reference letters, and the availability of places. Applicants are required to demonstrate proficiency in English (both spoken and written), either by showing that some of their previous studies were successfully completed in English, or by submitting the results of a recognised English language proficiency test.

Selection procedure

The admission policy is intended to ensure equal opportunity of access to higher education for qualified students. The programme will assess students individually on the basis of their previous academic record, a letter of motivation and the availability of places.

Be aware that you fulfill the registration and application before March 1st 2017. Test-results of the language proficiency test can be provided later, but not later than March 20th 2017. The language requirements are stipulated as following: at least a score of 100 on the TOEFL internet based test (at least 22 on the different components) or 7 on the IELTS-test (at least 6 on the four different components). 

For the application procedure, please follow this link: http://www.kuleuven.be/english/application/instructions.



Read less
This course will train you to become a chemistry teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Read more

This course will train you to become a chemistry teacher across the 11-16 or 11-18 age range. It will prepare you to teach the National Curriculum and related national strategies, GCSE and A level. Completion of this 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

The course combines master's level academic study of science education with a range of school experiences. Approximately two-thirds of your time will be spent in our partnership schools and colleges developing your practical teaching skills with the support of trained science mentors and experienced teachers. When on placement, you will observe and teach classes under the guidance of an experienced science teacher mentor, improving your skills in planning, teaching and assessment.

Throughout the course you will learn how to:

  • Develop the confidence and competence of all pupils in thinking scientifically.
  • Teach and assess pupils' understanding of the different branches of science.
  • Help pupils to develop as independent and collaborative learners.
  • Use practical exercises, information and communication technology (ICT) and `the real world' in the teaching of science.

What our students say:

The course has been fantastic, the experience and most importantly the confidence I have developed whilst being on the PGCE is beyond anything I could have imagined. Yes it has been tough, but it has been completely worth it!

For more details on interviews, please visit our PGCE website .

Aims

We will prepare you to help your pupils develop their capabilities in all aspects of scientific practice, such as: observing; experimenting; measuring; testing; creative thinking; reasoning; calculating; planning; arguing; and critiquing.

The University part of the course will enable you to reflect on teaching methods as well as encouraging you to observe how children learn. University sessions will include:

  • science subject knowledge and pedagogy;
  • misconceptions in science;
  • the role of group work and classroom talk in the science classroom;
  • the national curriculum and current debates in science education;
  • planning lessons;
  • assessment for learning;
  • differentiation;
  • managing pupil behavior; and
  • keeping records and using data to support pupils' progress.

What our students say:

'I particularly appreciated the opportunity to go to University to talk with other trainees about their experiences. I have also found the assignments to also be a huge benefit as it gives me time to pick an area I want to develop but I have little knowledge of.'

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced science tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Additional course information

Support

Your University tutors will provide excellent support for your academic work and personal needs. We operate an `open door' tutor policy where appointments are seldom necessary for one-to-one meetings. These meetings can be used to facilitate success sharing or to raise any personal or professional needs or concerns. Each school/college has a designated science mentor, trained by the University who will provide advice and guidance whilst you are on placement. The culture of team working and best practice sharing amongst students will provide you with a support network available when you need it the most.

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

A wide range of teaching methods are incorporated into the course, including: seminars; lectures; group discussion; practical workshops; trainee-led presentations; and peer review. Peer observations of lessons will enable you to participate actively in your own and your fellow students' development as teachers. You will be encouraged to use similarly active and well-principled approaches in your own science labs and classrooms. You will be provided with a significant amount of responsibility to develop your own teaching style, set targets, take your own initiatives and evaluate your own work in planning, teaching and assessing.

Teaching on our secondary science PGCEs is enhanced by the contribution of a small team of experienced teachers who work alongside PGCE tutors on school visits and in University sessions, plus visitors from exam boards and from the Royal Society of Chemistry, the Institute of Physics and the Society of Biology. Some sessions are run jointly with the University's science departments to benefit fully from the resources of the University, and with Manchester Museum and the Museum of Science and Industry in Manchester.

The course is a partnership between the University and schools and colleges drawn from a wide area, including Bolton, Bury, Cheshire, Deeside, Lancashire, Manchester, Merseyside, Oldham, Rochdale, Salford, Staffordshire, Stockport, Tameside, Trafford, Warrington and Wigan. In your placement schools and colleges, you will observe and teach classes under the guidance of experienced subject mentors.

Coursework and assessment

Your school and University experiences are formally assessed. Both your mentors and tutors will help you to record your achievements and set targets. During each placement, a University tutor will observe you teach and at the end of each placement you will receive a report from your mentor. The report will grade you in the following areas: teaching; planning, differentiation and assessment; learning environment and wider professional responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development facilitate your progression as a teacher.

You are also required to complete a number of written assignments, which will allow you to gain a maximum of 60 master's level credits. On-going guidance and support to complete these assignments will be available from your University tutors.



Read less
This course will prepare you to teach French across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS). Read more

This course will prepare you to teach French across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS).

The course combines master's level academic study of key language learning theories and methods with a range of practical experiences. Approximately two-thirds of the course is spent in our partnership schools and colleges developing practical teaching skills with the support of trained mentors and experienced modern language teachers.

The University teaching team has an international reputation for research, teaching and publications in education. We are dedicated to developing your expertise and we believe passionately in the benefits of creative, motivating and engaging language lessons in order to create the next generation of life-long language speakers. Our sessions are all interactive and good pedagogy is modelled by skilled and highly motivated tutors and guest speakers. Your University tutors combine experience as outstanding teachers with academic knowledge of innovative, current and relevant educational research.

We have strong partnerships with schools and colleges, many of which are involved in research projects with the University. We work with a large variety of schools, comprehensives, grammar schools, special schools and sixth form colleges, allowing us to personalise your placement experiences to your individual needs. University tutors and school-based mentors will support and challenge you to help you achieve your potential.

What our students say:

The PGCE at The University of Manchester balances just the right amount of University-based training with a great deal of school-based teaching practice. The many opportunities to put the theory into practice, coupled with the high level of support from the University and partner schools led to the PGCE being an enjoyable and challenging year which has prepared me well for my first year of teaching.

For more details on interviews, please visit our PGCE website .

Aims

The academic elements of the course enable trainees to research, observe and reflect on key aspects of education practice including teaching, learning and pedagogy. You will be required to complete master's level assignments on teaching, learning and assessment, and your language skills. The course will also encourage you to pursue your own specific interests in your teaching practice.

The course will:

  • Equip you with the professional skills and knowledge required to become an outstanding teacher.
  • Enable you to develop your own preferred teaching styles by demonstrating, and encouraging you to try out, a wide variety of teaching styles.
  • Encourage you to develop your skill as a teacher through reflective practice.
  • Give you a sound understanding of the development of modern language methodology and current issues.
  • Enable you to use and produce teaching resources.
  • Ensure that your teaching takes account of individual pupils' perspectives and learning styles.
  • Ensure that your planning and teaching maximise the progress of all pupils in your classroom.
  • Encourage you to make maximum use of the knowledge and experience that you already have.
  • Encourage you to openly share your ideas and experiences.
  • Demonstrate that teaching and learning are reciprocal processes, and that the best teachers are those who are lifelong learners.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced modern language tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course includes a wide range of teaching methods, including: seminars; group discussion; practical workshops; lectures; and presentations. You will be an active participant in your own development as you make the transition from subject expert to excellent modern language teacher.

Coursework and assessment

School and University-based experiences are formally assessed and your school/college mentors and University tutors will help you to record your achievements and to set targets.

During each placement, a University tutor will observe your teaching and at the end of each placement you will receive a report from your mentor. The report will grade you in the following areas: teaching; planning, differentiation and assessment; learning environment; and wider professional responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development, facilitate your progression as a trainee teacher and on an ongoing basis as a newly qualified teacher.

You are also required to complete a number of written assignments which allow you to gain 60 master's level credits. Modules include: Teaching, Learning and Assessment; a School/College-based Enquiry (with supporting literature review); and a Reflection of Professional Practice. On-going guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £26,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .



Read less
This course will prepare you to teach German across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS). Read more

This course will prepare you to teach German across the 11-16 or 11-18 age range. It is a 10 month course which allows graduates to train to teach, gain a postgraduate qualification and qualified teaching status (QTS).

The course combines master's level academic study of key language learning theories and methods with a range of practical experiences. Approximately two-thirds of the course is spent in our partnership schools and colleges developing practical teaching skills with the support of trained mentors and experienced modern language teachers.

The University teaching team has an international reputation for research, teaching and publications in education. We are dedicated to developing your expertise and we believe passionately in the benefits of creative, motivating and engaging language lessons in order to create the next generation of life-long modern language speakers. Our sessions are all interactive and good pedagogy is modelled by skilled and highly motivated tutors and guest speakers. Your University tutors combine experience as outstanding teachers with academic knowledge of innovative, current and relevant educational research.

We have strong partnerships with schools and colleges, many of which are involved in research projects with the University. We work with a large variety of schools, comprehensives, grammar schools, specials schools and sixth form colleges, allowing us to personalise your placement experiences to your individual needs. University tutors and school-based mentors will provide support and challenge to help you achieve your potential.

What our students say:

The PGCE at The University of Manchester balances just the right amount of University-based training with a great deal of school-based teaching practice. The many opportunities to put the theory into practice, coupled with the high level of support from the University and partner schools led to the PGCE being an enjoyable and challenging year which has prepared me well for my first year of teaching.

For more details on interviews, please visit our PGCE website .

Aims

The academic elements of the course enable trainees to research, observe and reflect on key aspects of education practice including teaching, learning and pedagogy. You will be required to complete master's level assignments on teaching, learning and assessment, and your language skills. The course will also encourage you to pursue your own specific interests in your teaching practice.

The course will:

  • Equip you with the professional skills and knowledge required to become an outstanding teacher.
  • Enable you to develop your own preferred teaching styles by demonstrating, and encouraging you to try out, a wide variety of teaching styles.
  • Encourage you to develop your skill as a teacher through reflective practice.
  • Give you a sound understanding of the development of modern language methodology and current issues.
  • Enable you to use and produce teaching resources.
  • Ensure that your teaching takes account of individual pupils' perspectives and learning styles.
  • Ensure that your planning and teaching maximise the progress of all pupils in your classroom.
  • Encourage you to make maximum use of the knowledge and experience that you already have.
  • Encourage you to openly share your ideas and experiences.
  • Demonstrate that teaching and learning are reciprocal processes, and that the best teachers are those who are lifelong learners.

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced modern language tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Teaching and learning

The structure of our PGCEs includes both school-based and University-based learning. On our secondary PGCEs, around two thirds of your time will be spent in secondary schools, academies or colleges on placements. You will also need to undertake self-directed study in the evenings and weekends, such as background reading, creating lesson plans and completing written assignments.

The course includes a wide range of teaching methods, including: seminars; group discussion; practical workshops; lectures; and presentations. You will be an active participant in your own development as you make the transition from subject expert to excellent modern language teacher.

Coursework and assessment

School and University-based experiences are formally assessed and your school/college mentors and University tutors will help you to record your achievements and to set targets.

During each placement, a University tutor will observe your teaching and at the end of each placement you will receive a report from your mentor. The report will grade you in the following areas: teaching; planning, differentiation and assessment; learning environment; and wider professional responsibilities. The grades are awarded by your mentor in conjunction your University tutor. These reports, together with your record of achievement and development, facilitate your progression as a trainee teacher and on an ongoing basis as a newly qualified teacher.

You are also required to complete a number of written assignments which allow you to gain 60 master's level credits. Modules include: Teaching, Learning and Assessment; a School/College-based Enquiry (with supporting literature review); and a Reflection of Professional Practice. On-going guidance and support to complete these assignments will be available from your University tutors.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could get a £26,000 bursary or be awarded a prestigious scholarship - which provides additional support and benefits throughout your training year.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .



Read less
The Oil and Gas Innovation MSc is a project-led masters programme which will equip students with the skills and competencies to generate and commercialise innovations for the oil and gas industry. Read more
The Oil and Gas Innovation MSc is a project-led masters programme which will equip students with the skills and competencies to generate and commercialise innovations for the oil and gas industry.

The programme is a collaboration between the Oil & Gas Innovation Centre (OGIC) and a range of Scottish Universities, including the University of Aberdeen (lead), Heriot-Watt, Strathclyde University, University of St Andrews, Glasgow Caledonian University, University of the Highlands and Islands and Robert Gordon University to develop new technologies in exploration, production and decommissioning.

The collaborative nature of this programme means that in addition to courses at Heriot-Watt's Institute of Petroleum Engineering, students will also take modules at the University of Aberdeen and the University of Strathclyde giving them the unique opportunity to benefit from the oil and gas expertise available at each of these three institutions.

Our students

The Oil and Gas Innovation MSc by Research is aimed at:

• Technical staff who have identified an innovation or have expertise likely to yield innovative solutions and want to learn how to commercialise these.
• Business developers who have identified an opportunity to innovate in the oil and gas sector and seek to understand the framework of the industry and its supply chain.
• Managers or technical staff who are seeking innovative solutions for their challenges and want to equip themselves with the knowledge and leadership skills to enable their companies to identify, validate and commercialise possible solutions.
• Graduates in engineering or science, who have the qualities and ideas required to become leaders in innovation.

About the programme

This research-led MSc will include courses taken at Heriot-Watt University, the University of Aberdeen and the University of Strathclyde.

The project in Oil and Gas Innovation (75% of the degree) can be completed in a company or university.

Topics covered:
=============
• Business Essentials for Innovators (University of Strathclyde) - 10 credits
• Product Development (University of Strathclyde) - 5 credits
• Commercialising Innovation (University of Aberdeen) - 15 credits
• Technical Elective (Heriot-Watt)
• Project Scoping (Heriot-Watt)
• Project in Oil and Gas Innovation (Heriot-Watt) - 120 credits

English language requirements

If your first language is not English, or your first degree was not taught in English, we’ll need to see evidence of your English language ability. The minimum requirement for English language is IELTS 6.5 or equivalent.

We offer a range of English language courses: http://www.hw.ac.uk/study/english.htm

Read less
This course will train you to teach secondary History in the UK, including the National Curriculum, GCSE and A level. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS). Read more

This course will train you to teach secondary History in the UK, including the National Curriculum, GCSE and A level. Completion of the 10 month course leads to both a postgraduate qualification and qualified teacher status (QTS).

Your University tutors and school/college mentors will help you to transform your subject knowledge into teaching skills and educational theory into practice. University tutors have substantial experience of teaching and of examining at a senior level for GCSE and AS/A level.

We also use the expertise of experienced teachers from our partnership schools to complement the teaching of University-based sessions. This includes sessions led by subject mentors, who will help you develop your subject knowledge and provide advice about teaching methods. The University-based sessions will give you creative and innovative ideas to take into the classroom.

For more details on interviews, please visit our  PGCE website .

Special features

  • Top university to study a PGCE in the North of England (Good Teacher Training Guide 2017).
  • Rated as 'outstanding' by Ofsted.
  • Extensive classroom experience supported by experienced history tutors and mentors.
  • 92% of our graduates in a teaching post within six months of completing the course - consistently better than the North West average (The University of Manchester 2013-2016).

Coursework and assessment

Grades for practical teaching skills are awarded by mentors in conjunction with University tutors on the basis of regular lesson observations. You will also complete written assignments designed to support your development as a teacher as well as to help you explore the principles of effective teaching.

Scholarships and bursaries

Generous, tax-free funding is available to the best graduates training in a range of subjects. You could a bursary of up to £9,000.

Information about additional funding options for September 2018 can be found on the Department for Education website

Home/EU students may be eligible for a repayable tuition fee loan. Home students in England may also be eligible for a repayable student maintenance loan. The loans support available to PGCE students is similar to what is available for undergraduate students and information about government financial support for undergraduate students is available here . 

If you have graduated in the last three years from The University of Manchester with a 1st class honours degree, you may also be eligible for our Alumni Scholarship .

Facilities

Your University-based learning will take place at The University of Manchester's Oxford Road campus, adjacent to Manchester's city centre. The campus is easily accessible by road or by an extensive network of public transport including trains, trams and buses.

Our Oxford Road campus is home to The University of Manchester Library and the Alan Gilbert Learning Commons. The University's library is one of the best-resourced academic libraries in the UK. Studying with us will open up a wealth of learning resources to you, including over four million printed books, more than 500,000 ebooks and access to over 40,000 electronic journals and hundreds of online databases.

The Alan Gilbert Learning Commons offers you a stimulating 24/7 environment for study. It is the UK's first digital library and home to the most up-to-date IT facilities, a range of versatile learning spaces and a relaxing cafe area for breaks or meeting friends.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

Career opportunities

On completion of your PGCE and being granted qualified teaching status (QTS), you will work for a year as a newly qualified teacher (NQT). We keep in touch with our former students and continue to support them throughout their NQT year.

A Secondary History PGCE from The University of Manchester is a valued qualification regionally, nationally and internationally. You will be given clear direction, advice and support when making applications for teaching posts and our employment rates are consistently high. In 2013, 97% of The University of Manchester's Secondary History PGCEs graduates were in a teaching post within six months of completing the course, which is higher than the sector average.

Qualified teachers undertake continuous professional development throughout their career, both to maintain the latest subject knowledge and teaching techniques, and if desired, to facilitate progression into leadership and management positions. A PGCE qualification counts as 60 of the 180 credits required for a master's degree and The University of Manchester offers a part-time MA in Educational Leadership should you wish to continue your professional development with a master's in the future.



Read less
The Master of Arts program offers students in a wide range of disciplines the opportunity to earn a master’s degree by writing a thesis and successfully completing a limited number of courses. Read more
The Master of Arts program offers students in a wide range of disciplines the opportunity to earn a master’s degree by writing a thesis and successfully completing a limited number of courses. The number and details of the courses are determined within the first semester of the student's program.

Students may complete their degrees in either a full- or part-time capacity. Full-time students complete a 24-month program while part-time students complete a 48-month program. Part-time students will normally complete all required course work in the first 24 months, with the subsequent months committed to continued research and production of the Thesis.

Although degrees are awarded in specific disciplines, the program is administered centrally by the School of Graduate Studies, rather than by individual departments or Faculties.

Graduate degrees traditionally have been awarded for the successful completion of a satisfactory Thesis. The Thesis route expresses the fundamental tradition of academic scholarship. It also relates to the University’s undergraduate programs, because the creation of a Thesis in any discipline calls for a range of skills which are central to the liberal education tradition, including analysis and synthesis of ideas, empirical investigations, the construction and articulation of arguments, and writing skills.

Because of the nature of the M.A. program, the Thesis forms the central requirement of the program. At the master’s level, a Thesis involves close collaboration between supervisor and student. Consequently, it is necessary for a candidate to establish contact with potential supervisors prior to application for admission. Candidates seeking potential supervisors should contact either the relevant academic department or the School of Graduate Studies.

Individualize Your Graduate Experience

The University of Lethbridge recognizes the importance of quality graduate education for students and offers graduate degrees in diverse disciplines. Within the Department of Political Science this includes:

-Master of Arts (MA) in Political Science
-Individualized Multidisciplinary Major (MA or MSc)

Collaboration with the University of Calgary

The Department of Political Science has developed a cooperative arrangement with the Department of Political Science at the University of Calgary. Students enrolled in the MA Program at the University of Lethbridge can take graduate courses at the University of Calgary as part of their degree requirements. We can also draw on faculty from Calgary to serve on graduate committees at the University of Lethbridge. Similarly, the Political Science department there can draw on our faculty and resources to help with the delivery of their graduate program. The goal of this collaboration is to improve the experience of students and the quality of graduate studies at both institutions.

Why study at the University of Lethbridge?

As a graduate student at the University of Lethbridge, you’ll find yourself at the centre of a student-focused environment that nurtures innovation, critical thinking and creativity.

The University of Lethbridge is one of Canada’s top-ranked universities and leading research institutions.

At the foundation of our graduate programs is a multidisciplinary and personalized experience. A collaborative environment is encouraged between faculty and students. This means you have flexibility in decisions regarding the research and learning path you take.

At the U of L, we are committed to helping every one of our students thrive. From aiding with financial support to one-on-one mentorship to individualized career advice, you’ll find support every step of the way.

When you graduate, you will have the confidence you need to succeed in whatever you do, whether that means pursuing further education, teaching in an academic setting or establishing a professional career.

We’re here to help as you find the answers to your questions. As Alberta’s Destination University, the U of L gives you room to think, create and explore, providing a university experience unlike any other.

How to apply

In order to apply, you will need to provide the following documentation:

• Academic Transcripts
• Curriculum Vitae
• Three Letters of Reference
• Letter of Intent
• English Language Proficiency (ELP)

All applications and supporting documents must be provided through the online portal: https://www.uleth.ca/future-student/graduate-studies/apply

Co-operative Education & Internships Option

The Co-operative Education/Internship Option is available to students for the Master of Arts (MA) and Master of Science (MSc) programs. Co-operative education is an educational model that formally integrates academic study at the master’s level with relevant, paid work experience in appropriate employment fields such as government, institutions, and industry. The University, the employer, and the student are in partnership to ensure an enriching experience toward the student's professional development.

More information: http://www.uleth.ca/artsci/coop/co-operative-education-internship-option-graduate-studies

Funding

Find information on Scholarships here http://www.uleth.ca/graduate-studies/award-opportunities

Read less
The programme is aimed at intelligent, highly motivated managers who wish to equip themselves with the essential business and management skills required in the increasingly competitive, diverse and dynamic business environment. Read more

The programme is aimed at intelligent, highly motivated managers who wish to equip themselves with the essential business and management skills required in the increasingly competitive, diverse and dynamic business environment.

World Class Rankings

Financial Times Online MBA 2017 rankings (Financial Times, March 2017)

– World #1 for career progression

– World #2 for value for money

– World #3 for salary increase

Financial Times Online MBA 2016 rankings (Financial Times, March 2016)

– Global Top 20 Online MBA (11th in the world, 3rd in the UK)

Financial Times European Business School rankings (Financial Times, December 2013)

– European Top 30 MBA

– European Top 50 Business School

Bradford University School of Management is also ranked as one of the world’s Top 200 Business Schools that employers want to recruit from. (QS Global 200 Business School report, 2013/14)

Triple Crown Accreditation

Bradford University School of Management is part of an elite group of business schools in the world (less than 1%) to have the prestigious “Triple Crown” of accreditations:

EQUIS (European Quality Improvement System)

AMBA (Association of MBAs)

AACSB (Association to Advance Collegiate Schools of Business)

MBA at University of Bradford

Once you start the distance learning MBA programme you become part of the Bradford University School of Management student community. Bradford has a great pride in this sense of community and throughout your studies they ensure that you have every opportunity to develop your professional network while also learning from the experiences of other students. This is achieved through the use of small faculty led tutor groups, weekly online discussions, live face-to-face online tutorial sessions and a distance learner on line social space called ‘The Atrium’.

Further to this while you do not have to attend any on-site teaching you will have an opportunity to take part in face-to-face teaching sessions with academics from the School of Management in Bradford and at its partner institutions in the Netherlands, Germany, Hong Kong, Singapore, Dubai, Italy and the Philippines (subject to availability).

Course Content

Cycle One:

Business Accoung; Business Economics; Marketing; Operations Management; Managing People; Managerial and Professional Development; Business Research; Business Ethics and Sustainability; Corporate Finance; Strategic Management;

Cycle Two:

Marketing Communications; Entrepreneurship; Project Management; E-Business; International Business Strategy; International Business in Emerging Economies; International Financial Management; Management of Change; Managerial Leadeship; Corporate Marketing

Management Project

At the end of your taught studies you will be required to put into practice what you have learnt during the various modules and complete a 12,500 – 15,000 word management project. The University of Bradford allows its students a great deal of flexibility in their management projects. For example, you may wish to reflect on your academic learning and apply it to a problem currently facing the organisation you work for. You may wish to investigate an issue effecting not just one organisation but an entire industry, or you may wish to conduct ‘desk based research’ – really getting to grips with all the academic arguments and issues surrounding a subject area in order to develop a new management framework.

Throughout the project you will be guided by an experienced academic and you will have access to the School of Management Effective Learning department. The Effective Learning service often proves to be very useful providing students with a clear understanding and guidelines on what is required in order to successfully complete their project.

Programme Assessment

In order to ensure that you have gained the required skills and knowledge you will have to successfully complete a form of assessment for each module. The assessment may be an individual written assignment, an exam or a mixture of both.

So that you can monitor your progress as you work your way through each module there are a number of opportunities for formative assessment (i.e. assessment that will not count to your overall grade). For example, you will be invited to submit 2 pieces of work to your individual tutor. Your tutor will read through the work and provide you with feedback. In addition to this, you will be encouraged to complete a series of online multiple choice questions for each unit studied. Exams can be sat at the University of Bradford, Arden's Head Office in Coventry or can be arranged overseas via the British Council or at a recognised overseas academic institution at additional cost.

Watch this introductory video about the Distance Learning MBA at University of Bradford.



Read less
Transportation professionals require a range of advanced skills with a global perspective to develop more sustainable transport systems. Read more

Master of Transportation Systems, SEU-Monash Joint degree

Transportation professionals require a range of advanced skills with a global perspective to develop more sustainable transport systems. To gain this technical and planning expertise in transportation systems, Southeast University and Monash University have established a joint Master’s program in Transportation Systems. This joint Master’s program is undertaken over two years and students graduate with two Master’s degrees; one from Southeast University and one from Monash University.

This first year of the program comprises two semesters of coursework units delivered in English. Units are taught at the Southeast University and Monash University Joint Graduate School in Suzhou, China. The Joint Graduate School in Suzhou is located in the newly developed Suzhou Dushu Lake Higher Education Town that is a part of the Science and Education Innovation District of Suzhou. This area has a number of Universities and Research Institutes as well as recreation and cultural facilities.

In Semester 1, students are required to take six units taught by Southeast University consisting of three core units and three elective units:

Core Units, Semester 1 (by SEU):

- Research Seminar
- Highway Design Theory and Methods
- Road Traffic Safety

Elective Units, Semester 1 (by SEU):

- Highway Operation and Management
- Urban Transport Network Analysis
- Theory and Method for Pavement Design
- Advanced Soil Mechanics
- Advanced Pavement Materials

In Semester 2, students are required to take another six core units delivered by Monash University:

- Intelligent Transportation Systems: Engineering & Management*
- Quantitative Methods for Transportation Systems Analysis*
- Modelling Transportation Systems*
- Urban Public Transportation Systems
- Sustainable Transportation Systems Planning
- Case Studies in Transportation Systems

For the above three units marked by “*”, the students can elect to take these course at the Monash University Clayton Campus in Melbourne, Australia.

The second year of the program consists of students undertaking a research project supervised by academics from Southeast University as well as a mentor from industrial institutes in the Suzhou area. A research thesis is required for each student.

Visit the website http://eng.monash.edu.au/civil/research/centres/its/education-programs/seu-monash-program/

About ITS (Monash)

On behalf of our entire staff and students, it is my great pleasure to welcome you to the Institute of Transport Studies (ITS Monash) at Monash University.

ITS (Monash) has a long and proud history in Monash University and Australia. The transport group at Monash was established in 1969. The Institute of Transport Studies was established in 1995 as the Key National Centre of Excellence in Teaching and Research in Transport Management, recognised by the Australian Government (a joint venture between The University of Sydney and Monash University). For more than four decades the transport group has played a crucial role in the transport field through fundamental, applied and industry-relevant research and education. Through our excellent education programs we continue to educate transportation leaders for industry, government and academia.

At ITS (Monash), we recognise that the next important challenge and opportunity will present itself through availability of live data and low-priced technology to travellers. There will be soon over 3 billion people with connected devices and more than 210 billion sensors out there that will provide a once-in-generation opportunity to tackle issues of complex transport and urban mobility for modern cities. At ITS (Monash) we have aligned our research focus and efforts to take advantage of this new leap in mobility, opportunity to change the way we travel, create sustainable transport, and work toward more liveable cities.

Find out how to apply here - http://eng.monash.edu.au/civil/research/centres/its/education-programs/seu-monash-program/

Read less
The Returning and Supply Teachers course is for you if you’re a qualified teacher looking to update your existing teaching qualification. Read more
The Returning and Supply Teachers course is for you if you’re a qualified teacher looking to update your existing teaching qualification. The University of South Wales is one of just a few universities to provide such a course which meets the requirements for all teachers who have been out of the profession for five years.

It will prepare you for a return to teaching in a primary school, or for a move from secondary to primary school teaching. If you’re in regular supply work and looking to obtain a long-term or permanent teaching appointment this course may also be beneficial.

The Returning and Supply Teachers University Certificate is not a conversion course, but is designed to further your professional development, and help with new opportunities. The course will give you the confidence to apply for teaching posts with the knowledge that you will be able to speak with recent and relevant experience.

On the course you will study with other qualified teachers and will review, enhance and consolidate your skills, knowledge and understanding of successful practice in primary education. You’ll benefit from the expertise of the course team, and have the opportunity to develop your confidence as a professional practitioner. You will also become familiar with recent developments in education systems, methods and practices.

See the website http://courses.southwales.ac.uk/courses/1283-university-certificate-returning-and-supply-teachers-course

What you will study

This part-time course centres around spending 15 Wednesdays in university, starting in February. The days in university are varied and include lectures, discussions, practical activities and where appropriate informal tutorials.In addition, you will complete 10 days or equivalent working in schools, in either a voluntarily or paid position.

The course serves to deliver the necessary components for teachers who have been out of teaching for five years or more, to be able to apply to the GTCW to return to the profession. Without some training of this kind teachers who have been out of the profession for this length of time are not able to return. Therefore an already popular course is becoming even more so.

The course covers all National Curriculum subjects in the context of the classroom and will include an emphasis on the Foundation Phase in Wales and its seven areas of learning. Issues of assessment, management and resourcing are discussed as an integral part of these studies, and the course provides an opportunity to explore recent and relevant changes and innovations. It is structured to provide plenty of practical experience supported by the relevant theory.

In addition to attending lectures and placement, you will benefit from professional guidance and support on making job applications, writing a curriculum vitae and interview techniques.

Work and Study Placements

You will complete 10 days or equivalent working in schools, in either a voluntarily or paid position, in addition to the 15 days in university. The classroom experience is undertaken as an opportunity to develop confidence, skills and understanding.

This part of the programme must be arranged by you and may be tailored to suit individual requirements. To complete the course successfully a pass in the assignment is required. The assignment is a reflective log based upon the ten days in school.

Learning and teaching methods

The University Certificate Returning and Supply Teachers course runs one day a week, currently on a Wednesday, for fifteen weeks beginning in February. Each session covers a National Curriculum subject of learning or another important theme.

The days are varied and involve a range of teaching and learning strategies including lectures, discussions, workshops, practical activities, directed and independent learning, and where appropriate informal tutorials.

Assessment methods

Assessment is 100% coursework and includes one assignment, which involves the recording of a reflective school diary based on the ten days spent in the primary school of your choice, in order to obtain maximum advantage from the classroom experience.

Employment Prospects

This course enables those teachers who have lost contact with current practice to return to the classroom. In addition, many teachers who originally qualified as secondary school teachers have found the course helpful in obtaining work in the primary sector, and currently employed supply teachers have been able to secure permanent posts.

Read less
Study part-time at the UK’s leading university for Enterprise to develop the confidence and networks you need to successfully build a business, and your own career. Read more

Study part-time at the UK’s leading university for Enterprise to develop the confidence and networks you need to successfully build a business, and your own career.

This course is ideal if you have ambitions to start your own business, are working in an existing organisation or already run your own company. You'll learn to identify new products, processes and markets, and adopt innovative techniques to exploit opportunities.

The course is supported by award-winning academics and an influential network of highly skilled entrepreneurs, giving you access to their expertise and experience as well as providing valuable connections for the future. They help to deepen your understanding of the challenges faced by people in enterprise.

We aim to equip you with a practical toolkit to support the knowledge you will gain, providing immediate relevance and the tools to launch your career or business. You will develop the skills to identify promising opportunities that are right for you, and to create a business that will exploit these opportunities.

You’ll work on a range of projects to gain practical experience and connect with successful entrepreneurs, including creating your own pop-up business, as well as visits to small businesses to explore their approaches to growth. Then we use theory to deepen your understanding and to shed light on complex issues and challenges faced by enterprising people.

Part-time delivery enables you to work while you learn and leaves you with time for other commitments.

Academic and entrepreneurial excellence

The University of Leeds offers a diverse learning environment for people from a range of backgrounds who have a keen desire to learn and practice enterprise.

The Centre for Enterprise and Entrepreneurship Studies is the focal point for enterprise education on campus at the University of Leeds. It provides exceptional research-based enterprise teaching and practical support.

The Centre can help you locate enterprise opportunities and get involved in entrepreneurial activities outside of your studies, such as joining a student enterprise group, starting a business, taking on a social project or entering a national competition.

You will also benefit from our excellent connections with business, locally, regionally and nationally. The Centre’s network of Enterprise Ambassadors provide real-world projects and deliver workshops as part of the programme. They come from a wide range of business sectors, helping you to understand how to apply your enterprise education in practice.

The University of Leeds is recognised as a leading entrepreneurial University in the UK. We have won the title Entrepreneurial University of the Year (Times Higher Education Awards 2015), received The Duke of York Award for University Entrepreneurship (Lloyds Bank National Business Awards 2015) and The Guardian University Award for Entrepreneurship (2016). Kairen Skelley, Head of Spark, the University's business start-up service, has also been named Higher Education Enterprise Champion (National Enterprise Educator Awards 2015).

Course content

In year one you’ll explore successful enterprise and entrepreneurship and their role in society worldwide. You’ll explore how enterprise is seen around the world, and how different geographical and economic contexts create challenges for new ventures.

You’ll consider contemporary challenges and debates during guest lectures with successful entrepreneurs, hearing first-hand about their experience of the latest topics. You’ll also have the opportunity to apply what you have learned to your own business idea or an existing business, whilst drawing on their expertise.

In year two, you’ll take an in-depth look at social enterprises and alternative business models, including how best to grow an existing small business.

You’ll also work alongside our full-time students on a consultancy project for a local small-medium enterprise, building relationships with the founders and staff (you can read a student case study about a recent project). Some examples of recent projects include: ‘helping an ethical gifts retailer turn their sales performance around’; ‘undertaking a market and brand analysis for a luxury camping business’ and ‘researching the Jordanian and Indian market for a healthcare software company’.

You’ll be introduced to research methods, developing understanding of how to gain important market insights and analyse the viability of a business idea.

In the final semester of year two, you’ll complete the Enterprise Dissertation, an individual project that can be used to explore opportunities for your own business venture, develop a plan for growth in an existing business you are connected to, or to research in-depth an area of interest.

Part-time study

This part-time course enables existing entrepreneurs to continue to develop their business, whilst professionals and budding entrepreneurs can work alongside their studies. Combining work and study can often be to your advantage, since the experiences gained in your professional life will add depth and relevance.

You’ll study over two years, attending classes for one day per week from late September to early May with one-month breaks at Christmas and Easter. In year one, you'll also study for five days across June and early September. In year two, you’ll attend meetings with your dissertation supervisor from April to September. You can expect to attend for approximately 27 days in year one and 17 days in year two (plus dissertation meetings).

Course structure

Year 1 Compulsory modules

  • Global Perspectives on Enterprise 15 credits
  • Contemporary Challenges in Enterprise 15 credits
  • Enterprise Awareness 15 credits
  • Applied Enterprise 30 credits
  • New Venture Creation 15 credits

Year 2 Compulsory modules

  • Enterprise and Society 15 credits
  • Research Methods and Enterprise Project 30 credits
  • Enterprise Dissertation 30 credits
  • Small Business Growth 15 credits

For more information on typical modules, read Enterprise MSc in the course catalogue

Learning and teaching

We use a variety of different teaching methods such as lectures, small group seminars, personal tutorials, consultancy fieldwork, market research fieldwork, and company visits. Independent study is also vital to this programme, allowing you to develop your skills and prepare for taught sessions and assessments.

Assessment

You’ll also be assessed using a range of techniques including exams, group projects, written assignments and essays, in-course assessment, group and individual presentations and reports.




Read less
The Double MA in Global Governance in PAIS at Warwick and the Balsillie School of International Affairs at the University of Waterloo offers you an opportunity to study in one of the UK's best politics departments in combination with Canada's leading school of international affairs. Read more

The Double MA in Global Governance in PAIS at Warwick and the Balsillie School of International Affairs at the University of Waterloo offers you an opportunity to study in one of the UK's best politics departments in combination with Canada's leading school of international affairs.

As a hub of international excellence in teaching and research, PAIS is positioned to deliver the kind of teaching and supervision that will stretch your understanding while also supporting you along the way. Meanwhile, the University of Waterloo, located at the heart of Canada’s technology hub, is a leading comprehensive university with 35,100 students in undergraduate and graduate programs. Consistently ranked Canada’s most innovative university, Waterloo is home to advanced research and teaching in range of subjects. The Balsillie School of International Affairs (BSIA) is an equal collaboration among the Centre for International Governance Innovation (CIGI), the University of Waterloo (UW), and Wilfrid Laurier University (Laurier). The unique integration of the collaborating institutions’ approaches and cultures gives BSIA an unmatched ability to promote vigorous engagement across boundaries of discipline and practice, to connect today’s experts with tomorrow’s leaders in critical debate and analysis, and to achieve—in all its work—the highest standards of excellence.

Students who participate in the double degree program get the best that both programs have to offer and receive degrees from prestigious and internationally recognized institutions. Students choose between two routes, either carrying out the first year of their studies at the University of Warwick before proceeding to Waterloo in their second year to complete their degree, or beginning with the first year at Waterloo and then completing the second year at Warwick. Students who begin in Waterloo receive credit with Warwick and complete a two-year degree program at Warwick in only one year.

For specific questions about the MAGG program, please consult the Frequently Asked Questions page.

Programme content

The Double MA in Global Governance allows you to start the programme either at Warwick or at Waterloo. During your year at Warwick, you can follow any of our single MA programmes, taking modules in the areas that matter to you. During your time at Waterloo, you will follow the MA in Global Governance, which also offers great flexibility in module choices. All students are required to spend the equivalent of one academic term as an intern working on global governance issues in the public or private sector, at a research institute, or for a non-governmental organization. The work-term will normally take place in the third or fourth term of the program. Students receiving the CIGI Graduate Fellowship have the option of counting their internship work at CIGI over the year (which amounts to approximately 10 hours/week over three terms) as meeting the internship requirement for the program, allowing them to finish the program in three terms rather than the typical four.

Benefits of doing a double degree:

  • Dual perspective from different but complementary approaches to the study of politics
  • Huge range of topics to choose from
  • Extensive practical experiences during and after your degree
  • An interdisciplinary approach to the study of the most pressing political and international issues of our time
  • Dynamic international opportunities


Read less
IMRD, part of the Erasmus Mundus scholarship programme, is a joint degree which offers you the opportunity to study rural development in its diversity of international approaches and applications. Read more
IMRD, part of the Erasmus Mundus scholarship programme, is a joint degree which offers you the opportunity to study rural development in its diversity of international approaches and applications. The 2 year master programme (120 ECTS) is jointly organized by 12 institutes leading in agricultural economics and rural development from all over the world. IMRD offers a combination of basic and specialized theoretical and practical training in technical, economic and social sciences. This competitive master programme has a high extent of international student mobility, making it possible to learn from specialists worldwide.
-Study each semester at a different university and compare international views on rural development.
-Gain practical experience through a 1 month case study in Italy or Slovakia.
-Several scholarship opportunities: Erasmus Mundus, IMRD consortium, ICI-ECP.
-1/3 of our graduates start a PhD; others work at UN, FAO and in the agribusiness industry
-Obtain a joint MSc in Rural Development.
-European and US students can combine this degree with a MSc in Agricultural Economics (University of Arkansas, US) and obtain a double degree at the end of the programme. Choose the ATLANTIS learning path.
-European and South-Korean students can combine this degree with a Master of Arts in Economics (Korea University, Seoul National University). Choose the EKAFREE learning path.
-Study in Europe, the US, South-Korea, India, South Africa, Ecuador or China, depending on the learning path you choose.

IMRD offers you the opportunity to study rural development in its diversity of international approaches and applications. Depending on the focus and mobility track you choose, you can study at one or a combination of our 12 partners in Europe, India, South-Africa, Ecuador, China, the US or South-Korea.

Learning path IMRD >> International MSc in Rural Development: study 2 years at the IMRD - Erasmus Mundus programme, possibly supported by an Erasmus Mundus scholarship. At the end you obtain the Joint IMRD Diploma. Study at one or a combination of our partners in Europe, India, South-Africa, Ecuador or China.

Learning path ATLANTIS >> MSc in Rural Development and MSc in Agricultural Economics: European and US students can combine this degree with a MSc in Agricultural Economics (University of Arkansas, US) and obtain a double degree at the end of the programme.

Learning path EKAFREE >>MSc in Rural Development and MA in Economics: European and South-Korean students can combine this degree with a Master of Arts in Economics (Korea University, Seoul National University).

Structure

Structure of the programme:
-General Entrance Module - Semester I 30-35 ECTS - UGent.
-Advanced Module I - Semester II 15-40 ECTS - any partner university or thesis partner university.
-Case Study - Summer Course 10 ECTS - Nitra University or Pisa University.
-Advanced Module II - Semester III 15-40 ECTS - opposite choice of semester II.
-Thesis Module - Semester IV 30 ECTS - thesis partner university.

Learning outcomes

Our programme will prepare you to become:
-A trained expert in integrated rural development specialized in agricultural sociology, economics, policy and decision making, with a competitive advantage on the international job market.
-A master of science with a unique international theoretical knowledge in development and agricultural economics theories and policies, combined with a practical based comparative knowledge of different approaches to rural development
part of an international network of specialists in agronomics and rural development.

Other admission requirements

The English language proficiency can be met by providing a certificate (validity of 5 years) of one of the following tests:
-TOEFL IBT 80.
-TOEFL PBT 550.
-ACADEMIC IELTS 6,5 overall score.
-CEFR B2 Issued by a European university language centre.
-ESOL CAMBRIDGE English CAE (Advanced).

Read less
The following course content is subject to validation Do you want to become a primary or secondary school teacher and help children and young adults make… Read more
The following course content is subject to validation Do you want to become a primary or secondary school teacher and help children and young adults make the best possible start in life? Do you prefer a work based route? This initial teacher training course covers the knowledge and skills that are required for Qualified Teacher Status (QTS) with training led by your host school supported by the University of Sunderland.

Course overview

PGCE School Direct is a unique school led route that provides exciting opportunities for you to train though work based learning, as a teacher, in a school. There are two routes available within School Direct:
Salaried Route
The salaried route is available to those candidates who have three or more years experience in schools and settings. Trainees apply direct to the school for a salaried position and are trained by the school in partnership with the University. You may also be eligible for a salaried route if you are a ‘career changer’ with transferrable skills.

Tuition Fee Route
This route is designed for trainees who prefer an apprenticeship approach to training. Trainees apply direct to the school via UCAS Sunderland codes and are trained by the school in partnership with the University.

How to Apply
In order to apply you should choose the school, or group of schools, in which you train and apply to them against the relevant University of Sunderland code. School Direct is run as a partnership between a Lead School, other schools in their Alliance and the University of Sunderland as the accredited teacher training provider.

Course content

Your training will blend academic study provided by the University of Sunderland with hands-on placements organised by the school that employs you.

PGCE Secondary Course content:
-School placement (with some experience in another secondary setting);
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils;
-Subject Studies module (developed in school placement);
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue.

PGCE Primary 3-11 Course content:
-School placements in 3-7 or 7-11 Key Stages
-Master's Module 1: Development of Learning: A Case Study – you will identify an educational intervention and explore its use, impact and influence upon the learning of one or more pupils;
-Subject Studies module (developed in school placement);
-Master's Module 2: Negotiated Individual Study in Education – you will undertake a piece of action research into an educational issue.

Teaching and assessment

School Direct Trainees will receive academic input during University return days timetabled throughout the year.

All University Modules are designed to support Trainees in developing their knowledge and confidence in teaching. University input is delivered by both expert Tutors and excellent Practitioners from Partnership Schools, in a wide variety of ways including, lectures, tutorials and practical workshops as well as online discussions.

All aspects of the Programme are designed to enable you to meet and demonstrate the National College for Teaching (NCTL) and Leadership Standards for Qualified Teacher Status (QTS).

Students will compile evidence against the Standards throughout the Programme in their online e-Portfolio.

The PGCE Primary School Direct Tutor Team is committed to providing the best experiences for our Trainees. Our Personal Tutor system ensures all Trainees are allocated an individual Tutor and are nurtured and developed both academically and professionally throughout the Programme.

Assessment is continuous throughout the course. Subject knowledge is monitored through the use of subject audits which enable students to identify their strengths and areas of development and to then action plan with Subject Specialist Tutors support to increase their knowledge and confidence in identified areas.

Modules are assessed through a variety of assessment methods including, Assignments, Portfolio and Practice Based Tasks.

Assessed Placements are assessed by Partnership schools/settings in liaison with the University.

Facilities & location

Your training will be based in the school that employs you. Academic studies will be delivered by the University of Sunderland.

Course location
Your studies at the University of Sunderland will be based at the Forster Building on City Campus and at the Sir Tom Cowie Campus at St Peter’s. Sunderland is a very vibrant and supportive environment with excellent resources for teaching and learning.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals. Resources include the EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals.

Employment & careers

By joining this programme you will also be taking a big step towards sorting your first post-qualification teaching job. That’s because the school will select you and customise your training to suit their needs as well as yours. One of the goals of the programme is for schools to be able to grow their own teachers and future leaders – so there is every reason for the school to continue to employ you after the award of QTS.

With QTS you will be qualified to teach in any state-maintained school in England and Wales. This gives you flexibility in case your plans change or you decide to work elsewhere.

The starting salary of a newly qualified teacher is over £21,000, with extra if you work in London. Teachers see their salaries rise by an average of 30 per cent after their first four years in the job.

Read less

Show 10 15 30 per page
Featured Listing
★   The Ba