Accounting and finance are central to managing organisations effectively. This course integrates accounting, leadership and change, and gives you a practical insight into developing the discipline. It also provides you with a firm knowledge of accounting and finance and the adaptability needed in a rapidly changing environment.
This course is distinctive in its focus on using financial skills in organisations rather than on mathematically modelling financial markets and in placing business accounting systems in the national and global business environment.You develop hard and soft accounting skills as well as the interpersonal skills necessary to work effectively in the challenging business environment. If you are a fully or part-qualified accountant, significant exemptions are available.
This programme is available with 100 credits of advanced standing to entrants who have obtained a full professional accounting qualification such as ACCA, CIMA and ICAEW. These students will only need to undertake two modules to complete the award - Current Issues in Accounting and Research, and the Accounting Dissertation.
Three core modules deal with the disciplines of financial accounting, management accounting and international finance. You also study the global business environment and explore contemporary issues in accounting thought before taking accounting skills and management research modules in preparation for your dissertation.
This programme is open to qualified accountants who may enter with 100 credits of advanced standing, leaving them with only the Current Issues in Accounting & Research and the Accounting Dissertation to complete the award.
Course structure
Core modules
Modules offered may vary.
How you learn
You work independently and with the support of peers and tutors in tutorials, seminars, directed exercises and IT-based activities.
How you are assessed
Assessment methods vary according to the module studied and include formal examinations, in-course work and presentations.
Graduates can expect to be employed in areas within industry, accounting practices or the public sector. The degree provides a good stepping stone to training for a career in accountancy or a role in general management, and also provides those seeking positions in the finance industry with both specialist finance knowledge and the necessary level of understanding of accounting.
This part-time programme is ideal for you if you are a healthcare practitioner employed in a health and social care practice and you would like to develop advanced clinical skills in this field.
Normally a minimum of two years post-registration clinical practice is expected. The curriculum has been designed within the context of developing autonomous practitioners with advanced clinical reasoning skills, with the ability to critically synthesise information from evidence. The programme produces graduates who can apply research and critical perspectives relevant to their healthcare profession and practice. This could be from practical and/or theoretical perspectives. This is driven by our understanding of the drivers for change within the NHS, such as the NHS mandate and Five Year Forward View. Depending on the modules you choose, you may study at the University, through distance learning or through a blended approach. The clinically orientated modules use practical and technology-enhanced activities to facilitate learning. Many of the clinical core modules require your attendance to ensure you achieve advanced clinical skills. Your transition to master's level is managed in the introductory core module Evidence Based Practice. A group tutor supports you, providing feedback to help you grow in confidence as you progress to master’s level. Your programme leader acts as a personal tutor and facilitates tutorials allowing you to discuss your progress.
The course combines core modules with a selection of specialist clinical modules. You choose your clinical modules from a pathway handbook, applying advanced skills to your practice area.
You can also choose a master’s-level option from the Education and Training Opportunities CPD brochure. In your final year you carry out an independent research study.
Course structure
Year 1 core module
and two pathway optional modules. You may consider a 40-credit pathway module rather than 2 20-credit ones.
Year 2 core module
and one pathway optional module and one optional module
Year 3 core module
Designated modules refer to advanced clinical skills-based modules that form at least 60 credits for any given pathway in the course. Modules offered may vary.
How you learn
We use a variety of approaches to teaching including learning sets, [email protected], lectures and seminars. You can opt for a traditional taught approach, a distance-learning route or a combination of both. Clinical skills modules use a hands-on practical approach. You focus on an area of interest that you can develop in subsequent study, such as within the Advancing Practice module and/or your dissertation.
How you are assessed
We use a variety of assessment types challenge your strengths and develop your key transferable skills. Assessments are either summative or formative.
The programme develops your core transferable skills in advanced clinical practice across a range of nursing and allied health professions. It is suitable if you are already operating in an advanced clinical role and require skills development.
This course is ideal for you if you are a physiotherapist in neuromusculoskeletal practice and would like to advance your specialist treatment and assessment skills. You attain high levels of autonomy and clinical decision-making skills for application to clinical practice, and extend your knowledge of manual and manipulative therapy skills to a specialist level.
The course provides a flexible learning pathway to accommodate your needs. Core modules focus on evidence-based practice and research. Specialist modules address diverse clinical and practice issues in neuromusculoskeletal manipulative therapy.
Professional accreditation
Completion of this course, with the inclusion of the Advanced Clinical Placement (Neuromusculoskeletal Therapy) module leads to membership of the Musculoskeletal Association of Chartered Physiotherapists.
Core modules focus on evidence-based practice and research. Specialist modules address diverse clinical and practice issues in neuromusculoskeletal manipulative therapy. You choose an option module in Year and carry out an independent research study in your final Year.
Year 1 core modules
Year 2 core modules
Year 2 option module
Year 3 core modules
Modules offered may vary.
How you learn
You learn through key lectures, seminars, laboratory-based learning, structured resource-based learning, asynchronous electronic discussion, formative assessment, tutorials, small group work, research tutorials and practical skills-based sessions.
How you are assessed
All modules within this programme have formative and summative forms of assessment methods. Core research modules, designated pathway modules and the option module use a variety of assessment methods to help develop your advanced clinical skills for practice. Assessment includes written assignments, patient case studies, practical examinations, objective structured clinical examinations, reflective accounts, portfolio developments and oral presentations.
This course enhances your ability to secure employment as an advanced practitioner or extended scope practitioner specialising in the management of patients with neuromusculoskeletal conditions.
The MSc Advanced Home Futures course is designed to revolutionise the building and construction of houses and homes. It was developed adhering closely to TV architect George Clarke’s MOBIE modular building concept and advanced home construction principles.
This course places an emphasis on the innovative design and construction of new homes, conceptualising prototypes of how we will live in the future and the exciting new materials and building techniques that are becoming available.
You develop knowledge of housing design and are introduced to the role of CAD, BIM and model making. These are all developed alongside a multidisciplinary approach to understanding the housing provision for health, wellbeing and universal needs creating a learning experience that disrupts and challenges the concept of ‘home’ as we traditionally know it.
Hosted by the School of Science, Engineering & Design this course has academic input drawn from across the University to consider housing design, materials and technology, the role of the home in health and wellbeing and in society, and methods of effectively managing projects and leading change. You learn about concepts of sustainability, design thinking, design processes and technological innovations and you are challenged to develop new ideas and approaches to the housing and homes for the future.
This course emphasises group work and collaborative learning, and mixes practical and theoretical experiences.
George Clarke’s social enterprise, the Ministry of Building, Innovation, Education (MOBIE), is kickstarting a fundamental change to the building industry and our courses have been designed to adhere closely to the modular building concept and advanced home construction principles of MOBIE.
Course structure
Core modules
Modules offered may vary.
How you learn
You study four 30-credit modules and then work on a 60-credit project.
How you are assessed
You are assessed within each module through a variety of methods including writing reports, creating artefacts and presentations. Each module is led by a different academic School within the University to embed the culture of multidisciplinarity into the course.
You are challenged to develop new ideas and approaches to housing and homes for the future. Graduate career opportunities exist primarily in the home design and construction industry, but also in town and social housing planning and management.
This course is designed around the four pillars of advanced clinical practice: research, leadership, education and clinical. It facilitates your professional development as an advanced practitioner by providing you with the robust education required to support your role.
The challenges faced by the NHS, including an ageing workforce, rise in chronic conditions and complex co-morbidities and recruitment difficulties, have encouraged the development of advanced roles and innovative attitudes toward the mix of skills in teams with advanced practitioners increasingly seen as key to delivering healthcare services.
The course is clinically focused and helps you develop an expert knowledge base, complex decision-making skills and clinical competences – characteristics shaped by the context of your practice. In your third year, you complete a student-negotiated independent integrated portfolio of evidence which demonstrates achievement of the four pillars of advanced practice, and culminates in you developing an article for publication.
Course structure
Year 1 core modules
Year 2 core modules
Modules offered may vary.
How you learn
You learn through a variety of teaching methods including lectures, seminars, laboratory-based learning, structured resource-based learning, electronic discussion, action learning sets, masterclasses, formative assessment, distance learning, tutorials, small-group work, research tutorials, practical skills-based sessions and work-based learning. In the Designing Research Project module you can opt for a traditional taught approach, a distance-learning route or a combination of both. You focus on an area of your practice that you can develop in subsequent study which culminates in an article prepared for publication on your specialist subject.
How you are assessed
You are assessed using various methods. These may include written assignments, work-based learning through advanced practitioner competencies, consultation clinics, reflective accounts, portfolio development, critical appraisal and evaluation of the evidence base, modified objective structured long examination review (MOSLER), viva (oral exam), patient case studies to develop and exhibit high levels of clinical reasoning, and practical examinations to demonstrate advanced decision-making skills.
Through this course, you develop your core transferable skills as an advanced practitioner with a high level of clinical autonomy in roles which require assessing, diagnosing, treating and managing people with undifferentiated and/or complex clinical presentations. It is suitable if you are already operating in an advanced clinical role and require advanced skills development.
Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. The philosophy of this CIEHF recognised course is that for high-quality, safer care to flourish, every member of staff must be committed to, and play their part in, an integrated approach to care. The application of a human factors approach is also crucial if real progress is to be made. A human factors approach involves applying theory, data and design methods about how humans interact with their environment to make it easier for work to be done in the right way.
The programme develops and equips critical advocates and ambassadors for quality, safety and governance in health and social care. It also enables you to apply comprehensive knowledge, understanding, expertise and advanced skills to lead a human factors-based project in the work place to enhance the quality, safety and governance of care. The programme is suitable for you if you work in the public, independent and voluntary sectors, or any other professional field including clinical and support services.
To maximise your success on this programme you need a viable project in line with your departmental or organisational priorities and agreed by your relevant organisational representative and programme leader. Throughout this course you will have access to qualified CIEHF members. You will be asked to complete a brief human factors-based quality improvement project overview form to support your application.We expect that you will have prior knowledge and/or experience of change management, leadership and quality improvement science or a willingness to independently increase your knowledge in these areas before beginning the course.
Professional accreditation
This course is recognised by the Chartered Institute of Ergonomics & Human Factors
You develop in-depth, specialist knowledge of human factors and gain experience in using this to enhance the quality, safety and governance of care. You also study improvement science, leading change and a multi-perspective approach to determining and measuring performance and the impact of change. This includes planning an evaluation study based on the change you have implemented.
Course structure
Core modules
Modules offered may vary.
How you learn
The programme is taught in short study blocks spread across the academic year over a total of 14 contact days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, interactive and online learning activities, directed and self-directed study activities. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q Initiative.
How you are assessed
We use a range of assessment modes throughout the programme. These include an essay analysing a quality, safety and governance issue using a human factors approach, a project-based evaluation research critique, and a poster presentation and oral defence of a change project.
Formative processes include an informal presentation on the improvement project plan and initial implementation. This is an opportunity for you to receive early development feedback. Presentations are made to a small panel drawn from the critical friends stakeholder support forum whose members participate in student assessment and support programme design and delivery. This group comprises service users and carers, employer representatives and academic staff to ensure that a person-centred approach extends to all aspects of the programme, maximising employer/organisational benefit.
Graduates from this programme are equipped with specialist human factors knowledge, expertise and experience as well as a range of more generic attributes such as advanced reasoning and decision-making skills. You are able to work collaboratively, present and research. You also have strong ICT skills that highly sought after by employers.
The programme is relevant for you if you work in, or would like to work in a specialist quality, safety or governance role, or one dealing with human factors.
Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable. The philosophy of this programme is that for excellence to flourish every member of staff must be committed to, and play their part in, an integrated governance approach. This is where people-centredness and people-centred approaches to care are afforded the same esteem and recognition as finance, performance, risk management, safety and quality.
The programme is designed to develop and equip critical champions and ambassadors for quality, safety and governance in health and social care. It enables you to apply comprehensive knowledge, understanding, expertise and advanced skills to develop an evidence-based business case for change to enhance the quality, safety and governance of care in your organisation. The programme is suitable for individuals from the public, independent and voluntary sectors, from any professional background, including clinical and support services.
You study issues related to the transition to master’s level. You explore the context of safety, quality and governance in terms of policy, theory and experience, at a personal, local, national and international level. You also study different types and sources of evidence, using these to identify a quality, safety or governance issue of relevance to your role based on an in-depth study of the principles, practices and tools of safety and governance in health and social care.
Course structure
Core modules
Modules offered may vary.
How you learn
The programme is taught in short study blocks spread across the academic year over a total of 14 contact days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, interactive and online learning activities, directed and self-directed study activities. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q initiative.
How you are assessed
We use a range of assessment modes throughout the programme. These include written assessments such as an essay on the nature and use of evidence and a business case for change. Other opportunities for informal feedback include developing and presenting an environmental analysis and oral presentation/defense. The programme is supported by a critical friends stakeholder support forum which consists of service users and carers, employer representatives and academic staff. Members of this group participate in student assessment as well as supporting programme design and delivery. This ensures that a person-centred approach extends to all aspects of the programme, maximising employer/organisational benefit.
On successful completion of this programme are equipped with a range of knowledge and expertise such as advanced reasoning and decision-making skills. You are also able to work collaboratively, present and research and you have strong ICT skills highly sought by employers.
The programme is relevant for you if you are working in, or would like to work in a specialist quality, safety or governance role, or one covering these issues.
Delivering excellence in health and social care at an individual, team and organisational level is not just desirable but achievable.
The philosophy of this programme is that for excellence to flourish every member of staff must be committed to, and play their part in, an integrated governance approach. This is where people-centredness and people-centred approaches to care are afforded the same esteem and recognition as finance, performance, risk management, safety and quality.
The programme is designed to develop and equip critical champions and ambassadors for quality, safety and governance in health and social care. It enables you to apply your comprehensive knowledge, understanding, expertise and advanced skills to lead evidence-based enhancement of quality, safety and governance in your health and social care settings and evaluate the impact of this. The programme is suitable for individuals from the public, independent and voluntary sectors from any professional background, including clinical and support services.
Year 1 focuses on the transition to mastery and explores the context of safety, quality and governance in terms of policy, theory and experience, at a personal, local, national and international level. You also study different types and sources of evidence. You use these to identify a quality, safety or governance issue of relevance to your role based on an in-depth study of the principles, practices and tools of safety and governance in health and social care. You then develop and justify a business case for change based on this.
The modules studied in Year 1 make up the Advancing Quality Improvement in Health and Social Care, PgCert.
In Year 2, you plan and implement a change project based on your business case presented at the end of Year 1. To help you achieve this you study topics such as a human factors approach, strategic change management, action learning and leadership and evaluation methodologies. You then develop and critique an evaluation study proposal in Year 2 which you take forward during your dissertation module in Year 3. The modules studied in Year 2 make up the Advancing Human Factors in Health and Social Care, PgCert.
Year 1 core modules
Year 2 core modules
Year 3 core modules
Modules offered may vary.
How you learn
In Years 1 and 2 the programme is taught in short study blocks spread across the academic year over a total of 14 days. We use a range of teaching methods including lectures and workshops, student-led seminars, action learning, real-life scenarios and case study analysis, interactive and online learning activities, directed and self-directed study activities. Year 3 is mainly guided self-directed study with the support of a dissertation supervisor. You are supported by module tutors with extensive experience in this subject area and the programme leader who is a member of the founding cohort for the NHS England and Health Foundation Q initiative.
How you are assessed
We use a range of assessment modes throughout the programme. These include an essay on the nature and use of evidence, analysis of a quality, safety or governance issue using a human factors approach, a business case and the final dissertation evaluating the change you have implemented.
Other modes of assessment include a poster presentation and defence, and an oral presentation with questions and answers.
The programme is supported by a critical friends stakeholder support forum which consists of service users and carers, employer representatives and academic staff. Members of this group participate in student assessment as well as supporting programme design and delivery as a means of ensuring the person-centred approach pervades all aspects of the programme and to maximise employer/organisational benefit.
On successful completion of this programme you are equipped with a range of knowledge, expertise and experiences such as advanced reasoning and decision-making skills. You are also able to work collaboratively, present and research. And you have strong ICT skills that are highly sought by employers. The programme is relevant for you if you are working in or would like to work in a specialist quality, safety or governance role, or one covering these issues.
This programme is organised around the notion of school improvement and supports the development of leadership and research skills for education practitioners. It is designed to support you to apply your learning to your own professional practice.
You will have the opportunity to reflect upon practice in your own school, with a focus on your own leadership skills, and the content of your local Education Commission Report, which will inform the identification of areas of professional concern for your school and explore your own approach to leadership using diagnostic tools for self-assessment. It will enable you to conduct a small-scale enquiry, negotiated with your head teacher and the programme leaders, which will contribute directly to your own school improvement plans.
You are required to be in employment as a teacher in either primary or secondary education. The programme takes an individualised learning approach, so it is tailored to meet the needs of a diverse range of school improvement. You study 60 level 7 credits made up of two modules. Within these modules you are encouraged to share your experiences and perspectives on aspects of education practice. You will complete a 360 degree self-assessment tool. Peer-led discussions on a range of research and practice issues raised in sessions and directed by Education Commission Reports provide the opportunity for intra-professional discussion and debate, and to consider relevant issues from the perspective of other professional educators.
Course structure
Core modules
Modules offered may vary.
How you learn
Staff have specialist interests in leadership and research methods in education which enables them to effectively support you to explore and enhance your leadership skills and then develop and conduct a school improvement project. Another important element is how we support your transition to studying at level 7. You are provided with academic support to help you understand the requirements of master’s level study; to develop your skills in academic writing and referencing, critical thinking and critical writing; and in the key IT skills such as literature searching.
We recognise that you are the expert in your practice and you are encouraged to share your experiences and perspectives on practice through tutor-led and student-led activities. Peer-led discussions on research and practice issues raised in sessions provide opportunities for intraprofessional discussion and debate. You will consider relevant issues from the perspective of other professionals which supports you to apply theories of leadership to practice as well as integrate and synthesise a research methodology to develop new approaches to school improvement. The links between educational theories and professional knowledge, is a valuable part of the learning process. There is a research-informed approach to the development of school improvement, and you will be encouraged develop a community of support which will provide opportunities to share good practice, develop peer support networks, and to engage in collaborative learning.
How you are assessed
The assessment allows you to reflect on your own leadership skills, and produce assessed work that benefits your working context. The summative assessments revolve around developing and researching professional practice; you will reflect on the results of the 360 degree self-assessment tool, produce a research proposal for a school improvement project and then write a report on this project.
This course is for middle and senior leaders in primary and secondary education.
Human resources professionals shape and inform strategic and operational decision making. They are concerned with ensuring that organisations employ the right balance of staff in terms of skills and experience, and ensuring that training and development opportunities are used to enhance performance and achieve objectives.
You develop and enhance your human resource management skills and benefit from structured time to spend working within a business to enhance these skills and gain experience.
This course equips you with the skills and knowledge for a higher level career in human resource management and allows you to develop employability skills and UK experience to further enhance your employability. You consider topics such as human resource planning, learning and development, leadership and business performance, and management level research and development. You develop essential business skills and critically reflect on the knowledge and competencies required for HR practitioners in a range of professional contexts. The work-based module in your second year provides access to an organisation to enable you to put into practice these skills and gain valuable experience of working within a UK-based organisation.
Professional accreditation
Membership of the Chartered Institute of Personnel and Development (CIPD) is highly valued and widely accepted as a requirement of HR practice by employers. You are encouraged to apply for student membership of the Institute within the first few weeks of study. CIPD membership grades are dependent on knowledge and behaviours. This MA meets the underpinning knowledge requirements for the CIPD Professional membership grades, however the membership grade awarded by CIPD is also based on your practical workplace experience of HR. Completion of the MA allows you to apply for the CIPD professional membership level of Associate Member.
* Subject to University approval
The programme consists of seven modules each focusing on a core principle of effective human resource management and one module which allows you to develop your work based skills.
Course structure
Core modules
Modules offered may vary.
How you learn
An interactive workshop approach is used to develop understanding through lectures, individual and group activities, case studies and presentations.
How you are assessed
Assessment methods vary according to the module studied and include examinations, assignments and presentations.
This course includes an additional semester of work experience therefore enabling you to gain valuable UK experience to enhance your global career prospects.
Effective and professional human resource management is increasingly recognised by organisations as a key area in achieving business success. Consequently there is high demand for highly trained and skilled HR professionals. Our experience, and that of our past students, strongly suggests that the MA Human Resource Management at Teesside University Business School can provide that unique advantage in the jobs market.
These programmes are consistent with the philosophy and criteria set out in the Autism Act (2009) and Autism Strategy (2010). The philosophy and outcomes are also consistent with the National Institute for Health and Clinical Excellence 2012 guidelines on autism.
The overall aims of the programmes are to:
You focus on the person-centred support of service users and apply supportive interventions and strategies in ways that build on your previous study, employment and/or practice experiences. You are prepared to conduct research that is linked to the field of autism practice and to advance your knowledge of the discipline of specialist autism practice. You will apply theories and constructs related to autism in a workplace setting to make sense of complex situations and enhance your skills development through action or problem-based projects and practical experience. These programmes also facilitate the development of leading change and service improvement, developing services to meet diverse needs of people with autism, underpinned by a sound ethical framework.
You focus on the person-centred support of service users and apply supportive interventions and strategies in ways that build upon your previous study and employment/practice experiences. You are prepared to conduct research linked to the field of autism practice to advance your knowledge and understanding of autism spectrum conditions, enabling you to develop your knowledge of specialist autism practice. You ares also enable to apply theories and constructs related to autism in a workplace setting to make sense of complex situations and enhance your skills development through action or problem-based projects and practical experience.
The programme is underpinned by a sound ethical framework and facilitates the development of leading change and service improvement, developing services to meet diverse needs of people with autism.
Course structure
Core modules
MSc only
Modules offered may vary.
How you learn
These programme use e-learning as a key resource to enhance your learning and support. You use our virtual learning environment, [email protected] for all of your modules. we provide links to useful online resources and web-based interactive activities related to autism.
You also learn through discussion boards remotely from your home or at your practice placement site. In addition you learn through keynote lectures, seminars, case-study and scenario-based discussions and critical incident analyses in the form of group work. This enhances your learning and provides support for your modular assessment.
We use debate and argument to stimulate you to be an active participant in your reflective learning process. The programme team includes members with research experience and there is an emphasis on research-informed teaching.
How you are assessed
Each module carries an assessed element which is integrated with the learning outcomes of the module and award. It requires a critical appreciation of the subject matter and its implications for practice.
Your work is assessed through essays, case studies, project work and a final dissertation if you are enrolled on the MSc Autism Practice.
Work placement
You must work in a practice setting for this programme within your own area of employment.
Career opportunities
Career opportunities include a range of services in health and social care settings where individuals with autism require support.
The CILEx Graduate Fast-track Diploma (Level 6 Diploma in Legal Practice) is for law (with a qualifying law degree) and Graduate Diploma in Law graduates who want to qualify as lawyers without undertaking the more traditional and costlier Legal Practice Course or Bar Professional Training Course routes.
There is no requirement to secure a training contract or pupillage when taking the CILEx route to qualification. Instead of qualifying as a solicitor or barrister, you qualify and practise as Chartered Legal Executive lawyers.
Increasingly on a level playing field with solicitors, Chartered Legal Executive lawyers can now become judges, coroners, advocates and partners in law firms. On successfully completing the Graduate Fast-track Diploma (Level 6 Diploma in Legal Practice) you can upgrade from CILEx Associate Member to CILEx Graduate Member. The course can be studied in the evening, leaving you free to work in legal practice and gain the necessary qualifying employment to becoming a Chartered Legal Executive lawyer and a CILEx Fellow. The course is split into two periods of learning of approximately ten weeks each. You study one practice unit each period, along with the Client Care unit. (The Client Care unit runs through the whole duration of the programme). The examination periods take place in January and June.Find out more about CILExWe also offer Level 6 Single Subject Certificates in The Practice of Employment Law and Civil Litigation. for further information please contact the School Admissions Office (see contact details).
Professional accreditation
As a CILEx- accredited centre, we play an important role in helping CILEx learners achieve their developmental and career aims through the delivery of CILEx qualifications. In addition we understand our responsibilities and take all reasonable steps to ensure that CILEx is able to comply with its regulators' conditions. Once a student's Chartered Legal Executive studies and qualifying employment are complete they will be able to call themselves a qualified lawyer.
Course structure
Core module
and two practice units
Visit the CILEx site for detailed module information
Modules offered may vary.
How you learn
The course is split into two periods of learning of approximately ten weeks each. You study one practice unit along with the Client Care unit. (The Client Care unit runs through the whole duration of the programme). The examination periods take place in January and June.
The programme is designed for graduates and professionals involved in the civil engineering, structural engineering and construction sectors who wish to deepen and broaden their technical knowledge and understanding of specialised areas of civil and structural engineering.
You enhance your technical skills in various core areas of civil engineering that are in demand in the construction industry, such as advanced geotechnics and river and coastal engineering. You also further develop your conceptual understanding of critical aspects of structural engineering, such as advanced structural analysis and design, and become familiar with complex analysis and design techniques, modelling the causes and solutions of problems involving the real behaviour of structures. You also acquire an advanced knowledge and understanding of the design of structures under dynamic and earthquake conditions. Advanced project planning and visualisation methods, such as building information modelling, are also integrated into the course. The 60-credit dissertation gives you the opportunity to conduct a supervised research project developing original knowledge in a specific area of civil or structural engineering. The programme structure is divided into a combination of 10 and 20-credit taught modules, delivered over two semesters. By successfully completing these modules, you proceed to a 60-credit research project.
Starting salaries for new graduate civil and structural engineers can reach £32,000, increasing to £70,000 when a senior level is reached (prospects.ac.uk, 2015).
Professional accreditation
Our MSc Civil and Structural Engineering is accredited by the Joint Board of Moderators (representing the ICE, IStructE, IHE and CIHT) as a technical master's. This means it meets the requirements for further learning for Chartered Engineer (CEng) under the provisions of UK-SPEC for candidates who have already acquired a CEng-accredited BEng (Hons) undergraduate first degree.
By completing this professionally accredited MSc you benefit from an easier route to professional membership or chartered status. It also helps improve your job prospects, enhancing your career and earning potential. Some companies show preference for graduates who possess a professionally accredited qualification.
The Joint Board of Moderators represents the following four professional bodies:
For the Postgraduate Diploma (PgDip) award you must successfully complete 120 credits of taught modules. For an MSc award you must successfully complete 120 credits of taught modules and a 60-credit master's research project.
Examples of past MSc research projects include:
Course structure
Core modules
MSc only
Modules offered may vary.
How you learn
You learn through lectures, tutorials and practical sessions. Lectures provide the theoretical underpinning, while practical sessions give you the opportunity to put theory into practice, applying your knowledge to specific problems.
Tutorials and seminars provide a context for interactive learning and allow you to explore relevant topics in depth. Some of the modules require using specialised technical software and practical computer-based sessions are timetabled.
In addition to the taught sessions, you undertake a substantive MSc research project.
How you are assessed
Assessment varies from module to module. The assessment methodology could include in-course assignments, presentations or formal examinations. For your MSc project, you prepare a dissertation.
The course will equip you with the relevant technical and transferrable skills to pursue a career as a civil/structural engineer or technical manager with leading multidisciplinary consultancies, contractors, as well as research and government organisations.
Our MSc programmes are ideal if you are a graduate or professional in the civil engineering, structural engineering or construction sector and want to deepen and broaden your technical knowledge and understanding of specialised areas.
There are three routes you can select from to gain a postgraduate Master’s award:
The one-year programme is a great option if you want to gain a traditional MSc qualification – you can find out more here. This two-year master’s degree with advanced practice enhances your qualification by adding to the one-year master’s programme an internship, research or study abroad experience.
The MSc Civil and Structural Engineering (with Advanced Practice) offers you the chance to enhance your qualification by completing an internship, research or study abroad experience in addition to the content of the one-year MSc. Our MSc helps you to enhance your technical skills in various core areas of civil engineering that are in demand in the construction industry, such as advanced geotechnics and river and coastal engineering. You further develop your conceptual understanding of critical aspects of structural engineering, such as advanced structural analysis and design, and become familiar with complex analysis and design techniques, modelling the causes and solutions of problems involving the real behaviour of structures. You also acquire an advanced knowledge and understanding of the design of structures under dynamic and earthquake conditions. Advanced project planning and visualisation methods, such as building information modelling, are also integrated into the course.
Professional accreditation
Our MSc Civil and Structural Engineering is accredited by the Joint Board of Moderators (representing the ICE, IStructE, IHE and CIHT) as a technical master's. This means it meets the requirements for further learning for Chartered Engineer (CEng) under the provisions of UK-SPEC for candidates who have already acquired a CEng-accredited BEng (Hons) undergraduate first degree.
By completing this professionally accredited MSc you benefit from an easier route to professional membership or chartered status. It also helps improve your job prospects, enhancing your career and earning potential. Some companies show preference for graduates who possess a professionally accredited qualification.
The Joint Board of Moderators represents the following four professional bodies:
The two-year MSc Civil and Structural Engineering with Advanced Practice incorporates all the elements of the one-year MSc and adds to these the advanced practice module. The new title is being prepared for formal recognition as an accredited title.
For the MSc with advanced practice, you complete 120 credits of taught modules, a 60-credit master’s research project and 60 credits of advanced practice.
Examples of past MSc research projects include:
Course structure
Core modules
Advanced Practice options
Modules offered may vary.
How you learn
You learn through lectures, tutorials and practical sessions. Lectures provide the theoretical underpinning while practical sessions give you the opportunity to put theory into practice, applying your knowledge to specific problems.
Tutorials and seminars provide a context for interactive learning and allow you to explore relevant topics in depth. In addition to the taught sessions, you undertake a substantive MSc research project.
In addition to the taught sessions, you undertake a substantive MSc research project and the Advanced Practice module. This module enables you to experience and develop employability or research attributes and experiential learning opportunities in either an external workplace, internal research environment or by studying abroad. You also critically engage with either external stakeholders or internal academic staff, and reflect on your own personal development through your Advanced Practice experience.
How you are assessed
Assessment varies from module to module. It may include in-course assignments, design exercises, technical reports, presentations or formal examinations. For your MSc project you prepare a dissertation.
Your Advanced Practice module is assessed by an individual written reflective report (3,000 words) together with a study or workplace log, where appropriate, and through a poster presentation.
The course equips you with the relevant technical and transferrable skills to pursue a career as a civil or structural engineer or technical manager with leading multidisciplinary consultancies or contractors, as well as research and government organisations.
This course provides you with the opportunity to develop the research skills you need to undertake clinical research within the field of health. The course focuses on preparing you to undertake clinically relevant research and develop your knowledge, understanding and practical skills within a range of primary and secondary research methodologies. You also have the opportunity to develop skills in project management, research governance and writing for publication and to gain an in-depth understanding of the context of health-related research and policy.
The course enables you to:
A flexible approach to course delivery has been taken. You can choose to study either by attending taught sessions, through distance learning or through flexible learning (a combination of both attendance and distance).
You study a number of modules throughout the course which aim to develop your knowledge, understanding and practical skills in quantitative, qualitative and systematic review methodologies and data analysis techniques. You also gain an in-depth understanding of the context of health-related research, managing a research project, research governance, applying for ethics and writing for publication. Towards the end of the course you have the opportunity to plan, manage and undertake a research study in an area of interest to you and to write this up for publication.
Course structure
Core modules
Modules offered may vary.
How you learn
A range of teaching and learning methods is used throughout the course. You can choose to study either by attending taught classes or through distance learning or through flexible learning (a combination of attendance and distance). Learning and teaching methods for taught classes include key lectures, seminars, group discussions, computer lab work to develop skills in searching for literature and analysing data, and a range of practical activities to develop your practical research skills. Teaching and learning methods for distance learning are supported through the use of a virtual learning environment, where learning materials are available in a range of formats such as written materials, narrated power points, and practical activities to develop your searching, data analysis and practical research skills. Electronic discussion forums also support your learning. Personal development planning is also a key aspect of the course to support your learning.
Supervision and support are provided throughout the course by the personal tutor, course leader, module leaders and dissertation supervisor.
How you are assessed
A range of assessment methods are used throughout the course. These include formative assessment, written essay, written report, proposal, oral and poster presentation, written project and an article for publication.
The course enhances your career progression by developing your ability to undertake clinically relevant research and will prepare you for either a clinical research career or a PhD.
