The Masters programme in Work-Based Learning (WBL) at Newman University provides flexible lifelong learning opportunities for professionals currently in employment (either paid or voluntary). The programme is designed to engage students in maximising their knowledge, skills, employability attributes and professional development opportunities needed in the workplace, by developing and implementing systematic professional enquiry and research. As a result, students can become more informed and more effective at work.
Throughout the programme, students are encouraged to explore their own personal and professional interests, whilst utilizing (and building upon) their existing expertise. By focusing on a WBL approach to study, numerous benefits can be available to students such as: bespoke, relevant, student-focused, flexible programmes of study offering formal recognition of their occupational role; an acknowledgement of skills and knowledge gained at work; opportunities for workplace continual professional development (CPD) and career advancement; networking openings; alongside routes into various higher education awards. Indeed, if students wish to progress their studies even further then the WBL programme provides an appropriate academic platform for progression to doctoral study at level 8 such as PhD, EdD, DProf.
WBL has been defined as the learning arising from real-life activity within the workplace, with students taking work activities as a starting point for their studies. It is a structured and learner-managed approach to maximising learning and professional development opportunities. The focus is upon ‘capturing learning in the workplace’, by exploiting the different kinds of knowledge which can be used at work, via an application to working practices. This is achieved by centring upon the critical evaluation and synthesis of an individuals’ professional practice by specifically analysing their professional and personal development. Put simply, work-based learning is learning for work, at work and through work.
There are four core awards available to students, focusing on enhancing professional practice:
There are 12 subject-specific ’named awards’ available to students:
Master of Arts (MA) in Work-Based Learning (Business Management)
Master of Arts (MA) in Work-Based Learning (Drama)
Master of Arts (MA) in Work-Based Learning (English, Literature, and Society)
Master of Arts (MA) in Work-Based Learning (Health Mentor)
Master of Arts (MA) in Work-Based Learning (Heritage and Public History)
Master of Arts (MA) in Work-Based Learning (Social Care: Policy and Practice)
Master of Arts (MA) in Work-Based Learning (Working with Children, Young People & Families)
Master of Arts (MA) in Work-Based Learning (Youth and Community Work)
Master of Science (MSc) in Work-Based Learning (Applied Social Science)
Master of Science (MSc) in Work-Based Learning (Business Management)
Master of Science (MSc) in Work-Based Learning (Enhancing Healthcare Practice)
Master of Science (MSc) in Work-Based Learning (Health Mentor)
The Master’s level WBL programmes at Newman University are designed to cater for learners already in employment (paid or unpaid), normally in professional settings, who are looking for:
There is an opportunity of progression for Newman University postgraduate students wishing to progress to a full Master’s degree from programmes such as:
PG Cert in Higher Education Practice
PG Cert in Heritage and Public History
PG Cert in Chaplaincy with Young People
PG Cert in Safeguarding
The WBL courses will be delivered using a ‘blended’ approach, which consists of a mixture of distance learning (supported by materials available online), and some campus-based taught sessions. Campus-based taught sessions will only be used when necessary, and will usually be delivered at the Genners Lane Campus, at the weekend.
In respect of student workload, it should be noted that 30 credit modules require 300 hours of study and a 60 credit module requires 600 hours of study.
Part-time students have a maximum period of study of 5 years to complete a full Master’s degree. However, students will normally complete a full Master’s degree on a part-time basis, over 2-3 years.
For students submitting an RPL/RPEL claim up to the maximum of 90 credits, a full Master’s degree could be completed in 12 months.
Students will experience a range of work-based assessment formats including: written reports and essays, digital resource creation, project report and case study, e-portfolio, presentations, work-based research. Through the completion of such assessment activities, the course will develop independent study skills that are transferable to a range of both learning-based and work-based situations.
This course is designed for students working primarily as instrumentalists, composers or conductors. Attendance for lectures is as limited as possible, with the remaining tuition delivered by one-to-one contact time through the tutorial system and via the e-learning platform.
The course aims to equip you with a breadth of skills and information enabling you to develop your careers within today's music industry. Provision is made for students' professional work to form part of the assessment process, particularly with regard to practical components of the course.
The course is structured around the needs of the professional performing musician. Central to this is the further development of advanced, technically assured and artistically informed performance skills. These are supplemented by more narrowly defined skills, which relate to and arise directly from each chosen area of specialist work.
• Instrumental Studies or Conducting (one)
• Instrumental Studies or Conducting (two)
• Negotiated Work-based Learning
• Project or Dissertation.
In addition to these core modules, students will have the opportunity to select three optional modules, ranging from practical based areas such as composition, orchestration and arranging, transcription and chamber music modules, through to theory-based modules in ensemble management:
• Instrumental Studies One and Two
• Postgraduate Conducting Studies One and Two
• Research Methods
• Negotiated Work-based Learning
• Performance Project
• Orchestration and Arranging
• Live Event Management
• Chamber Music Project
• 2nd Study Conducting
The course is aimed at students who are already working primarily as an instrumentalist or conductor in the music industry, but will enable you to progress in your chosen field.
After completing the course students can progress to the DMus in Performance.
Click the following link for information on how to apply to this course.
Information about scholarships and bursaries can be found here.
Our MSc Cyberpsychology degree will provide you with the opportunity to develop the relevant academic and professional skills to commence a successful career in cyberpsychology, the psychological study of the Internet and digital technologies.
The course is designed for both psychology graduates and graduates of other related disciplines, for example media or IT. It may be of interest if you are seeking to pursue a career in cyberpsychology, either in any organisation that uses any form of cyberpsychology (i.e. has a web-presence) or in research or academia.
Students will gain invaluable first-hand practical experience through completion of eight weeks of work-based learning as a cyberpsychologist in a cyber-industry or other professional workplace. You will also benefit from careers advice and mentoring throughout the course.
This degree is available as both a full-time and a part-time option.
This course will provide you with the foundations for the next stage of your academic and professional development, and a solid framework for a professional career in cyberpsychology or allied professions.
You’ll develop your knowledge of cyberpsychology theory and practice, and explore the ethical, cultural, political and legal issues arising in cyberpsychological practice and research. You’ll also be able to gain valuable real-life experience as a cyberpsychology practitioner through a work-based learning opportunity, and will complete a research project on a cyberpsychology theme of your choice.
The blend of research and practical learning is reflected in the course team, which consists of professionals working in the area of cyberpsychology and academics who have considerable experience working in the field of cyberpsychology across the UK and other countries.
You'll be assigned a personal tutor who will provide pastoral and academic support throughout your studies. A tutorial group will be held on a bi-weekly basis, where you'll be given the opportunity to reflect on practice and experiences on the course, and to provide a place for interaction and exchange with your fellow students.
The eight-week work-based learning opportunity within the Applied Psychology of Digital Technologies module will provide you with invaluable experience working as a cyberpsychologist in a cyber-industry or other professional workplace. You’ll gain first-hand experience engaging with cyberactivities and will be able to apply relevant research and theory to your experiences. Examples of the type of company where you might work include: the gaming industry, online dating/social networking companies, a cybersecurity/filtering software company, academia, healthcare settings, research and education.
Your future career
Throughout the course, you'll receive one-to-one careers support and mentoring. The course team currently have links to various organisations such as the Confetti Media Group, ICN, Holovis International, Fuzzy Frog, British Aerospace and Marconi Electronic Systems, Redsock, Esendex, and Boom Online.
As a graduate of MSc Cyberpsychology you'll be able to critically appraise and apply key features of cyberpsychology research and practice. Awareness of your own experiences and characteristics will inform your knowledge and skills surrounding cyberpsychology science and practice, and your work-based learning experience in a cyberpsychology setting will be a foundation for the development of core employability skills, including team-working and effective communication.
As the MSc Cyberpsychology is highly multidisciplinary, it opens up a wide range of career options because it is applicable and relevant to any organisation with an online presence. Areas which graduates may work in could include:
As a cyberpsychology student you'll benefit from our dedicated learning environment. We have specialist research laboratories including eye trackers, motion capture labs and an £80,000 EEG system as well as state-of-the-art cyberpsychology equipment.
These facilities support staff research as well as student projects in the exciting areas of human cognition, behavioural neuroscience, human interaction and communication, and human development.
You'll also have easy access to fantastic facilities at the City and Clifton campuses including:
Preparing for the financial side of student life is important, but there's no need to feel anxious and confused about it. We hope that our fees and funding page will answer your questions.
You may be able to get a competitive scholarship to help fund your studies, we award scholarships to those students who can demonstrate excellent achievement, passion and dedication to their studies.
Please take a look at our postgraduate funding page for information about postgraduate funding opportunities.
Getting in touch
For more advice and guidance, you can contact our Student Financial Support Service.
Telephone: +44 (0)115 848 2494
The Pharmacy Practice MSc helps registered pharmacists working in community, primary or secondary care practice develop the knowledge and skills to meet the challenges of developments in pharmacy practice.
This programme will equip you to provide pharmaceutical care to patients, manage your personal and professional development and introduce new services to the workplace.
You’ll gain an in-depth understanding of techniques for evaluating and managing the risk associated with prescribing, supplying and administering medicines to ensure patient safety.
Our focus on work-based learning and assessment links your study directly to your practice, whilst flexible modules allow you to develop skills in the areas of practice best for you.
The dissertation project gives you chance to evaluate current issues and research in pharmacy and examine an area of pharmacy practice under the supervision of leading researchers.
The School of Healthcare is part of the Faculty of Medicine and Health. It aims to be a centre of excellence in the provision of high quality education and research and to develop knowledge that both informs and improves practice.
You can also study this subject at Postgraduate Diploma level.
This programme allows you to develop as a flexible practitioner, according to specific interests and workplace opportunities. You’ll also have the support needed to meet GPhC requirements for recording CPD and the NHS Knowledge and Skills Framework.
You’ll be studying in a research-based learning environment. Our high-quality research informs national and international policy and practice to ensure the safe and effective use of medicines. In particular, our work on medicines information for patients and our research into reducing medication errors and improving safety in care homes have had a significant impact on policy and practice.
Year 1 Compulsory modules
Year 2 Compulsory modules
Year 3 Compulsory modules
You’ll learn through study days, e-learning and work-based learning. Our teaching methods support flexible, work-based learning and develop skills for lifelong learning. Teachers and facilitators draw on a range of expertise in education, clinical practice and research. Many of the optional modules are multi-disciplinary.
You’ll have access to modern University and School of Healthcare facilities.
Assessments are mainly written, work-based assignments and are designed to support day-to-day practice.
On completion of the course students are normally are in a position to progress to more senior or specialist pharmacy posts (typically Agenda for Change band 7 or 8) in either primary or secondary care.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
This course is aimed at health and social care practitioners who wish to develop the competencies of advanced practice and to facilitate change in patient and service outcomes. It uses a work-based learning approach to develop the higher level skills that will lead to advanced practitioner status and enhance your career prospects.
This inter-professional course places work at the centre of learning. You'll have access to expertise and skills from a wide range of professionals including nonmedical consultants, advanced practitioners, medical practitioners and guest lecturers at the cutting-edge of health and social care. You can also draw on the expertise of professorial and research staff across the University.
The full course runs part-time over two years giving you the chance to exit with the following awards:
This course is aligned with:
This course comprises a number of core and optional modules depending on which pathway you choose.
The facilitation strategies within the course will prepare you for the development of generic and specific practice at advanced level. In essence this course embraces the concept of learning at work to develop new ways of working and will develop the 'advanced practitioner' as outlined by the NHS North West Concordat for Advanced Practice (2009).
You will engage in critical self-assessment of knowledge and skills against appropriate competency frameworks in order to identify, in negotiation with their employer and academic supervisor, an individual learning pathway within the course.
The facilitation strategies for the course are dependent on sound group dynamics, trust and cohesion. The course will commence with an orientation programme, which will explore your expectations, roles and responsibilities, work based mentors and assessors and learning facilitators, along with confidentiality and other issues.
Facilitation will be complemented by academic and professional supervision.
Assessment strategies have been developed to reflect the ethos and learning aims and objectives of individual modules and may include:
This course is normally commissioned by the North West Workforce Modernisation Hub to meet the needs of modernising the NHS and workforce development. On completion, you will be eligible for a non-medical advanced practitioner role in your own specialist field such as midwifery, accident and emergency, radiography, mental health and intensive care outreach.
Graduates of this course have undertaken a wide variety of advanced practice roles within their own field of practice. Many have made a significant contribution to improving services for their patient group and have demonstrated evidence of the impact of their role.
Whilst many advanced practitioners remain in post, some have chosen to become non-medical consultants.
The emphasis on work-based learning rather than classroom teaching distinguishes this course from more traditional taught courses. The collaboration between the workplace and academic facilitators is innovative and embraces the ethos of overall course philosophy and design and is in accordance with the University strategic objective of strengthening partnerships with partner organisations.
A learning facilitator will be employed with a particular remit to work with practice-based assessors and mentors in order to assure the quality of clinical and work based learning/assessments.
As a graduate of this master's degree, you will be eligible to undertake a PhD or Professional Doctorate.
We know that effective leadership and management does not happen by chance. This practice-related course is aimed at all health care professionals who want to develop the knowledge, skills and qualities to be an effective health care leader. This leadership and management course is designed to give you the confidence to try new and creative approaches to the workplace, deal with complex leadership situations and provide effective patient and service outcomes.
This leadership and management course is designed to give you the confidence to try new and creative approaches to the workplace, deal with complex leadership situations and provide effective patient and service outcomes.
If you want to implement quality improvements that are locally lead, patient-centred and clinically driven, this Masters course will help you:
The full course runs full-time or part-time over one year giving you the chance to exit with the following awards:
This course is delivered on a modular basis. You will attend study days throughout the duration of the module. You will be provided with opportunities to contextualise all leadership learning to your own health care organisation. You can study the course on a part-time or full-time basis (international students are only able to apply for the full-time route). If you study full-time, you will study more than one module at a time.
The course allows for a variety of assessments, depending on the module you will be undertaking, and include:
Additional support is available through Blackboard, our Virtual Learning Environment (VLE) which can be used via the internet. Not only will you have easy access to course materials such as handbooks, lecture handouts, and videos it will also give you the opportunity to participate in discussion boards and online exchanges with staff and fellow students.
Students have gone on to make a significant impact on patient care through their application of enhanced leadership and management skills, qualities and attitudes that they have applied to an existing managerial role.
Once qualified, you will be in a fantastic position to apply for roles in management or change direction in order to move up the career ladder.
Studying on the course will place you in a strong position to take on a leadership role and to further progress your career within the field of health care management. Similarly the content of the course will assist you in providing quality care for patients and lead service improvement utilising recognised tools and techniques.
Students already studying on the course report how their leadership development went hand in hand with the work-based and work- related learning that they have undertaken. Students describe how their leadership skills have been enhanced through application of learning within their own organisation. Self assessment of their own role as leader has revealed an enhanced level of understanding about the context of the organisation, decision-making, strategy development and implementation. Furthermore they learnt how strategic planning is undertaken within their own organisations.
Students realised that networking with people who could assist them deal with a leadership situation was so important to their role that they then purposefully sought out individuals in order to establish relevant links. For others the networking activity increased the students’ confidence to seek out work-based relationships with people in the organisation that they would never have considered in the past.
This work-based learning course enables the student to contextualise learning within their own organisation and to:
Current students place great importance to the processes involved when work related, work-based learning is used to support leadership development. Elements of work-based learning include thinking and reflecting on work practices, reviewing and learning from experience, and problem-solving within a working environment. This in turn positively influenced leadership development whereby the students developed a conscious awareness of their role, skills, skill level and style of leadership that gets the best result.
Visit our website for more information on funding options to study at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).
Swansea University is the only UK university to offer a British Blood Transfusion Society approved degree in Advanced Specialist Blood Transfusion.
This is a part-time course that will be delivered via the Work-based Learning (WBL) route with students employed in a variety of heath care settings.
The Master's level course for the Specialist Blood Transfusion has been developed in collaboration with the British Blood Transfusion Society. Members of the British Blood Transfusion Society (BBTS) will work in partnership with colleagues from the College of Human and Health Sciences in providing appropriate support for these students.
The Advanced Specialist Blood Transfusion programme team will provide academic support and facilitation of the WBL and the identified work-based mentor will provide guidance clinically.
Students can therefore be working in a setting distinct from the College and able to work at their own pace and react to learning opportunities in a real life setting.
The BBTS is a professional membership body which is committed to supporting transfusion professionals through the provision of career development and learning opportunities, thus assuring ongoing advancement of blood transfusion and its practitioners. It currently has in excess of 1600 members, representing transfusion professionals at all levels and locations.
Whilst formal training and education has been available for doctors, clinical scientists and biomedical scientists specialising in transfusion medicine for some years, nurses and transfusion practitioners have had limited access to formal programmes of education in blood transfusion. The educational preparation of nurses and transfusion practitioners is critical to promoting safe and effective transfusion practice. The purpose of this degree in Advanced Specialist Blood Transfusion Practice is to prepare the practitioner to achieve the level of expertise that the BBTS has detailed in its curriculum framework for nurses and transfusion practitioners working in UK Blood Services and the wider NHS.
The programme reflects, in part, the content of the original framework for the BBTS Specialist Certificate in Blood Transfusion Science Practice (2008). The framework for the BBTS Specialist Certificate in Transfusion Science Practice for nurses and practitioners working in blood transfusion and associated specialties was compiled by representatives from the BBTS Professional Affairs and Education nursing sub-committee, the UK Blood Services and NHS hospital transfusion team representatives.
The format of work-based learning is well established within the College and concurs with modern learning philosophies, enabling students to learn in their working environment whilst being mentored by experts in their field of practice. This learning enables the employer to support students within their workplace. The student professionally develops whilst continuing to work in their workplace environment.
The CHHS will deliver the Advanced Specialist Blood Transfusion Practice programme in partnership with the BBTS, who will provide subject expertise and curriculum guidance.
This programme is offered on a part-time basis, and will normally take three years to complete.
The MSc programme in Advanced Specialist Blood Transfusion comprises 6 modules (120 credits) and a dissertation (60 credits). The first year will comprise of three 20-credit core modules and the second year will comprise of two 30-credit composite modules. In the final year, students complete the dissertation module (60 credits).
PGDip students undertake the same first and second year modules, but do not undertake the dissertation.
PGCert students undertake the first year modules only.
Modules on the Advanced Specialist Blood Transfusion programme typically include:
The Work Place Learning Journey
The History, Science and Practice of Blood Transfusion
Clinical Governance and its Impact on Managing Adverse Events in Blood Transfusion
Advanced Specialist Practice in Blood Transfusion
Advanced Clinical Governance and Contemporary Issues
Professional Practice in Advanced Specialist Blood Transfusion
Nurses and other allied health care professionals (e.g. ODPs) may be interested in studying for a Master's or postgraduate qualification in Advanced Specialist Blood Transfusion Practice.
The core team for the College of Human and Health Sciences have professional backgrounds in either haematology and/or work-based learning. The programme manager, Mrs Heulwen Morgan-Samuel, has extensive clinical experience in general medical nursing, and has developed expertise in the care of cancer patients, including palliative care, and teaches on many palliative care and oncology modules. She is also the designated lead for haematology nursing in the College. She has published a number of research studies in peer reviewed journals specifically on infection control for the immune-compromised patient and the role of the nurse lecturer in supporting students. Heulwen Morgan- Samuel’s research interests include factors that enhance learning within the clinical environment, student support, principles of care and education for oncology nurses. She has co-edited a revised edition of the Fundamentals of Nursing book which is aimed at the pre registration nursing curriculum designated.
Teaching and learning is based on the best research evidence available, and the programme manager will work in close collaboration with members of the British Blood Transfusion Society (BBTS). Their membership includes professionals from all levels across the transfusion community, maintaining clinical and academic currency, to support and enhance practice in this field. The aim of BBTS is to “play a leading role in safe and effective transfusion practice by delivering high quality education and training, setting standards and promoting research and development and innovation” (BBTS, 2015).
Healthcare professionals employed in the field of blood transfusion that require advanced level education in the speciality would benefit from this degree in Advanced Specialist Blood Transfusion.
It is relevant to those wishing to build on their knowledge of blood transfusions within their existing career, but would also be beneficial to those currently working in an environment that manages blood transfusion who wish to focus and develop their career within this field of practice, as well as being a stepping stone for research study. The knowledge, understanding and skills developed would enhance students' expertise and would build on current practice within their own workplaces.