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The Workplace and Wellness Health Promotion program, facilitated by Centennial College's School of Community and Health Studies, is one of the first graduate certificate offerings of its kind in Canada. Read more
The Workplace and Wellness Health Promotion program, facilitated by Centennial College's School of Community and Health Studies, is one of the first graduate certificate offerings of its kind in Canada. As such, it enjoys a respected national and international reputation, and is recognized by leading employers.

The Workplace and Wellness Health Promotion courses teach you to promote the total well being of individuals and groups within corporate and community contexts.

To do so effectively, in the program you:
-Benefit from acquiring essential program management and communication skills needed to become an effective manager of wellness and health promotion programs
-Gain knowledge in providing wellness coaching as well as designing, implementing and evaluating effective health promotion strategies and programs, and managing programs in accordance with organizational policies and procedures
-Focus on assessing health risk factors, and developing health and wellness plans, and strategies to promote individual and organizational well-being
-Learn to utilize a variety of presentation techniques and strategies, develop a business case for wellness, and market and promote wellness programs

As a Workplace Wellness and Health Promotion graduate skilled in program design and management, psychosocial and physical health issues, mental health management, program planning and health promotion theory you will bring a holistic and interprofessional approach to the field.

Career Opportunities

Program Highlights
-Program content includes: program planning and management, mental health management, health promotion theory, organizational development, environmental health, coaching, business foundations and community health.
-You develop leadership skills through assessing individual and group health and wellness needs.
-You have the opportunity to design and implement workplace wellness projects.
-Faculty members have current and relevant industry experience.
-During the final semester, you strengthen your skills and explore career opportunities with a field placement.
-The placement component provides you with valuable and relevant work experience and networking opportunities.
-Credit for past educational experience is considered through the PLAR process.

Once you complete the Workplace and Wellness Health Promotion offering, you will be able to:
-Assess wellness needs of individuals, groups, organizations and communities
-Apply best practices to design, implement, evaluate, and manage effective individual and agency intervention strategies and wellness programs to achieve goals mutually determined through consultation
-Communicate effectively, both verbally and in writing (for example, presenting workshops, seminars, speeches and facilitating groups, writing reports and proposals, and developing promotional materials)
-Identify risk factors that influence human behaviour, and health and wellness
-Implement strategies that facilitate personal, organizational culture and community wellness
-Analyze the trends and issues in the political, social and economic environment and effectively deliver contemporary wellness programs that address these factors
-Work in team settings and apply leadership and organizational skills to a variety of populations and settings
-Provide appropriate referral information to assist individuals, groups and organizations
-Advocate wellness concepts and philosophies in community and employment settings
-Maintain professional helping and working relationships that adhere to legal and ethical standards
-Apply principles of health promotion to a variety of diverse individuals, organizations and communities
-Apply research design and methods to workplace wellness and health promotion projects
-Examine the strategic approach to human resource management
-Develop global citizenship and equity knowledge, skills and experience as it relates to sustainability of resources, individual and community identities, critical social analysis, and enhanced personal and social responsibility

Career Outlook
-Program specialist
-Wellness coordinator
-Health promotion consultant/manager
-Wellness program manager
-Program manager
-Client relationship director
-Health strategies associate
-Healthy workplace engagement coordinator

Areas of Employment
The specific and generic multidisciplinary studies and practical experience in the Workplace Wellness and Health Promotion program opens employment doors to:
-Corporate wellness
-Community health and promotion organizations
-Not-for-profit sector settings
-Entrepreneurial opportunities

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The Workplace and Wellness Health Promotion program is offered at Centennial College's Pickering Learning Site, which provides an intimate learning environment. Read more
The Workplace and Wellness Health Promotion program is offered at Centennial College's Pickering Learning Site, which provides an intimate learning environment. The curriculum of this offering, however, is identical to the Workplace and Wellness Health Promotion program offered at Centennial College's Morningside Campus.

The undertaking, which falls under the umbrella of the School of Community and Health Studies, is one of the first post-graduate offerings of its kind in Canada. Because of this, the program is respected nationally and internationally, and is recognized by leading employers.

You learn to promote the total well being of individuals and groups within corporate and community contexts. To do so effectively, you:
-Gain essential program management and communication skills needed to become an effective manager of wellness and health promotion programs
-Become knowledgeable in providing wellness coaching as well as designing, implementing and evaluating effective health promotion strategies and programs, and managing programs in accordance with organizational policies and procedures
-Focus on assessing health risk factors, and developing health and wellness plans, and strategies to promote individual and organizational well-being
-Learn to utilize a variety of presentation techniques and strategies, develop a business case for wellness, and market and promote wellness programs

With your skills and knowledge in program design and management, psychosocial and physical health issues, mental health management, program planning and health promotion theory, you will bring a holistic and interprofessional approach to the field.

Career Opportunities

Program Highlights
-Included are topics such as: program planning and management, mental health management, health promotion theory, organizational development, environmental health, coaching, business foundations and community health.
-Led by faculty members who have relevant and current industry experience, you develop leadership skills through assessing individual and group health and wellness needs.
-You design and implement workplace wellness projects before the final semester, when you strengthen your skills and explore career opportunities during a field placement.
-The placement component provides you with valuable and relevant work experience and networking opportunities.
-Credit for past educational experience will be considered through the PLAR process.

Once you complete the Workplace and Wellness Health Promotion offering, you will be able to:
-Assess wellness needs of individuals, groups, organizations and communities
-Apply best practices to design, implement, evaluate, and manage effective individual and agency intervention strategies and wellness programs to achieve goals mutually determined through consultation
-Communicate effectively, both verbally and in writing (for example, presenting workshops, seminars, speeches and facilitating groups; writing reports and proposals and developing promotional materials)
-Identify risk factors that influence human behaviour, and health and wellness
-Implement strategies that facilitate personal, organizational culture and community wellness
-Analyze the trends and issues in the political, social and economic environment and effectively deliver contemporary wellness programs that address these factors
-Work in team settings and apply leadership and organizational skills to a variety of populations and settings
-Provide appropriate referral information to assist individuals, groups and organizations
-Advocate wellness concepts and philosophies in community and employment settings
-Maintain professional helping and working relationships that adhere to legal and ethical standards
-Apply principles of health promotion to a variety of diverse individuals, organizations and communities
-Apply research design and methods to workplace wellness and health promotion projects
-Examine the strategic approach to human resource management
-Develop global citizenship and equity knowledge, skills and experience as it relates to sustainability of resources, individual and community identities, critical social analysis, and enhanced personal and social responsibility

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Course content. Supporting school-based projects. The Postgraduate Certificate in Professional Practice: Workplace Learning Development supports the development of a high status, world leading teaching profession. Read more

Course content

Supporting school-based projects

The Postgraduate Certificate in Professional Practice: Workplace Learning Development supports the development of a high status, world leading teaching profession.

The certificate offers individuals, individual schools or groups of schools the opportunity to investigate, by means of practitioner research, a bespoke school-based focus.

It is the aim of the certificate to facilitate both advanced subject knowledge and an understanding of how to best utilise evidence-based practice in order to unlock the potential of all learners.

Typically the delivery includes up to ten face-to-face sessions over the period of one academic year.

Our facilities

The programme can be offered at our Bognor Regis campus or in a location as negotiated by the organisation.

Over the past few years, we have redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.

At the Bognor Regis campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research. 

A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.

Our brand new award winning Learning Resource Centre is at the heart of the campus. It hosts a modern library service with areas for quiet and silent study on both floors. 

Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations. An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.

The campus also offers purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms.

Where this can take you

Successful students will be awarded a Postgraduate Certificate in Professional Practice worth 60 level 7 Masters credits, which can act as a springboard for further Masters study.

Teaching and assessment

Teaching

Normally this can be completed in one academic year on a part time basis.

The tutors working on the programme have been selected for their expertise in the chosen subject area: action learning expertise and research. Where possible the sessions will be taught by one academic (member of University staff) and a practitioner.

Assessment

The core element will be assessed by two tasks and the project by one report on an area as negotiated with the tutor.

Successful students will be awarded a Postgraduate Certificate in Professional Practice worth 60 level 7 Masters credits, which can act as a springboard for further Masters study.

Support school-based projects

The certificate programme offers individuals, individual schools or groups of schools the opportunity to investigate, by means of practitioner research, a bespoke school-based focus.

The content prepares students to engage in learning at postgraduate level and the analysis of workplace learning practice. It aims to encourage reflection on previous learning; support to identify, explore and research a professional challenge, concern or issue; develop a research approach to activity in the workplace; and develop professional skills and attributes through action learning.

Typically the delivery includes up to ten face-to-face sessions over the period of one academic year; the content is designed in partnership by colleagues from the workplace and the University.

Successful students will be awarded a Postgraduate Certificate in Professional Practice worth 60 level 7 Masters credits, which can act as a springboard for further Masters study.

Groups would need to have a minimum of 10 students.

Case study - School-based project

Highbury Primary School developed in conjunction with the University a work-based learning programme entitled ‘Moving to Outstanding Teaching’. This involved teachers being involved in action based research projects, which had been identified from school improvement targets.

The University of Chichester was invited to work with the school to design the content of a postgraduate certificate in professional practice that would enable successful participants to acquire 60–masters level credits.

Drawing on the expertise of colleagues from school and university, a joint programme was developed to meet school needs and was delivered over one academic year.

As a result teachers undertook action research, which investigated aspects of practice that ultimately enhanced pupil learning outcomes within the school.

Action research projects included:

  1. How does peer coaching affect pupil progress and attitudes to learning for higher attaining children?
  2. How does reading interventions impact on pupil progress and attitudes to learning?
  3. How can the effective balance of talk and questioning develop pupil’s communication and language skills in Maths in the early years?
  4. To explore within the context of my school which interventions are the most effective for accelerating the progress of pupil premium children in Maths.
  5. To explore whether creating and composing lyrics to represent the ‘Talk for Writing’ stories would increase the level at which pupils remember the stories in a year 3/4 classroom.


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The Workplace Health and Wellbeing programme is designed for those who wish to enhance their knowledge and skills in leadership on the management of contemporary workplace health and wellbeing. Read more

Overview

The Workplace Health and Wellbeing programme is designed for those who wish to enhance their knowledge and skills in leadership on the management of contemporary workplace health and wellbeing. It is of interest to those who aspire to ensure that organisations' activities are underpinned by a strong corporate focus on employee health and wellbeing.

This course is studied on a part-time basis over two years and is designed to fit around work and domestic responsibilities. It can be studied from anywhere in the world; currently the course has students studying from as far afield as Azerbaijan and New Zealand.

Teaching and learning

Key features of the programme:

• Part time, e-learning (5 modules) and 3-day intensive seminars (3 modules) over two years
• Study when and where is convenient to you, at a pace that suits you
• A prestigious, multi-disciplinary line-up of expert speakers
• An active network of past and present students
• Telephone, video and online support from tutors and a dedicated technical adviser
• Course materials provided online; interactivity in learning – no ploughing through textbooks
• No exams!
• Considers state-of-the-art scientific knowledge and implications for practice
• An extensive choice of essay topics on many modules, thereby ensuring a focus on topics of personal and professional interest
• The potential to improve health and performance in your organisation

The programme provides an individual and organisational (non-clinical) perspective on health, attitudes and behaviour change; attendance management; rehabilitation; the business case for workplace health; health legislation, policy, and guidance; organisational research skills; the prevention and control of work-related stress; working hours; workforce diversity, and many more.

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Course Start Date. Modules start throughout the year. MA Education is grounded in a particular form of professionalism, that of research-based teaching. Read more
Course Start Date: Modules start throughout the year

MA Education is grounded in a particular form of professionalism, that of research-based teaching. It is a vision of practitioners constructing their own practical theories of the situations that confront them in their professional life and testing them in action. The programme is suitable for teachers working in primary, secondary and post-compulsory settings as well as workplace educators such as police and military trainers.

Programme Content

The programme is designed to enhance and deepen pedagogic knowledge of learning and aspects of students’ professional role in their workplace. Students build up credits by undertaking a range of optional modules allowing them to focus on issues relevant to their own professional practice. They also complete the modules on Reserach Methods in Education prior to putting together a research plan as preparation for the dissertation.

Modules

Students take optional modules which enable them to identify and develop an aspect of their professional work with a tutor’s support. The modules are flexible, allowing for shorter submissions for 20 credits (4,000 words) through to longer submissions for 40 credits (8,000 words).

Optional modules include:
• Examining Professional Practice
• Improving Practice Through a Project
• Individual Practitioner-based Enquiry
• Developing Pedagogy and Learning

Examples of 'shell' modules which may be taken as the assessment pathway in any taught course:
• Wellbeing and Education
• NPQH Accreditation
• NCSL Middle LEadership Prgramme Accreditation
• Individual School Based Research Project
• NQT Accreditation
• SEN including:
- National SENCO Accreditation
- Additional Communication Needs
- The Vulnerable Child
- Positive Behaviour Support

Learning and Teaching

The teaching team is mainly drawn from the Faculty of Education, Health and Social Care and from other experienced specialists such as local authority inspection and advisory teams.

Assessment

Assessments for each of the optional and compulsory modules are the equivalent of 4,000 words per 20 credits and may take the form of reflective journals, portfolios, case studies or workplace-based assignments.

Careers

A Masters degree is increasingly seen as an essential qualification for senior school positions. The programme also develops skills and knowledge for significant professional development and it can form the basis of a research degree or further training.

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This is a course designed to meet the needs of medical educators. It will enable you to meet the new General Medical Council (GMC) standards for trainers and be accredited by Health Education North West as clinical or educational supervisors. Read more
This is a course designed to meet the needs of medical educators. It will enable you to meet the new General Medical Council (GMC) standards for trainers and be accredited by Health Education North West as clinical or educational supervisors.

The programme is suitable for consultants, higher speciality trainees and non-consultant career-grade doctors working within the Health Education North West region.

What will I study?

You will study three modules, the first two of which will provide you with an introduction to medical education in the clinical workplace and offer an in-depth exploration of educational supervision in the medical workplace.

For the third module, you will choose a specific theme from options including educational leadership, simulation, technology enhanced learning, management, teaching and learning, and mentoring and coaching.

How will I study?

The programme primarily comprises substantial studying online via the University’s Virtual Learning Environment where you will find an array of specially-created learning materials to support each module and also a discussion board for active debate within each Learning Set. You will also have access to a vast range of electronic resources, including e-books and electronic journals, which can be accessed online.

The course also requires attendance at one full induction day in addition to a small number of half-day workshops for each module.

How will I be assessed?

There are no exams on this programme. Instead, a variety of coursework assignments will be used, including reflective case studies on actual practice, peer observation of teaching, and short seminar presentations.

Who will be teaching me?

The course team consists of a mixture of academic staff and experienced medical educators from clinical practice. You can expect to have contact with both academic tutors and experienced clinicians throughout the course. The course team is highly experienced in designing and delivering postgraduate online learning for medical educators.

What are my career prospects?

Successful completion of this programme will enable you to critically analyse and explore the role of teaching and learning in the clinical context and make critical judgments within the medical workplace.

You will enhance your skills in teaching, assessment, appraisal, supervision and reflective practice, with the opportunity to review your own professional needs and to plan and undertake relevant and appropriate activities to meet those identified needs.

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In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace. Read more

Why choose this course:

• In this practical, week long course you'll develop the skills that are associated with undertaking a risk assessment of noise exposures in the workplace.
• You'll gain knowledge and understanding of the Control of Noise at Work Regulations 2005, and associated guidance documents.
• You'll develop your knowledge of fundamental noise control methods.
• We're one of the leading centres in delivering short courses in noise, with over 20 years of experience.

About the course:

If you're a health and safety manager or work within health and safety, this course is for you. It's also increasingly popular with people working in noise consultancies.

The course will start on a Monday and will take five days to complete. You'll take a practical exam on the Friday. There's also a written exam that is normally held on a Friday about two weeks after the course.

We've divided the course into six key areas:

Basic concepts of noise

You'll receive an overview of the basic definitions and principles of sound, noise indices and units, and learn how to undertake basic calculations involving decibels.

Measurement and instrumentation for noise assessment

You'll go through the basic features and properties of an integrating sound level meter, the calibration of meters and the properties of a dosimeter.

Noise exposure assessment

You'll review measurement strategies, including the limitations of data collection and the calculation of personal noise exposure levels.

Hearing, hearing loss measurement and protection

You'll focus on the structure of the ear and the hearing mechanism, and review hearing defects and their social implications. You will also look at the types of hearing protectors, their limitations and advantages, and their performance.

Overview of legal aspects

It's vital to be up to date with legislation so you'll consider primary legislation (Health and Safety at Work Act 1974) and other regulations and codes of practice. You'll also review the Control of Noise at Work Regulations 2005.

Noise reduction techniques

You'll look at the basic methods of noise control in the workplace, from its source to its transmission path and, finally, to the receiver.

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This award-winning programme gained the Innovations in Occupational Health Award in 2011. It is led by Anne Harriss who was named Occupational Health Nurse of the Year in 2011. Read more
This award-winning programme gained the Innovations in Occupational Health Award in 2011. It is led by Anne Harriss who was named Occupational Health Nurse of the Year in 2011. Anne and a programme graduate then gained the 2013 Innovations in Occupational Health. In the same year Anne achieved Senior Fellowship of the Higher Education Academy.

The Workplace Health Management programme is designed for those with an interest in promoting health and safety at work including nurses, physiotherapists, occupational therapists and managers. Applicants with a non-clinical background are eligible to enrol on the Graduate Certificate element of the programme which consists of three modules. There is a clinical element to the BSc; as one of the final modules has a clinical component.

Those who have completed either the Grad Cert will be able to seek employment in a wide diversity of settings within both the public and private sectors. In addition to gaining employment within the NHS, graduates of programmes offered by LSBU have gained employment with international airlines, the financial services sector, legal practices and manufacturing industries. Others have set up their own successful consultancies.

You will spend 50% of the course in an OH practice setting. Shared learning with other practitioners who work in the OH setting is encouraged.

The degree course consists of six modules each worth 20 credit points. Of these; one is a research module, and is taught across a range of primary care programmes. The remaining five are OH pathway specific. Some modules are available on a stand-alone basis. This is subject to availability - priority for places on these units is given to those enrolling on the entire degree course.

Modules

Full-time Graduate Certificate - Completed in one year of study.

Semester 1:

• Role of the occupational health practitioner
• Assessing risk 1
• Assessing risk 2

Part-time Graduate Certificate - Completed over two semesters but within two academic years.

• Role of the occupational health practitioner
• Assessing risk 1
• Assessing risk 2

Full-time PgDip - Completed in one year of study

Semester 1:

• Role of the occupational health practitioner
• Assessing risk 1
• Assessing risk 2

Semester 2:

• Evaluating research for health care
• Environmental impact
• Applied pathology and rehabilitation

Part-time PgDip - Normally completed within two years of study

Year 1:

• Role of the occupational health practitioner
• Assessing risk 1
• Evaluating research for health care

Year 2:

• Assessing risk 2
• Environmental impact
• Applied pathology and rehabilitation

Teaching and learning

Each module equates to 200 hours of student effort, 36 hours of which take place in the classroom. This is supplementedwith blended learning initiatives including electronic learning activities andworkplace visits.

Teaching includes formal lectures, seminars, group work and field work activities including a risk assessment activity which takes place in the Palm House of Kew Gardens.

A variety of assessment strategies are used including essays, case studies, reports, a professional practice portfolio and one examination.

There is no placement requirement for this course.

Timetable

Full-time students attend for two days each week studying the Role of the occupational health practitioner and Assessing risk 1 on one day and Assessing risk 2 on the second day of attendance.

Part-time students attend for one day each week and join the full time students studying the Role of the occupational health practitioner and Assessing risk 1.

This course and the occupational health nursing programme recruits from a wide geographical area. Past students have travelled from as far afield as Manchester, Cornwall, Norfolk and Suffolk. In order to facilitate the travel needs of such students, the first lecture of the day is scheduled to commence at 10.00am and all lectures are completed by 5.00pm

Professional links

The team are proud of their links with the occupational health services of a range of organisations including the military, Surrey Police, Virgin Atlantic Airways, NHS Trusts, and Perkins Engines.

Jo-Anne Kitney, an OH graduate and MD of Kitney Occupational Health and Safety in Brisbane, Queensland, is an honorary senior lecturer. Anne offers Skype lectures, webinars, and career coaching opportunities to our students. Prof Diana Kloss, barrister, employment tribunal judge and Chair of the Council for Work and Health, is also a frequent contributor to our programme. It is envisaged that Chris Packham, MD of Enviroderm, will teach about Skin Protection on the programme this academic year.

Employability

Graduates of the Workplace Health Management seek employment in a wide diversity of settings within both the public and private sectors. In addition to gaining employment within the NHS, graduates of similar programmes offered by LSBU have gained employment with international airlines, the financial services sector, legal practices and manufacturing industries. Others have set up their own successful consultancies.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability. Our Employability Service will support you in developing your skills. The OH team work very closely with the employability services of the University in order to assist you in gaining employment within the specialty. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies if needed, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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Workplace innovation is one of the most critical competencies for leaders facing ever expanding levels of complexity. Read more
Workplace innovation is one of the most critical competencies for leaders facing ever expanding levels of complexity. Increasingly, individuals and organizations are faced with uncertain, complex and ambiguous workplaces and the demand for innovation, and leaders who can develop the skills required to lead through these challenges, will continue to increase.

Participants can expect to investigate strategies and tools required to innovate and lead both strategic and cultural change in existing organizations. Over the duration of the program, students will explore creativity, risk taking, modelling and feedback, while discovering the students’ own creativity, and their capacity to encourage creativity in others. The program will also examine collaborative approaches to the creative processes, decision making and conflict resolution, while establishing the connections between innovation and organizational strategy development.

Who It's For

The Graduate Certificate in Workplace Innovation is for professionals in an organizational capacity who have the recognized business need to drive creativity and innovation and those who have a desire to become a consultant that leads innovation initiatives with, and for, organizations.

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This postgraduate certificate has been designed for students who wish to accredit their leadership development in special educational needs and disability policy and practice in the workplace. Read more
This postgraduate certificate has been designed for students who wish to accredit their leadership development in special educational needs and disability policy and practice in the workplace. It is designed to support those who either have, or who are aspiring to a leadership role in special educational needs and disability (SEND) provision.

This postgraduate certificate has been designed for students who wish to develop their knowledge of special educational needs and disability policy and practice in the workplace.

It is designed to support those who are interested in learning about leadership in SEND policy and practice at postgraduate level.

Successful completion of the programme enables you to gain 60 M level credits which can contribute to further M level studies to achieve a Masters qualification.

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Every business needs to be successful. To ensure this, it’s vital to consider the roles of the employer and employee and the influences that can affect an individual’s level of engagement and wellbeing, which in turn affects both an individual's and a business’ performance. Read more
Every business needs to be successful. To ensure this, it’s vital to consider the roles of the employer and employee and the influences that can affect an individual’s level of engagement and wellbeing, which in turn affects both an individual's and a business’ performance.

This course, which is accredited by the British Psychological Society, delivers a mix of theory and practice in Occupational and Organisational Psychology, using real-life examples to bring the subject to life. Core modules include employee selection and assessment, workplace wellbeing, learning and development in organisations and psychological research methods.

The course uniquely includes a psychometric testing qualification – the Certificates in Occupational Testing – in addition to the core curriculum. This enables you to gain certificates in occupational testing for ability and personality and the additional qualifications will be a real boost to your career and employability, offering you a notable advantage after graduation.

You’ll also get to specialise in a particular area of interest through your thesis, which can include carrying out live projects with a range of organisations including, small medium enterprises, local authorities and NHS Trusts.

The course is available either full-time over one year or part-time over two years - for more information on the part time option, please view this web-page: https://www.northumbria.ac.uk/study-at-northumbria/courses/occupational-and-organisational-psychology-dtpoco6/

Learn From The Best

Teaching is delivered by a team of academics who have previously worked in the sector and who are all high level practitioners in their fields. Their mix of real life experience and academic knowledge means they’re able to deliver the latest theoretical knowledge which is backed up by real world examples of application.

Their backgrounds include selection and assessment, organisational development, consultancy and coaching and between them they’ve worked with a wide range of private and public sector organisations.

Their research interests are vast and fascinating and include employee talent management, workplace bullying, employability and careers in the workplace.

Teaching And Assessment

Your core modules in occupational and organisational psychology are delivered via a range of interactive lectures delivered by experts in the field.

You’ll also undertake seminar-based discussions, tutorials and interactive practical workshops aimed at offering you first-hand experience of applied practice.

Our assessment strategy uses of a variety of innovative and authentic assessments tailored to effectively assess your knowledge whilst providing you with the skills you’ll need in your future career.

Assessments include peer feedback, presentations, organisational case studies and reports. They also include more traditional methods of assessment such as essay writing and an examination.

Submission schedules are planned to make sure your workload stays balanced. We’ll help you develop time management skills and timely written feedback on assessments will show you how you can improve.

You’ll also make extensive use of technology-enhanced learning tools such as our e-Learning Portal (Blackboard), electronic reading lists, lecture capture and feedback tools to support your learning.

Module Overview
PY0774 - Qualitative and Quantitative Methods (Core, 20 Credits)
PY0775 - Professional Skills (Core, 20 Credits)
PY0776 - MSc Thesis (Core, 60 Credits)
PY0777 - Workplace Well-being (Core, 20 Credits)
PY0778 - Learning and Development in Organisations (Core, 20 Credits)
PY0779 - The Organisation (Core, 20 Credits)
PY0780 - Employee Selection and Assessment (Core, 20 Credits)

Learning Environment

Our Department of Psychology features specialist and flexible teaching labs for teaching sessions, project work or private study. You’ll have access to advanced statistical and analysis packages plus research tools for survey development and online research.

To support your research, you can tap into our collection of psychological testing material including current editions of most of the widely used assessment, occupational and vocational tests. You can also take advantage of our student hub, supported by our library and equipment to help you to prepare for presentations.

The use of technology is integral to the course and you’ll be able to access information and material from all modules at any time from any location, via our eLearning portal.

Research-Rich Learning

Almost three quarters of Northumbria University’s psychology research is judged to have outstanding reach and significance, placing us top 20 in the UK.

This course is delivered by expert practitioners and leading researchers who will share their experience of contemporary research and practice techniques to ensure your learning is at the cutting edge of the discipline.

Their research areas include applying principles and methods from social and occupational psychology to the workplace; workplace bullying and its multi-level impact; the use of employee selection approaches; human factors in healthcare; employee selection, career development and employability.

Our staff will continually nurture your academic curiosity to undertake your own research and develop your ability to synthesise and critically evaluate the evidence base in Occupational Psychology.

You’ll also gain first-hand experience of research techniques and undertake a thesis where you’ll conceptualise, plan and execute your own research.

Give Your Career An Edge

The fact that this course uniquely includes a psychometric testing qualification makes it especially distinctive. This is a qualification that will really set you apart from your peers and open up a wealth of career progression opportunities.

All of your modules will be highly relevant to practising as an Occupational Psychologist and as such you’ll be able to apply your knowledge immediately in the workplace, after graduation. You’ll graduate with enhanced self-awareness, professional identity, curiosity and creativity.

You’ll also gain high-level, transferrable skills in communication, critical evaluation, problem solving, time management, IT and statistical analysis. This will include the ability to formulate balanced judgements with regard to complex, incomplete, ambiguous or sensitive data and apply ethical, legal and professional practice frameworks to maintain appropriate professional boundaries.

Your Future

This qualification has the potential to act as a real catalyst for your future – whether you’re looking to establish a new career or take the next step in your current role in consultancy, organisational development, training, recruitment or management.

That’s because you’ll be equipped with advanced psychological knowledge that will allow you to conceptualise and theorise about critical issues in occupational and organisational psychology. You’ll also have extensive experience of psychometric testing.

And thanks to the real-world context that will be integral to your studies, you’ll be able to apply that knowledge immediately and with real impact, in your workplace.

The course is accredited by the British Psychological Society (BPS) as Stage 1 training, which when accompanied by the BPS Graduate Basis for Chartership (GBC) will provide a basis for professional development as a practitioner in the form of Stage 2 training, as well as further study, employment and enterprise.

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Busy medical professionals who wish to increase and develop their knowledge want courses that are flexible and adaptable, and this MA fulfils that need. Read more
Busy medical professionals who wish to increase and develop their knowledge want courses that are flexible and adaptable, and this MA fulfils that need.

Each unit combines focused study days that range over a three month period, with interactive online learning and supported self-directed study.

You will have opportunities to concentrate on your work-related professional progression, develop a critical, analytic and reflective attitude to medical and healthcare education, and grow as a medical educator and leader.

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education3

• Postgraduate certificate – 60 credits at Masters level https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education2

Why choose thic course?

• Study the latest research, scholarship and practice, and learn to deal with complexity, contradictions and gaps in the current evidence base
• Explore the wide range of learning, teaching and assessment methods used across all levels of clinical education and training, and discover how to use these in practice
• Develop the skills, attitudes and practices of an excellent teacher, and an awareness of personal responsibility and professional codes of conduct
• Gain the capacity for innovation in education through the design, implementation and evaluation of a small scale education research, development or leadership project
• Benefit from studying with from a highly experienced, knowledgeable and accessible team who will encourage you to appraise your practice and address emerging development needs through independent and collaborative activities.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education

Why choose this course?

This course supports your development as medical educator, scholar and leader. It provides opportunities to develop your thinking and practice within a dynamic multi-disciplinary community of clinical educators. The course team model learner-centred teaching, learning and assessment practices. Assessments foster strong links between your learning and practice. You have the option to complete a year long, supervised Medical Education Research or Development Project in an area of professional interest.

Course detail

This course supports your development as a medical educator, scholar and leader. It provides opportunities to develop your thinking and practice within a dynamic multi-disciplinary community of clinical educators.

The course team models learner-centred teaching, learning and assessment practices and provides plentiful opportunities for you to rehearse them yourself.

Your final assignment is a supervised Medical Education Research Project in an area of professional interest, which provides a clear sense of your educational role responsibilities and the confidence to offer guidance to peers who wish to develop their own educational practices. You thus evidence emerging educational leadership capabilities along with developed skills in project design, management and evaluation.educational roles and responsibilities, including educational leadership responsibilities, albeit commensurate with experience.

Year 1

Students complete either the Postgraduate Certificate in Medical Education (PGCertMedEd) or the Postgraduate Certificate in Simulation in Practice (PGCertSiP)

PGCertMedEd consists of:

• Core unit: Medical Education in Practice
Then students choose one unit from:
• Workplace-based Learning
• Educational Perspectives for the Workplace

PGCertSiP consists of:
• Simulation in Practice
Then students choose one unit from
• Workplace-Based Learning
• Educational Perspectives for the Workplace

Year 2

Students complete the Postgraduate Diploma in Medical Education (PGDipMedEd)

PGCertSiP students complete Medical Education in Practice and then choose 1 unit from:
• Educational Policy and Leadership
• Workplace-Based Learning
• Educational Perspectives for the Workplace

PGCertMedEd students choose 2 units from:
• Educational Policy and Leadership
• Workplace-Based Learning
• Educational Perspectives for the Workplace
• Simulation in Practice

Year 3

• All students complete the Medical Education Research Project unit (over two semesters)

Assessment

Your work will be assessed using a combination of formative and summative elements, i.e. assessment for learning and assessment of learning. It is designed to foster strong links between learning on the course and the lived realities of Medical and healthcare educators working in Higher and Professional education contexts.

You will be assessed variously by Reflective Report, Teaching Observation Report, Literature Review, Individual Report (following collaborative WIKI work, for example), Reflective Portfolio, and dissertation. At least one assignment per unit provides formative feedback opportunities before the final submission.

Careers

The PgCert courses that lead into the MA in Medical Education are accredited by the Academy of Medical Educators; they provide a sound basis for evidencing your competence as both a clinical and educational supervisor.

The PgDip stage allows you to deepen your understandings and extend your skill set as a medical educator.

The dissertation stage develops your scholarship and ability to independently design, implement and evaluate a medical education research. The research project stage positions you to adopt a critical stance to existing practice and lead improvements and innovation.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Dundee has an international reputation for diabetes research, education and informatics developments. Read more
Dundee has an international reputation for diabetes research, education and informatics developments. With the global growing prevalence of diabetes there is an increasing need for healthcare professionals to upskill in diabetes care and understand how to organise healthcare for the efficient management of chronic diseases.

The course has been designed to allow students to remain in their jobs while studying and for their studies to be able to have an immediate impact in their work environment.

What is so good about this course?

The programme aims to:

- provide a comprehensive programme of diabetes education for health care professionals
- develop competence in the diagnosis, treatment, and decision-making in the care of persons with diabetes
- establish students with a basic grounding in educational/ behaviour change theory with application to patient and professional education
- develop leadership and evaluation skills in the organisation and delivery of care in both primary care and hospitals to empower service delivery improvement
- establish a stimulating environment for research, teaching and learning about diabetes
- encourage a culture for training of health care professionals by the development of a network of experienced clinical teachers.
- allow health care professionals to enhance their knowledge and skills while remaining in work
- bring immediate benefits into the workplace through the application of their learning in their work-place based projects
- be culturally sensitive
- encourage a culture of multidisciplinary working in the workplace.

The course is aimed at working-professionals who wish to facilitate evidence-based change in clinical care and management within their healthcare system and recognise that this requires not just clinical knowledge but also skills in leadership, inter-professional education, organisational management, reflective professional practice and quality improvement.

Degree Combinations

Diabetes Care, Education & Management PGCert
Diabetes Care, Education & Management PGDip

How you will be taught

The teaching approach is one of blended learning with face to face teaching (lectures, group work, case discussions, workshops, simulation exercises, quizzes) blended with online activities, case based studies and workplace assessment. Much of the later work can be completed flexibly in the student's own free time, and has been designed around the needs of students who are also working full time.

There are 3 semesters per year. In each semester the student completes one module from a choice of 5 or 6 modules that will be offered each semester. In the partnership with the Dasman Diabetes Institute and Ministry of Health in Kuwait the face to face teaching is hosted at the Dasman Diabetes Institute.

How you will be assessed

All 20 credit modules are assessed on Coursework. To complete each module and to progress to the next, students are required to:

- Attend the face-to-face teaching.
- Complete the workplace-based assignment which requires participants to apply educational principles to their own situation and reflect on the result.
- Students are required to base their projects and activities within their own organisations so that they can utilise their new knowledge and build on opportunities created by the programme to shift the balance of care. The project (or an agreed part of the project) undertaken for Assignment 1 must be completed within 6 weeks from the end of the face-to-face teaching days.

Assignment 1: Workplace Project Report (2000 words - excluding reference list and appendices)
A critical examination of the student’s own workplace-based project, which is undertaken in response to the specific module aims and study topics (or a series of activities relating to the module).

Assignment 2: Reflective Essay (1500 words - excluding reference list and appendices)
A reflective analysis of the student’s own learning and development throughout the module, describing the impact that the module study activities and workplace-based project experiences have had upon their own thinking and professional practice.

Marks are awarded equally between Assignment 1: the description of the workplace-based assignment and Assignment 2: the reflective analysis of the project.

The Dissertation Module (60 credits) which must be passed to graduate with the MSc is assessed through a 12,000-15,000 word thesis.

What you will study

Students can choose to exit at Certificate, Diploma or MSc level.


- Postgraduate Certificate (PG Cert) Diabetes Care, Education & Management
The PG Cert requires the achievement of 60 credits through 3 modules: 1 Core module + 1 Educational module + 1 other module

- Postgraduate Diploma (PG Dip) Diabetes Care, Education & Management
The PG Dip requires the achievement of 120 credits through 6 modules: 1 Core module + 1 Educational module + 1 Organisational module + 1 Research module + 2 other modules

- Postgraduate Masters (MSc) Diabetes Care, Education & Management
The MSc requires the achievement of 180 credits. To obtain the MSc students must successfully complete the PG Dip (120 credits) + the Taught MSc Dissertation Module (60 credits).


Modules can be chosen from the following selection. Many modules appear in more than one category to increase the flexibility of students to create a programme specific to their needs.

Core Modules

Modern Diabetes Care
Science of Diabetes
Organisational Approaches to the Delivery of Care
Clinical Modules

Advanced Diabetes Nutrition
Advanced Diabetes Practice
Diabetes in the Young
Management of CV Risk in Diabetes
Safety in Clinical Communication
Self-Management of Diabetes: person centred, enabling approaches to clinical practice
Education Modules

Clinical skills and Simulation for Education and Practice
Developing Safe Team Working Using Simulation
Facilitation
Leadership
Reflective Professional Practice
Self-Management of Diabetes: person centred, enabling approaches to clinical practice
Training the Trainers
Organisational modules

Facilitation
Leadership
Organisational Approaches to the Delivery of Care
Patient Safety & Quality Improvement in Diabetes
Reflective Professional Practice
Strategic Partnering
Research

Research Methods
MSc Dissertation

Employability

We would envisage this course/qualification being interesting to healthcare organisations who wish their healthcare professionals (e.g. doctors, nurses, pharmacists, nurse educators, managers etc) to enhance their skills across a range of disciplines required for the management and care of diabetes and other chronic diseases.

This qualification is NOT equivalent to accreditation onto the diabetes medical specialist register e.g. allowing the individual to operate as a diabetes consultant.

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The MSc Practice Development and Innovation is the first course to offer the opportunity to learn in-depth about innovation through practice development approaches. Read more
The MSc Practice Development and Innovation is the first course to offer the opportunity to learn in-depth about innovation through practice development approaches. The release of the Francis Inquiry Report in February 2013 indicates the important role that universities play in helping to address issues of workplace culture, leadership competence, and patient safety. This requires programmes of learning that are facilitated in the workplace tackling everyday problems and issues, and finding solutions that make use of the best available evidence, resources and creative opportunities for innovation and solution focused thinking.

Visit the website: https://www.canterbury.ac.uk/study-here/courses/postgraduate/practice-development-and-innovation.aspx

Course detail

This part-time postgraduate course requires you to register for the MSc (consisting of 180 credits at level 7), with exit awards at Postgraduate Certificate and Postgraduate Diploma level.

Using creative approaches to active learning, the course aims to develop person-centred leaders and facilitators who can improve and sustain outcomes in person-centredness and effective care in the workplace to grow a critical mass of practitioners with practice development and innovation expertise.

The course will enable you to develop confidence, competence, knowledge and skills to become more effective within your organisation and to evaluate your impact as a practice developer or innovator within the workplace.

Core themes:
• Person-centredness
• Effective care
• Workplace culture
• Facilitation of learning
• Improvement and innovation
• Sustainability
• Work-based and workplace learning
• Growth, thriving and flourishing

Suitability

The MSc in Practice Development and Innovation, via work-based learning, is designed for health professionals with a background in a related field such as nursing, an allied health profession, social work or in management of education roles. You will normally be working in the field of health or social care relevant to your proposed study or have sufficient access to it to support your studies.

Content

Year 1 modules:
• Person-centred Practice: Outcomes and Evaluation
• Negotiated Work-based Learning Module
• Influencing Effective Workplace Culture
(Option to exit with PgCert)

Year 2 modules:
• Facilitation Theory for Practice
• Becoming a Facilitator in Practice
• Participatory Research: Principles and Methods
(Option to exit with PgDip)

Year 3 module:
• Final Practice Development and Innovation Project

Assessment

Your knowledge and skills will be informally assessed on an ongoing basis throughout the course through a range of methods and processes. You'll have opportunities to receive formative feedback on your work at multiple points during the course, through a variety of learning activities. We will also encourage you to make use of recognised outcome and impact frameworks to assess your effectiveness as a Practice Developer within your workplace or organisation.

Formal assessment will take place towards the end of each term. Assessment of knowledge and skills may include written essays/reports, reflective writing, case studies, presentations or reports. All assessments focus on your ability to progress and integrate theory and practice.

What can I do next?

This Masters programme prepares practitioners, managers and leaders, to become a more effective facilitator or leader of service improvements and innovations.

How to apply

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

Funding

-Masters Loans-

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

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

-2017/18 Entry Financial Support-

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

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The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting. Read more
The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, or have experience of working, in an educational setting.

Why study for Master of Education at Dundee?

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the programme.

The programme is the first in Scotland to be accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB advanced certificate in teaching and learning research affording the opportunity of pursuing a career in public, private or international schools across the world.

Professional Accreditation

The course is fully recognised and accredited by the General Teaching Council for Scotland (GTCS).

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

MEd 1800 hours of part-time study (6x 30M modules in total)
PGDiploma 1200 hours of part-time study (4x30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

Degree Combinations

Education (including IB Certificate) MEd
Education (Leading Learning and Teaching) MEd
Education (Inclusion and Learner Support) MEd
Education (Nursery/Early Education) MEd
Education (Pupil Care and Support) MEd
Education (Childhood Practice) MEd
Education (International Education) MEd
Education (Developing Mathematical Thinking) MEd
Education (Into Headship) MEd

Who should study this course?

Entry to the programme is open to teachers and professionals with experience of working in educational settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting. There is option for a non-workplace based route through the MEd programme as some modules do not require students to be in a workplace-based setting.

What are the aims of the programme?

The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.

The MEd is inquiry-based and provides flexible routes in:
- Leading Learning and Teaching
- Inclusion and Learning
- Nursery/Early Education
- Pupil Care and Support
- International Education
- Developing Mathematical Thinking
- Adult Literacies

How you will be taught

The start date for this course is either September or March each year.

The Programme can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. Study support is offered through our growing network of learning and study centres. Currently these are based at the University of Dundee but shortly will also be available through our collaboration with the Hellenic Association for Education in Athens, Greece.

Recognition for prior learning (RPL) is available for the MEd Programme. Claims for RPL must match to existing modules o the programme with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the programme. If you have any questions about RPL

What you will study

Participants undertake two core and two optional modules, and either 1 x 60 credit, or 2 x 30 credit workplace projects at the final stage of the programme. There are modules available by distance learning or mixed mode delivery. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.

These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- On-line
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- E-mail
- Written feedback (electronic)
- Virtual learning environments

Core modules
Reflecting upon Practice
Research Methods for Professional Inquiry
Optional Modules

International Education
Working Supportively with Learners
Working Towards Inclusion
Continuity of Children’s Development : Birth To Eight
Developing Mathematical Thinking
Innovation in the Curriculum
Leadership, Change and Organisational Development
Enquiry into Collaborative Teaching and Learning
Negotiated Study
Leadership and Management of Childhood Practice
Leading Effective Transitions
Leading Learning through Play
Meeting the Needs of Children with Autistic Spectrum Disorder / Complex Social Communication Needs
Employability

How you will be assessed

Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.

Formative and summative assessments are designed to arise naturally from study and work. Major assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Workplace Based Project (60 credits).

Careers

A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the programme. By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own CPD.

As the Master of Education programme is for professionals with some teaching or educational experience the programme will not qualify you to teach in Scotland.

Flexible Degrees

Most students study part-time completing one module per semester. In certain circumstances students can undertake more than one module per semester.

Degree Length of study
Distance learning (2 optional contact days per module)
MEd 1800 hours of part-time study ( 6 x 30M modules in total)
PGDiploma 1200 hours of part-time study (4 x 30M modules in total)
PGCertificate 600 hours of part-time study (2 x 30M modules in total)

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