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MA Education: International Education
Bath Spa University
School of Education
The MA Education. International Education offers the opportunity to work with researchers who have developed leading perspectives in understanding comparative and international education policy and practice.
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The MA Education: International Education offers the opportunity to work with researchers who have developed leading perspectives in understanding comparative and international education policy and practice. The programme is particularly relevant to students from developed and developing countries who plan to work in professional, management, and education roles in both national education systems and internationally.
The programme situates the study of international education within a complex and changing world where education and education professionals are called upon to play equally complex and challenging roles in promoting economic growth and competition, while at the same time supporting the development of sustainable and cohesive societies and promoting equity and social justice.
Course structure
The course is structured over three trimesters and totals 180 credits (90 ECTS). It is available in campus-based mode, low-residency mode or online-only. You can start in September or February and will study for 60 credits per trimester. In your first trimester you will study the MA Education core module Education: Economics, Politics and Society (30 credits) plus your award core module (30 credits). In the second trimester you will study the core module Social Science Research (30 credits), plus two 15-credit elective modules, one of which may be a shared elective from another MA award. In your third trimester you will research and write your Dissertation (60 credits) on a topic relevant to your award. If you take the low residency option, the face-to-face teaching of all modules will take place during two 2-week intensive blocks (typically in September and February).
Trimester 1
In your first trimester you will study two compulsory core modules totalling 60 credits.
Core Module:
Education: Economics, Politics and Society (30 credits) explores how education can be understood in a complex and globalised world where it is seen by many governments as a significant factor in economic growth and competition. You will learn how to question the policies and organisations involved in defining the purposes, content and outcomes of education.
Award Core Module:
International Education and Globalisation (30 credits) looks at education within a global context and deals with issues such the role of international organisations, anti-globalisation critiques, cultural hegemony and the political economy of education within the global knowledge economy.
Trimester 2
In your second trimester you will study one compulsory core module, and two 15 credit elective modules, one of which may be a shared elective from another MA award. This will total 60 credits.
Compulsory Core Module:
Social Science Research (30 credits) sets educational research within the broader context of the social sciences and introduces a range of qualitative and quantitative methodologies and methods from which you can select the most appropriate for your dissertation.
Elective Modules:
Education and Development (option 15 credits) considers the relationship between education and international economic, social and human development. It focuses on patterns of international investment in education, key aspects of the discourses of education policy and key challenges to ensuring a quality education for all in both developed and developing countries.
Education, Conflict and Peace (option 15 credits) looks at the role of education in violent conflict before moving on to consider humanitarian and development initiatives to deliver education in conflict and emergencies. It explores issues of gender, displacement, children's experience of conflict, and educational policy for peace and citizenship.
International Higher Education (shared option 15 credits) develops understanding of contemporary international higher education. Specific aspects of policy (widening participation; research, creativity and innovation; New Public Management) are explored through case studies of international Higher Education reform and management.
Trimester 3
In your third trimester you will research and write your Dissertation (60 credits) on a topic relevant to your award.
Dissertation (60 credits) enables you to study and research an aspect of education theory, policy or practice in depth, guided by an expert to arrive at your own synthesis of a topic to take forward into your career.
Teaching methods
For the campus-based mode of study, some lectures and seminars will take place during the day, whilst others may be in the evening or at weekends. For low-residency students the teaching will be concentrated into two 2-week blocks (typically around 6 hours per day). The course also makes extensive use of online teaching, particularly for the low-residency and online only modes. This will include a combination of individual and shared learning using the Bath Spa University virtual learning environment.
Staff / Tutors
-Dr Peter Jones: Senior Lecturer in International and Global Education: Peter has an extensive research and teaching background in International and Comparative Education. His research has addressed the role of the European Union in developing education policy for Higher Education, Early School Leaving and the Knowledge Economy. He is interested in Education in Post-Socialist and Transition Countries as well as the role of the EU in Central Asia.
-Dr. Julia Paulson: Lecturer in Education Studies: Julia's research interests are in education and conflict and in education and development. She has worked on these issues with NGOs in Latin America, West Africa, the UK and Canada. She has also worked as an education consultant for international organisations like UNICEF, UNESCO and the World Bank. She has published on education and reconciliation, transitional justice, teaching about violent conflict and education in emergencies. She is editor of Education and Reconciliation published by Bloomsbury in 2012 and she completed her doctoral research at the University of Oxford on the role of Peru's Truth and Reconciliation Commission in educational reform in 2011.
Course assessment
There are no written exams on this course; each module is assessed through coursework. This typically involves an essay of 2,500 words for a 15-credit module or 5,000 words for a 30-credit module. For some modules assessment may be by verbal presentation or online activity. The dissertation is 15,000 – 20,000 words and focuses on an area agreed with a specialist tutor.
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Science Education - MA
University of York
Department of Education
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers.
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The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.
Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.
The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).
Why come to York?
The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.
As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.
Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.
The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.
Programme Aims
The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice
Programme Content
Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition
Term 2
-Recent research and innovation in science education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching
Term 3
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.
The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.
Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.
Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length
Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.
Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.
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International Education and Globalisation (MA)
University of Bath
Department of Education
This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at masters level.
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This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at masters level.
International education and globalisation are challenging and contested concepts; in this programme you will analyse the meaning, scope and dimensions of international education and globalisation (as they intersect). You will also consider relevant educational purposes, methods and approaches in international education.
Importantly, you will engage in the critical analysis of the assumptions and evidence that underpin change and reform to policy and practice in international education.
The programme will provide cutting edge knowledge, skills and understandings at the intersection between the two fields of study so that you can make a significant future contribution to international education. For example, you will explore the implications of a shifting global educational landscape such as how to prepare learners for an increasingly connected and mobile global society.
You will be equipped to:
- critically analyse and apply research in the fields of international education and globalisation (as they intersect)
- undertake small scale research yourself.
Your prior educational experience will be valued as a source of evidence. You will be encouraged to analyse, share and build on these experiences as a basis for collective learning. As such we welcome students with a diversity of experience and interests, including those with:
- professional experience in formal or informal education, charities, non-governmental organisations or governmental organisations
- aspirations to pursue a career or research in international education and globalisation
- aspirations for promotion in international and global education contexts.
Programme features
- unique amongst master's programmes in education, with a focus on the interrelationships between international education and globalisation
- a distinctive focus on bridge building between practice and theory throughout all elements of the programme
- an excellent way to develop your research skills or progress to doctoral level study
- prepares you to make a significant future contribution to practice and policy in international education
- will help you to fast track your career; the international education sector increasingly requires master's level qualifications for promoted posts (completing this in 12 months is an efficient way to progress your career)
- you will have access to cutting edge research and international experts in the fields of international education and globalisation.
You can find out more about this programme by viewing a recording of a webinar (
Visit the website
Programme structure
This is a 90 credit programme, that follows a semester-based structure (one 12 credit core unit is provided across the two semesters, while two other 12 credit units are delivered per semester).
- Core Units
You must study all four units in addition to the Dissertation.
- Research Methods in International Education and Globalisation (12 credits) (Taught across Semester one and two)
- Education in an International and Global Context (12 credits) (Semester one)
- Education, Globalisation and Change for International Education and Globalisation (12 credits) (Semester one)
- Learning and Culture (12 credits) (Semester two)
- Dissertation: International Education and Globalisation (30 credits) (March-September)
Optional units:
You must select one of the following units (your choice will depend on your interests in either; leading educational innovation, or, education and development in low and middle income countries).
- Education and International Development (12 credits) (Semester two)
- Leading Educational Innovation in International Education and Globalisation (12 credits) (Semester two)
View Programme & Unit Catalogue (
) for further information.
Learning and teaching
This programme is research-led but is also informed by professional perspectives in international education. Throughout the programme your prior (international) education experience will be valued as a source of evidence.
Learning and teaching takes place through lectures, workshops and seminars blended with on line learning opportunities and group/ individual study. You will become increasingly independent as the year progresses and as you work towards your Dissertation with the support of an expert supervisor.
Methods of assessment
A variety of formative assessment methods will be used throughout the programme to review your progress and support your further learning. You will have opportunities to demonstrate your knowledge, understanding and skills using a range of assessment methods.
The Dissertation unit is assessed by a 15,000 word research report.
Assessment of other units will include:
- formal academic style writing tasks (5,000 words in total)
- tasks in which you communicate your learning via different media (such as webpages and podcasts) and in different styles depending on audience (disseminating to researchers, policymakers and practitioners for examples).
This programme will enable you to make a significant future contribution in the fields of international education and globalisation; we are committed to ensuring that you acquire a range of subject-specific and generic skills (including employability skills).
Our graduates will go on to work in a wide variety of education-related careers, such as:
- teaching or lecturing in international education contexts (such as international colleges and schools, English medium schools, schools in low and middle income countries)
- teacher education posts worldwide
- leadership roles in international education or globalisation
- administration in international education or globalisation
- research in universities or other organisations (government, business, voluntary and international)
- educational policy makers or analysts (at local, national, international levels)
- education roles in charities and NGOs.
About the department
The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.
We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.
Find out more about the department here -
Find out how to apply here -
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Economics - MSS
University of Helsinki
International Master's Degree Programmes
This programme prepares you for a career as an economist in business, financial markets and the public sector. Upon completing the programme you will be awarded the Master of Social Sciences degree, having demonstrated that you have developed many skills needed in your future career.
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This programme prepares you for a career as an economist in business, financial markets and the public sector. Upon completing the programme you will be awarded the Master of Social Sciences degree, having demonstrated that you have developed many skills needed in your future career:
-Profound knowledge of economic theory and familiarity with scientific economic literature.
-The ability to apply economic theory to solving practical problems and interpreting economic phenomena.
-Familiarity with econometric methods and the ability to apply them to practical research problems.
-The ability to collect and interpret empirical data.
-The ability to communicate conclusions and assess the significance of the assumptions made for them.
-Fluency in communicating economic issues to different domestic and international audiences as well as the capability to work independently and in multidisciplinary cooperation.
-Readiness to assess your own professional performance and systematically develop it.
-Knowledge of sources of economic information and the ability to adopt new tools of economic analysis.
The programme comprises two tracks. The Research track is more demanding in that it gives more profound knowledge of economic theory and econometric methods than the General track. This track is particularly suitable if your goal is to pursue a doctoral degree in economics. Profound knowledge of economic theory and methods is also useful in many demanding careers as an economist.
The degree requirements in both tracks correspond to international standards, which will help you when finding employment and pursuing further studies towards a doctoral degree in Finland and globally.
The University of Helsinki will introduce annual tuition fees to foreign-language Master's programmes starting on August 1, 2017 or later. The fee ranges from 13 000-18 000 euros. Citizens of non-EU/EEA countries, who do not have a permanent residence status in the area, are liable to these fees. You can check this FAQ at the Studyinfo website whether or not you are required to pay tuition fees:
Programme Contents
The module of Economic Theory and Econometric Methods, which you will take in the autumn semester of your first year of study, is the foundation of the programme. It covers the central microeconomic and macroeconomic theory as well as basic econometric methods. After completing this module, you can choose from a wide selection of fields of economics to concentrate on. Optional studies consist of additional courses in economics, or other university-level courses. In addition, an internship or a labour market project is included in the degree requirements.
The programme mostly comprises lecture courses. The courses on economic theory and econometric methods consist of lectures and exercise sessions; for the most part they are completed by taking a written examination. Depending on the track, you take 3 to 4 field courses, selected based on your interests so that they form a meaningful whole. Additional field courses in economics can be included in the optional studies. In the field courses, you will be exposed to different teaching methods, such as problem-based learning and other group activities and seminars. Your grades in many field courses will be based on assignments, presentations and term papers in addition to a final examination.
Economics is a quantitative social science discipline, so you are expected to have good basic command of mathematics and statistics. Your skills in these areas will be systematically developed in this programme. Especially if you aim for a career as an economist or for doctoral studies, you are advised to include further methodological courses in your optional studies. In addition to mathematics and statistics, courses in computer science are recommended.
The structure of the programme is comparable to those of the Master's programmes in economics offered by the best international universities. It differs from the Master's programmes of the Finnish business schools in that the demanding courses in economic theory and econometrics comprise a greater proportion, and the goal is above all to prepare you for a career as an economist. The research track corresponds to Master's programmes in quantitative economics offered by some foreign universities. In line with our programme, the research track will prepare you for a career as an economist and for doctoral studies in economics.
Selection of the Major
The programme has two tracks:
-General track
-Research track
You select the track when applying for the programme: your choice will determine the degree requirements. The difference between the tracks is that the Research track aims at providing more profound knowledge of economic theory and econometric methods, whereas the General track emphasises fields and applications of economics, and it is possible to include more optional studies in the degree. The Research track prepares you for doctoral studies in economics, and its degree requirements contain most of the doctoral-level core courses in economic theory and econometrics. Taking these courses as part of the Master's degree helps you to graduate faster from the doctoral programme later. Graduates from the Research track are given precedence for the doctoral programme in economics at the University of Helsinki. The Research track is also recommended if you are interested in taking the more demanding core courses to acquire more profound knowledge of economics even if your goal is not to pursue doctoral studies.
Programme Structure
The programme comprises 120 credits (ECTS, European Credit Transfer System), and it is designed to be completed in two years. The degree requirements consist of the following modules (in the General / Research track):
Advanced studies (at least 90 ECTS / 100 ECTS)
-Economic theory and econometric methods (30 ECTS / 45 ECTS)
-Research skills (10 ECTS)
-Master's thesis (30 ECTS)
-Field courses in economics (at least 20 ECTS / 15 ECTS)
Internship or Labour market project (5 to 15 ECTS)
Optional studies (15 to 25 ECTS / 5 to 15 ECTS)
After completing the unit in economic theory and econometric methods, you select the fields in economics that you want to concentrate on. It is advisable for you to include further advanced field courses in economics or methodological courses in your optional studies. The study unit in research skills prepares you for writing the Master's thesis, and familiarises you with scholarly work in economics, research ethics and reporting research results. In addition, you prepare a research proposal for your thesis. Integrated into the studies, the degree requirements include drawing up a personal study plan, and career planning. An internship period, a labour market project or other studies aimed at developing employment skills are also included (5 to 15 ECTS so that the extent of these studies and the optional studies amount to 30 ECTS in the General track and to 20 ECTS in the Research track).
Career Prospects
The Master's Programme in Economics at the University of Helsinki prepares you for a career as an economist in business and the public sector. Economists are employed in administrative, planning and development duties requiring economic expertise in various national and international organisations. Examples include an analyst career involving risk management, asset pricing and investment strategy, jobs related to analysing the market, production and pricing in companies, assessment and planning of economic policy, and communication. Analytical skills and knowledge of quantitative methods will be of central importance in your work as an economist. In particular, economists find employment in government, financial institutions, central banks, national and international organisations, and business.
The Research track prepares you for particularly demanding careers. It is also an excellent path to doctoral studies in economics. It is advisable to select the field courses and the topic for your Master's thesis in view of your interests and career goals. An internship is a good chance to acquire work experience in your area of interest.
The atmosphere at the Helsinki Centre of Economic Research (HECER) is quite international, consisting of the Discipline of Economics and the departments of economics at Aalto University and the Hanken School of Economics. The staff regularly publish in international journals and collaborate with foreign researchers. There are also several regular research seminars on a number of fields, where mostly foreign visitors present their work. In addition, foreign researchers often pay longer visits to the HECER, and a large proportion of the graduate students come from abroad.
All courses in the programme are taught in English, and a large proportion of Master's theses are written in English. The staff have ample experience at universities abroad, and there are several foreigners among them. Foreign graduate students act as teaching assistants, and exchange students from the universities involved in the HECER regularly take the courses of the programme. You can include study units in foreign languages arranged by the Language Centre in the optional studies.
The degree requirements meet internationally unified standards in economics. The University of Helsinki has a number of agreements with foreign universities that enable you to visit them to gain international experience and take courses offered there. Courses taken at the master's level at universities abroad can replace field courses in economics in the degree requirements, and you can include other university-level courses in your optional studies. The most suitable time for a visit to a foreign university is in the spring semester of your first year of study after completing the core courses in economic theory and econometrics. You can also include an internship abroad as part of your studies.
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Higher Education - MA
University of Surrey
Faculty of Arts and Social Sciences
Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice.
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Our Higher Education MA has been built with practising university teacher in mind. It encourages you to construct your own developmental pathway through a choice of optional modules, allowing you to graduate a more confident university teacher with the skills and knowledge to shape professional practice.
Through online delivery of content, our Higher Education MA offers you the flexibility to create a programme that suits your professional development needs in the field of university teaching, and is offered on a part-time basis over five years.
The programme allows you to construct your own developmental pathway through a choice of optional modules. You will do this by engaging with the explicit pedagogic framework that underpins the programme, emphasising the connections between concepts, theory and practice, teaching and research, disciplinary methods, and teachers and students.
On the programme you will analyse issues relating to your everyday teaching practice, share practice and explore solutions with your fellow participants and tutors.
This programme is studied over three academic years and is part-time via distance learning. It consists of eight taught modules and a dissertation.
On successful completion of the PGDip in Higher Education and a review of a portfolio of work via an accreditation panel, participants may apply to become a Senior Fellow of the Higher Education Academy (subject to accreditation). The following modules are indicative, reflecting the information available at the time of publication. Please note that not all modules described are compulsory and may be subject to teaching availability and/or student demand.
-Teaching in Your Own Discipline
-Researching in Higher Education
-Research Dissertation
-Signature Concepts in Higher Education
-Evaluating Educational Research
-Assessment and Feedback
-From Student Voice to Co-Enquiry
-Peer Observation of Teaching
-Moving into Academic Leadership
-Designing Technology Enhanced Learning
-Exploring Technology Enhanced Learning
-Veterinary Clinical Teaching
-Technical and Professional Skills Teaching in Veterinary Education
-Contribute to the development of participants' theoretically informed understandings, and teach in ways that support epistemological access for a diverse student body
-Respect participants' disciplinary backgrounds, and encourage participants to interrogate the nature of their own disciplines and relate this to ideas presented in the programme
-Promote reflective practice, requiring critical engagement based on evidence and theory with the roles and practices of higher education teaching, rather than having as its goal the teaching of a set of generic skills and techniques
-Disrupt participants' existing beliefs about teaching and learning
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes. The overarching programme learning outcomes are to:
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
Knowledge and understanding
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
Intellectual / cognitive skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Critically assess the role of theory, methodology and evidence in the policy and/or practices of higher education
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
Professional practical skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
Key / transferable skills
-Evaluate the appropriate approaches for applying teaching and learning strategies within various contexts
-Apply theoretically informed understandings to various contexts in higher education
-Justify an investigation of a personally selected higher education issue using appropriate theoretical and/or methodological frameworks
-Evaluate the analytical outcomes of an investigation of a personally selected higher education issue within the context of the higher education literature
-Further details of the programme's pedagogic framework is available by contacting the programme team. The programme is aligned to the requirements of the UK Professional Standards Framework at D3 which relates to Senior Fellowship of the Higher Education Academy.
Initial enquires should be directed to Dr Dawn Morley -
[email protected]
As part of induction to the programme, you will have a discussion with a personal tutor to help you make the appropriate choices for your professional learning journey based on your previous teaching and learning experience in the higher education context and your developmental aspirations.
A personal tutor will work with you to develop a personalised plan to ensure you get the most from the programme by developing your professional knowledge and skills.
As we recognised that you will be working within your own higher education institutions while you study, the programme is offered as part-time registration. It is anticipated that the Diploma would be completed within two years of registration and the Dissertation would normally be completed within an additional year.
You will be registered initially for the MA in Higher Education (180 credits). However, you can choose to step-off at Postgraduate Certificate (60 credits) or the Postgraduate Diploma (120 credits) Level.
You can decide to study for a general MA in Higher Education or a MA in Higher Education with a specialist pathway. Specialist pathways are only available for the MA in Higher Education (not at the award of Diploma).
If you decide, a pathway is right for you, you will need to take 60 credits from the specialist modules and conduct research within the Research Dissertation module on an area relating to the pathway. The following are the three specialist pathways available:
-Academic Leadership
-Technology Enhanced Learning
-Veterinary Education
If you decide to take the Academic Leadership pathway, you will be awarded for example, 'MA in Higher Education (Academic Leadership)'.
Postgraduate Certificate
The postgraduate certificate is built around the compulsory module of 'Teaching in Your Own Discipline'. You will choose three optional modules that help builds your own professional pathway and suits your needs.
Postgraduate Diploma
For the Postgraduate Diploma, based on your personal/professional development plan, you will choose three further modules that fulfil your personal and professional aims and which strengthens your activities, knowledge and professional values in your career.
You will also do the compulsory module of 'Researching in Higher Education', which aims to help you to start thinking about how to investigate and explore issues that intrigues and challenges you in the Higher Education landscape.
For the MA in Higher Education, you will have to conduct a piece of independent research as part of the compulsory Research Dissertation module.
This allows you to investigate an issue that you have personally selected that will contribute to your growing understanding of your professional practice.
We often give our students the opportunity to acquire international experience during their degrees by taking advantage of our exchange agreements with overseas universities.
In addition to the hugely enjoyable and satisfying experience, time spent abroad adds a distinctive element to your CV.
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Clinical Education - MSc/PGDip/PGCert
Brighton & Sussex Medical School
Division of Medical Education, Postgraduate
This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets.
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This course is flexible in that it offers several entry routes, choices for modular study and appropriate academic targets. Those who have already completed either the BSMS Postgraduate Certificate in Medical Education (or equivalent, if APL requested) or the BSMS Postgraduate Certificate in Simulation Studies, may enter at Postgraduate Diploma Level. These participants would then successfully complete a further three 20-credit optional modules to achieve a Postgraduate Diploma in Clinical Education (120 M level credits). Normally these modules would be completed part-time within one academic year.
Participants wishing to progress to Masters level must include Module MDM 10 'Research Methods & Critical Appraisal' in their choice of three. A 16000-word Dissertation (as well as a 3000-word draft paper for publication) in the academic field of clinical education completes the Master of Science degree (180 M level credits). This would normally be completed in a further year, but some students with busy NHS jobs find it can take up to two years to complete.
For those who have not yet taken any 'M Level' postgraduate study in this area, the normal route would be to take at least two of the the 'PG Cert Med Ed' modules in year 1 (MDM 28/140), and then proceed with the PG Diploma/Masters routes in years 2 & 3, as described above.
Key Areas of Study
The overall aim of the course is to promote knowledge of and research into learning, teaching and communication in a clinical context, together with facilitating a reflective awareness of participants' related educational skills and their ongoing development.
-Learning, teaching and communication skills theory & practice in clinical education
-Development of the participant's identity as a teacher and facilitator in educational settings
-Simulation in clinical education
-Feedback & debriefing in educational contexts
-Clinical educational research as an academic discipline and its importance in the praxis of teaching
-Teaching as leadership & facilitation, both face-to-face and through the use of technology enhanced and blended learning
Course Structure
The format of assessment throughout the course is varied: some modules are assessed by more traditional 3,000 word written assignments, centred on a topic relevant to the student's own practice or in-depth analyses of specific case studies or significant educational events. Others feature the development of specific educational tools (e.g. on–line learning or simulation-based assessment), focussing on more practical aspects of clinical education. Students will also develop a personal educational portfolio of about 5,000 words using an appropriate national professional standards framework i.e. Health Education Academy (HEA) or Academy of Medical Educators (AoME).The Dissertation module involves a personal research project and is assessed by a 16,000 word thesis plus a draft paper for submission for publication in an appropriate academic journal.
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education
PLUS (2 of 4) Mandatory (20 credits)
-MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
-MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services and/or Optional (20 credits)
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
-MDM10 Research Methods & Critical Appraisal
PLUS Mandatory (20 credits)
-MDM96 Medical Education Research Dissertation Mandatory (60 credits)
-MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
-MDM140 Pedagogical Practice in Medical Education PLUS Mandatory (20 credits)
-MDM29 Advanced Communication Skills and Strategies in Medical Education Mandatory (20 credits)
PLUS (3 of 5)
-MDM148 Principles and Practice of SimulationAnd/or Optional (20 credits)
-MDM149 Feedback & Debriefing in SimulationAnd/or Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
-MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
-MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
-MDM10 Research Methods & Critical Appraisal Optional (20 credits)
MDM28 Learning and Teaching in Medical Education PLUS Mandatory (20 credits)
MDM140 Pedagogical Practice in Medical Education Mandatory (20 credits)
PLUS (1 of 6)
MDM29 Advanced Communication Skills and Strategies in Medical Education Optional (20 credits)
MDM148 Principles and Practice of Simulation and/or Optional (20 credits)
MDM149 Feedback & Debriefing in Simulation and/or Optional (20 credits)
MDM110 Leadership and Change Management in Clinical Services Optional (20 credits)
MDM162 Technology Enhanced & Blended Learning Optional (20 credits)
MDM10 Research Methods & Critical Appraisal Optional (20 credits)
Career Opportunities
This course provides health professionals with a firm base to underpin their role as medical educators.
Formal credentialing in medical and clinical education is currently being considered seriously at national level in the UK and elsewhere, and the 'Teaching Excellence Framework' (May 2016) for higher education institutions in the UK also means that careers in medical or clinical education are likely to be enhanced via the acquisition of formal qualifications in clinical teaching. This course provides an ideal vehicle for participants to pursue an appropriate level of study for their educational commitments and in this national context, should help them in career development.
Any clinician wishing to take a professional approach to their postgraduate studies in medical or clinical education would be strongly recommended to consider this new course.
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Professional Practice in Higher Education
Bath Spa University
School of Education
The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests.
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The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. All modules are credit rated and lead to the following qualifications:
• MA degree: 180 credits; 120 acquired for the Diploma plus 60 for a Research Project/ Dissertation
• Postgraduate Diploma: 120 credits acquired from any combination of modules
• Postgraduate Certificate: 60 credits acquired from any combination of modules
Students may also take modules that lead to particular awards within the programme:
• Postgraduate Certificate in Professional Learning in Higher Education: 60 credits acquired from a set of three required modules. This qualification is designed primarily for participants who are in their early years of teaching in higher education, though it may also be taken by more experienced staff. Based upon the UK's Professional Standards Framework for Higher Education, the award qualifies teachers for Fellowship of the Higher Education Academy.
• Postgraduate Certificate in Research Degree Supervision and Management: 60 credits acquired from a pair of 30-credit modules. This qualification is designed to meet the needs of teachers who are new to research degree supervision and management, though it may also be taken by experienced staff.
The programme enables participants to plan their course of study according to their own needs and interests. Most modules (subject to availability) can be taken in any order and in any combination, though we would advise new teachers to include the 'Teaching and Learning in Higher Education' module among their initial options. The Master's Project or Dissertation should be taken on completion of the PG Diploma. Tutorials will be available to help participants plan their course of studies.
Modules may be selected to create various levels of part-time study. The minimum enrolment is for one 15-credit module per year. The maximum enrolment is for a full-time 180-credit Master's degree.
• Teaching and Learning in Higher Education (30 credits)*
• Course Design and Assessment (15)*
• Using Learning Technology in Higher Education (15)*
• Research Degree Supervision (30)**
• Research Management (30)**
• Mentoring and Coaching in Higher Education (15)
• Curriculum Models and Curriculum Development in Higher Education (15)
• The Teacher Practitioner (15)
• Teaching and Supporting Academic Writing in Higher Education (15)
• Quality Management in Higher Education (15)
• Linking Teaching and Research (15)
• Sustainability in Higher Education (15)
• Delivering Effective Outcomes and Change through Teams (15)
• Enterprise and Higher Education (15)
• E-learning, Teaching and Assessment (15)
• E-learning: hardware and software (15)
• E-learning with Web 2.0 (15)
• Designing and Conducting a Pedagogical Research Project (15)
• The Role of Information Literacy in Students' Learning and Research (15)
• Teaching and Learning within and beyond the Disciplines (15)
• Marketing Matters in Higher Education (15)
• Employability in Higher Education (15)
• Pedagogical Research Project (30)
• Master's Project or Dissertation (60)
* Modules required for the PGCert, Professional Learning in Higher Education
** Modules required for the PGCert, Research Degree Supervision and Management
Teaching methods and resources
Most modules are delivered through two or three half-day sessions, including mini-lectures, seminars, workshops and presentations, supported where appropriate by online discussions and activities. Sessions are designed to promote the sharing of ideas, expertise and experiences within a professional community of practice, so we will encourage participation and contributions from everyone. One module ('Teaching and Learning in Higher Education', for new teachers) includes some teaching observation sessions, and some modules provide opportunities for peer mentoring. Project and Dissertation modules will be largely delivered by individual supervision, and E-learning modules will be held in ICT training rooms.
Throughout the programme, participants will be supported by individual and small-group tutorials, and will be invited to attend occasional professional development lectures and seminars organised by the Centre for Learning and Teaching Development each year.
Learning resources for the programme will be available through the university's library and information services. Modules have been designed to make the most of the wide range of scholarly material that is now freely available online, and participants will have access to the online resources and learning opportunities afforded by the university's virtual learning environment (Minerva) which will provide links to key resources for each module.
The teaching sessions for some modules will be delivered within a few weeks, some over a period of several months, and some throughout the academic year. Further information about the organisation, dates, times and location of the teaching sessions for each module can be found in the Programme Calendar, available from
[email protected]
Assessment methods
Assessment for all modules is by coursework, based upon the completion of assignments designed to promote understanding, enhancement and/or application of professional practices in higher education. Each module has its own assessment tasks, usually one or two per module. Forms of assessment include work-based activities, action plans, reports, reflective logs, portfolios, presentations, reviews, case studies, business plans, short essays, action-research documents, and (for the Master's degree) a dissertation/research project.
Career Opportunities
The PPHE programme is designed to support the development of all academic and professional staff, teaching, managing or supporting HE students, at a time when evidence of professional development is increasingly expected of all staff, not least for new appointments and promotions. A recognised certificate in teaching in higher education is becoming a requirement for all lecturing positions in the UK, and our certificate enables participants to become more effective and confident HE lecturers. The certificate is recognised by the Higher Education Academy: completion of the 'Teaching and Learning in HE' module (HE7001) leads automatically to Associate Fellowship, and completion of 3 modules (HE7001, 7002 and 7003) leads to Fellowship of the HEA. This means that the CPLHE qualification is recognised by other institutions as a teaching qualification for HE and is equivalent to other HEA-accredited postgraduate certificates in HE.
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Global and International Citizenship Education - MA
University of York
Department of Education
The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education. Globalisation is perhaps the key driving force of modern education systems.
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The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education.
Globalisation is perhaps the key driving force of modern education systems. Schools (and other educational enterprises in universities, businesses and communities) are part of a global network. This programme explores important issues about what it means to be a citizen in a global world - what could and should be done by educators to respond to the needs of individuals and groups in nation states and the new global society. We discuss issues about rights and duties and communities in the UK, Europe and globally and explore learning, teaching and assessment methods in schools and beyond.
This programme will be attractive to all those who have an interest in social studies education. This includes political and ideological education, moral education and education for diversity. This is a broad field that includes global education, comparative education, international education, intercultural understanding and citizenship education. In particular, the programme explores how to help people understand society and develop the skills to take part in it. This includes investigations of European citizenship and global citizenship education and focusing on learning and teaching methods. The programme will be of interest to those who see themselves as current or future teachers, researchers or policy makers. Applications are welcomed from both home and international students. Examples of what our graduates have done include PhD research in Australia; becoming and academic in a university in Japan; being an international student advisor at a university in the USA; working in business and in higher education in China.
Programme Aims
The MA programme aims to:
-Provide advanced-level study of forms of education appropriate for global citizens
-Illuminate the nature of citizenship and global education through insights into comparative education
-Link citizenship and global education to wider issues in society (history, politics and culture) and education via rhetorical and other perspectives
-Develop personal, academic and professional language skills in English
-Develop basic research capabilities in the field of citizenship and global education
Programme Content
Term 1
In term 1 there are 2 compulsory modules:
-Citizenship Education (20 credits)
-Research Methods in Education (20 credits)
And one option module (20 credits) which may be chosen from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Education and Social Justice
-Intercultural Communication in Education
-Motivation in Education
-Teaching and Learning in Schools
Term 2
-Teaching and Learning Citizenship & Global Education (20 credits)
And one option module (20 credits) from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Contemporary Issues in Teaching
-Cross-cultural Perspectives on Language and Discourse
-Qualitative and Quantitative Data Analysis
-Gender, Sexuality and Education
-Higher Education in the 21st Century
Term 3
-Planning and Communicating Research (20 credits, classes spread over Terms 2 and 3)
The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September. Previous studies have included an examination of global education; universities as sites of global citizenship; studying the media.
Our graduates find employment in a wide range of sectors within education and higher education, but also in journalism, information management, human resources and other careers.
Others find employment opportunities in the civil service, NGOs and other international organisations.
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Assessment in Education
University of Glasgow
College of Social Sciences
This online distance learning programme engages critically with major issues in assessment, a highly significant topic for education systems across the world.
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This online distance learning programme engages critically with major issues in assessment, a highly significant topic for education systems across the world. It develops skills of assessment in relation to individual learners, to classrooms and schools and to local, national and international systems.
Why this programme
◾You will reflect on and critique theory, cutting-edge research and current policies and practice in assessment and consider the impact of these on social justice.
◾You will have opportunities to collaborate and network with peers from a variety of work contexts and locations, to support critical reflection, peer and self-assessment and effective use of online distance learning.
◾You will consider how research, policy and practice interact in the development of often contested innovations in educational assessment across the globe.
◾The programme blends theory, research, practice and policy and explores the relationships between assessment and the promotion of social justice.
◾You will be taught by academics who have been employed in the development of national policy in assessment and have experience in the practices of classroom education and a commitment to social justice.
◾Teaching staff have considerable experience in international cooperation: in research in assessment, as consultants to a number of governments and in employment by international organisations.
Programme structure
You will take four core and two optional courses across years 1 and 2. In year 3 you complete a piece of independent research, normally in the form of a dissertation. The programme is fully delivered online utilising innovative technologies within a fully supported and interactive learning environment.
Core courses
◾Assessment for improvement, accountability and social justice
◾Assessment for learning and progression
◾Principles and practice of research
◾Principles and theory of assessment for social justice.
Optional courses
◾Curriculum, assessment and pedagogy: International perspectives
◾Curriculum, assessment and pedagogy: Understanding learners
◾Socially just assessment futures in the school context
◾Theoretical underpinning and practical issues in tests and examinations.
Studying online
The learning and teaching on this programme will be supported by distance online learning, delivered via Moodle, the University's chosen Virtual Learning Environment (VLE). The programme's approach to learning and teaching emphasises the construction and maintenance of an online learning community that is both challenging and supportive. Extensive use is made of electronic resources including e-books, online journals, podcasts and video clips. You will be offered both flexibility and supportive scaffolding via a series of formative learning activities structured around milestone targets for each course.
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Teaching Qualification in Further Education (TQFE) - In-service [PGCert]
University of Stirling
Faculty of Social Sciences
The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education.
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The Teaching Qualification in Further Education (TQFE) is the recognised teaching qualification for individuals who currently work as lecturers in Further Education. It gives you the recognised teaching qualification for the FE sector, allows you to take the course at your own pace and provides opportunities to progress onto further qualifications.
If you are considering a lecturing career in Scottish Further Education, this course provides you with college-based placement experience and a highly relevant and marketable postgraduate qualification.
This course is accredited by the General Teaching Council for Scotland.
Course objectives
The Stirling TQFE programme has been offered for 15 years and is a well respected programme. The programme was commended in June 2012 when reviewed by the GTCs. The Stirling TQFE programme (at both UG and PG levels) integrates a range of pedagogic techniques which aim to encourage students to engage with academic and policy literature and to communicate with their peers as part of a 'professional learning community'. Both face-to-face (on campus or on college based sites) sessions and a variety of online technologies are used to achieve the overall aims of the programme.
The Teaching Qualification in Further Education (TQFE) is designed to meet the needs of the contemporary Scottish Further Education (FE) sector. The content is based on the professional standards for FE staff as laid down by the Scottish Government and is fully accredited by the General Teaching Council for Scotland (GTCS). The course is suitable for:
In-service: Lecturers currently working in Further Education colleges
Individuals who work in other education and training contexts in post-compulsory education
Structure and content
You will complete three of the following modules:
Learner Identity and Diversity - Core module
The broad purpose of the module is that the students, employed as lecturers in Further Education colleges in Scotland (PG), will gain deeper and more critical understanding of their role and practices in the support and guidance of their students and in learning support. To this end the module aims to develop student understanding of the significance of learner identity in engagement in learning, to identify and critically assess the lecturers' role and practices in support and guidance and learning support to particular students and groups, and to research and critically evaluate current institutional and wider practices, policies and research regarding support and guidance and learning support.
Teaching and Assessment - Core module
In this postgraduate module students encounter and critically examine some of the main theories of learning, teaching and assessment. Key to the work is the idea that practice can be informed by reflection, engagement with colleagues, with the practice setting and, importantly, through relating theory to the practice to teaching and assessing learners. This module focuses on the planning and enactment of a research-informed innovation in practice.
Professional Practice - Optional module
The module aims to enable students to critically examine their role as a vocational educator in further education and to identify areas of their practice that could be changed to improve the learning experiences of their students. Students will be encouraged to examine various debates about professionalism within further education and the implications of these debates for their own professional practice. The module will also introduce students to different frameworks of quality enhancement within further education and students will be supported in critically examining how these frameworks can enhance or hinder their professional practice. The final part of the module will focus on different approaches to professional learning with a particular emphasis on networked professional learning communities.
Professional Experiential Learning - Optional module
Those students who successfully complete the module will be expected to be able to undertake a self-directed study of a chosen aspect of their professional context/practice in a scholarly manner informed by appropriate literature. The outcomes from the study will be of benefit to the local institution, TQFE peers and the student themselves. As a consequence of completing this module students will have developed independent thinking skills, the ability to identify and frame in an appropriate way issues within their professional context/practice that are of particular relevance to them and to communicate with peers and tutors clearly and effectively about their study.
Delivery and assessment
The course is taught using a combination of lectures, seminars and materials made available via Succeed, the University of Stirling's chosen online learning environment.
The attendance requirement for most modules is two days per module, with all course materials available online in advance. Pre-service students are required to do additional work both on campus and in their college placement.
Three formal assignments are required (where a student has not been granted any exemptions) each of 3,000 words. Where the first submission is graded as a fail one resubmission attempt is allowed. Where the resubmission is graded as a fail the student must retake the module. The pass mark for postgraduate work is: 50%
A student is permitted a maximum of five assessment attempts (3 module registrations to include assessment only) per module.
In addition to the formal written assignments students are required to be observed teaching on two separate occasions and to complete a written reflective review of the observed lesson. One of the observations may be undertaken by suitably qualified college based staff.
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MSc Humanitarian Programme Management
Grenoble Ecole de Management
Management, Technology and Innovation
IN BIOFORCE. 1) Opening Sessions. Objectives. To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme.
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Modules Contents and Objectives
1) Opening Sessions
Objectives: To introduce the pedagogical objectives and contents to participants. To ensure that the expectations of trainees are coherent with the learning objectives defined for the programme.
Contents: Bioforce presentation. Introduction of the learning programme and objectives.
2) Immersion Internship
Objectives: To facilitate group cohesiveness and participant involvement within the programme.
To make a detailed presentation of the components of the MSc in HPM.
To encourage a joint reflection about humanitarian and development issues.
Show awareness of its own strengths and limitations as a humanitarian programme manager.
Contents: Presentation, preparation and organization of the immersion internships. Discussion and group work on Humanitarian topics.
3) Framework of Humanitarian Aid
Objectives/Learning outcomes: To provide participants with thorough knowledge of the humanitarian sector and issues at stake: stakeholders, systems, coordination mechanisms, legal and ethical framework, Q&A initiatives and applications relating to programme management.
Contents: Humanitarian actors, systems and challenges. International humanitarian law, ethics & principles. Quality & Accountability initiatives, methods & practical tools.
4) Managing People & Organisations
Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage themselves, other people, and organisations involved in humanitarian programmes.
Contents: Strengthening organisational capacity. Change management. Quality & Accountability in people management. Creating & developing trust in diverse teams. HR processes : HR organisation, recruitment, performance management, staff development. How to lead: leadership, management & delegation. Managing team safety and security.
5) Managing Programmes & Projects
Objectives/Learning outcomes: To enable participants to choose and apply appropriate tools to manage all stages of the project cycle in humanitarian contexts.
Contents: Programme Cycle Management (PCM):
- Assessment & analysis
- Planning & implementation
- Monitoring & evaluation
Cross-cutting issues in PCM (participation, targeting...) Quality & Accountability in programme management.
6) Managing Finance & Funding
Objectives/Learning outcomes: To provide participants with the critical skills and confidence required to raise funds for humanitarian programmes, and to manage financial resources accountably.
Contents: Donors & donor strategies. Quality & Accountability in finance management. Budgeting & proposal writing. Funding strategies & opportunities. Key principles & concepts of financial management. Practical aspects of financial management.
7) Training of Trainers for Capacity Building in the Sector
Objectives/Learning outcomes: To provide participants with the appropriate methods & tools to develop, facilitate, monitor & evaluate capacity building activities.
Contents: Designing & implementing training activities.
8) Field Exercise
Objectives/Learning outcomes : Develop, through a field scenario-based exercise, operational capacity and autonomy of the trainees.
Contents : Within an operational framework, students will have to implement capabilities developed during the training period. The exercise is based on 5 days role play scenario. Students are placed in the position of aid actors in a context of humanitarian/emergency intervention. They have to implement several programs in the field on behalf of different NGOs. They operate in a complex emergency context where multiple players are involved.
NB : For the ESC Students it is possible to follow "English track programme" described bellow or to follow a second semester in an English spoken abroad university.
For the other students, they must follow the "English track programme".
1) Advanced Decision Techniques
Objectives/Learning outcomes: Good knowledge of quantitative tools for decision-making.
Contents: This course presents the main quantitative modelling and simulation tools to help in decision-making.
2) Strategy, Innovation and Entrepreneurship
This course focuses on the strategic choices: the decisions that shape the future of an organization. This course will address first the strategic choices that the manager must operate in an entrepreneurship environment (opportunity, business model design), then different options for development and growth patterns (growth internal / external growth, mergers and acquisitions, alliances).
3) Corporate Governance
Objectives/Learning outcomes: At the end of the course, the students:
- will know how to position and use concepts and techniques in finance, accounting, management control and law learnt during the common core subjects in a more global framework of analysis,
- will have learnt the legislation covering corporate governance,
- will be aware of the present developments in practice and the principal discussions concerning corporate governance,
- will be able to establish a diagnosis on the quality of a company's corporate governance.
Contents: It is essential for every manager to understand who determines the objectives of corporations and of other organizations, how they are governed and how their managers are incentivized and monitored. The course covers the following themes: value creation, the legal rules and the practices of company management(remuneration, ethics, social responsibility, governance "codes"), the legal rights and the behaviour of shareholders, the impact of financial markets on governance (shareholders activism, takeovers, LBOs). In addition the students have the opportunity to apply the main concepts and techniques of finance, accounting and management control to the case of a listed company.
4) Geopolitics
Objectives/Learning outcomes: At the end of the course, students will be able to:
- acquire the basics of a geopolitical culture allowing them to develop a reading list for current geopolitical and economic affairs,
- understand the geopolitical conditions for undertaking business in certain emerging and/or risk-laden geopolitical situations.
Contents: The object of this course is to allow students to acquire knowledge about geopolitical and economic affairs in certain zones and emerging and risk-related countries in the world. During the course, the following themes will be covered:
- the globalisation of the economy and its players, notably national States, and international and non-governmental organisations,
- geopolitical and economic analysis of certain countries and zones: Brazil, Russia, China, the Mediterranean and Africa,
- the problems of Afghanistan and Pakistan will also be discussed,
- Europe will be studied through analysis of the different themes mentioned above.
5) Global Marketing and Strategy
Objectives/Learning outcomes : Students will be able to:
- critically analyse and propose well-justified solutions to key Global Marketing Strategy issues.
- develop a Strategic Marketing plan to go global.
Contents: This module takes a decision-making perspective to Marketing Strategy issues, specifically in the global context.
The course will cover:
- Globalization decision and process,
- International market selection,
- International marketing research,
- International market entry strategies and expansion,
- Standardization versus Adaptation of 4 Ps.
6) Leadership and Responsible Management
Objectives/Learning outcomes: At the end of this course, students will:
- understand the organizational and managerial specificities of contemporary organizations,
- know about recent developments in organizational thinking relating to institutional theory, power and politics, routines, and organizational cognition,
- be able to reflect on the specific challenges to leadership and corporate social responsibility in contemporary organizations.
Contents: This course addresses key issues for understanding and managing contemporary organizations. It seeks to move beyond simple managerialist views by integrating recent developments in organizational thinking with the dual challenges of organizational leadership and corporate social responsibility. Topics covered in this course include institutionalized environments, innovation and entrepreneurship, social movements, networks and social capital, power and politics in contemporary organizations, organizational routines and decision making, sense making and cognition in organizations, and organizational change. Each topic will be introduced through case studies alongside theoretical readings, and each of the course sessions will discuss the consequences of these topics for both leadership processes and corporate social responsibility.
The course will be demanding in terms of class preparation, contribution and after-class work, and hopefully rewarding in terms of generating novel insights into contemporary organizational and managerial challenges.
Applied Research Project
During the whole training period, the students, divided into sub-groups of 2-3 students, work on a problematic related a strong issue in the humanitarian and development sector. It is an applied research which leads to a written report in English and its presentation before a jury composed by the tutor and the partner if possible and relevant. This applied research is an integral part of the training programme and it is monitored by a tutor.
The month of December will be specifically dedicated to work on this project.
During the second semester, even if students are abroad, they have to organize themselves to work on this project.
The grade given on this work will be included in the final transcript.
To work as a team during the whole training period to sort out a humanitarian and/or development management issue.
This project will require:
- To write a report in English (20,000 – 25,000 words) which may remain confidential; it is possible to write a summary for the organisation in a foreign language if required. Students have to submit the final report to the tutor 15 days before the oral presentation. The deadline for the oral presentation is mid-november 2014 (15 November 2014);
- To write a case study-based summary;
- To prepare the oral presentation to the jury in English.
Students involved in this applied research are from the MSc in Humanitarian Programme Management delivered by ESC Grenoble and Bioforce.
- A specific humanitarian and/or development management issue is defined.
- A bibliographical research is consolidated.
- Concrete proposals and outlooks are drawn up.
- A critical analysis is provided.
- Relevant recommendations are made.
The definition of the issue has to be validated by both Bioforce and ESC Grenoble. A specific deadline will be communicated by Bioforce.
Rigor in diagnostic, analysis and facts interpretations, as well as recommendations will be required.
This work aims to support organizations in their development and functioning. In this way, we expect students to be creative (while being realist) and to practice benchmarks. This research work is neither an operational mission nor a counseling one. The report presented is not an internship report.
Usually, ESC Grenoble students have to write a "Grand mémoire" during their enrollment. As they already write a specific applied research report, they benefit from an exemption of this "Grand mémoire".
Students from the MSc in HPM have to realize an assignment, after their study period, during 20 weeks at least. The presentation before a jury must be done before the 15th of November 2014.
The aim of this assignment is to reinforce students' autonomy and to further develop their skills as a humanitarian programme manager in the humanitarian and development sector.
Students are to submit to Bioforce assignment terms of reference in order to be validated. As a second step, the ESC Grenoble will give the final validation.
The ESC Grenoble is in charge of all administrative issues regarding the assignment.
The evaluation process for the assignment is the following:
- A written report including :
- a context (region, country, organisation, programme, …) presentation,
- a description and analysis of the objectives and results obtained,
- an analysis of the key challenges faced during the assignment,
- an analysis of the impact of the training period on their professional capacities as a humanitarian programme manager.
- An oral presentation before a jury.
The final mark will be a global mark including the written report and the oral presentation.
Assessment Process
The assessment process includes the following exams:
- An individual written exam for the "Managing people and organizations" module. This exam may consist of theoretical questions, exercises or case study linked with the module's learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the "Managing programmes and projects" module. This exam may consist of theoretical questions, exercises or case study linked with the module's learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
- An individual written exam for the "Managing finance and funding" module. This exam may consist of theoretical questions, exercises or case study linked with the module's learning outcomes. The student has to obtain a minimum of 10 out of 20 to successfully complete the module.
It is a two-stage process:
- For each module, a continuous assessment is managed by a Grenoble Ecole de Management's permanent professor.
- For some modules, an exam is organized.
To be successfully completed, the student has to obtain a minimum of 10 out of 20. Each module's responsible define the share of continuous assessment and exam.
The diploma is delivered to the students:
- Having obtained a minimum of 10 out of 20 to all exams;
- Having produced and supported the presentation of a report demonstrating analysis and synthesis skills.
To participate to the MSc in Humanitarian Programme Management, the prerequisites are the following:
- Master 1 level or Bachelor's degree (four years of higher education after baccalauréat) for applicants justifying at least 1 year of professional experience as a project coordinator, administrator or logistician in international solidarity
- By special dispensation, a L3 (licence) level or Bachelor's degree (three years of higher education after baccalauréat) for applicants justifying an outstanding work experience (more than one year).
- have an English language proficiency level of B2 (according to European language levels - Self Assessment Grid).
- Have a profesional project in programme management (Programme coordinator, Logistics coordinator…)
Please note that these prerequisites provide a base for any validation of the application form. The final decision lies with the Coordinators of the training programme."
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PGDip / MSc in Medical Education
Diploma MSc
Postgraduate Courses
Diploma MSc is an award-winning provider of online medical education for Postgraduate Diploma and Masters courses. We are now pleased to add the Medical Education Postgraduate Diploma and Masters online courses to our growing range.
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Diploma MSc is an award-winning provider of online medical education for Postgraduate Diploma and Masters courses. We are now pleased to add the Medical Education Postgraduate Diploma and Masters online courses to our growing range. Our Medical Education courses are offered in conjunction with our partner, the University of South Wales, who have developed a strong reputation for delivering innovative learning.
Delivered over one year, the online part time distance learning Postgraduate Diploma in Medical Education course is specially developed for busy healthcare professionals who may be expected to teach. The course is worth 120 credits and comprises of 6 modules, each of 6 weeks duration. The course aims to enable graduates to develop a critical knowledge and understanding, and application of medical education.
Our medical education courses will appeal to Doctors, GPs, Healthcare Professionals and those with related undergraduate degrees (e.g. Pharmacists) or equivalent professional qualifications and background experience. Students may apply for the MSc in Medical Education as a two-year course, firstly completing the Postgraduate Diploma (120 credits), followed by the MSc (60 credits).
Postgraduate Diploma in Medical Education
Delivered over one year, the online part time distance learning Postgraduate Diploma in Medical Education course is specially developed for busy healthcare professionals who may be expected to teach. The course is worth 120 credits and comprises of 6 modules, each of 6 weeks duration. The course aims to enable graduates to develop a critical knowledge and understanding, and application of medical education.
On completion of the Medical Education Diploma, you will be able to:
- demonstrate an in-depth knowledge and understanding of specific issues at the forefront of theory and practice in medical education.
- critically evaluate medical education theories and principles to inform educational practice.
- demonstrate awareness of advanced knowledge in educational methods and practice
- display a critical understanding of the intricacies of adult pedagogy.
Course Structure
Our 1 year course consists of 6 modules per year, each of 6 weeks duration.
Module 1 - The practice of medical education
Module 2 - Assessment
Module 3 - Evaluation
Module 4 - Media
Module 5 - Leadership
Module 6 - Curriculum
The course puts assessment at the heart of learning by using clinical scenarios to facilitate problem-solving, critical analysis and evidence-based care. The scenarios act as both the focus for learning and assessment thus embedding assessment within the learning process.
Each of the 6 modules has the same assessment format. Due to the online nature of the course, students are expected to login and participate in the course regularly throughout the module (ideally on a daily basis).
Students use the skills gained during the lectures to engage with the different activities (see below).
Clinical case scenarios with case based discussion - 40%
Individual learning portfolio - 10%
Group/individual activity - 20%
Case based examination - 30%
Teaching Methods
Each module has the same format. Using an online platform and one tutor per 10-15 students, the self-directed distance learning is guided by tutor stimulated discussion based on clinically rich case scenarios. Group projects are undertaken alongside independent projects. Reflective practice is recorded in a reflective portfolio to help students consider how the learning can be translated into everyday work and practice. Teaching starts with 1 day of introductory lectures. Students may attend these lectures in the UK (Glyntaff campus, University of South Wales). The lecture series are delivered by the faculty and tutors, they are a pre-course organiser, giving students the tools required to undertake the online course such as:
Scientific writing.
Levels of evidence.
Harvard referencing.
Reflective writing.
The lectures series give an opportunity to meet face to face with tutors/other students prior to the online course.
MSc Medical Education
The MSc in Medical Education course offers progression from the Postgraduate Diploma for individuals who are interested in developing a critical knowledge and understanding and application of medical education.
Entry to the 1 year MSc in Medical Education will require the successful completion of the Postgraduate Diploma in Medical Education (120 credits) either from the University of South Wales or from another UK University.
The MSc Medical Education course is the only one of its title that is accessible online and is not offered by any other institution.
On completion of the course, you will be able to demonstrate:
- an in-depth knowledge and understanding of specific issues at the forefront of theory and practice in medical education.
- a critical understanding of medical education theories and principles to inform educational practice.
- an advanced knowledge of educational methods and practice.
- a critical understanding of the intricacies of adult pedagogy.
Course Structure
Research Methodologies and Critical Appraisal in Medical Education.
Professional Project: Medical Education.
Teaching Methods
Module 1: Research Methodologies and Critical Appraisal - MSc teaching methods for this module are similar to the PG Diploma course modules, however it is run over 12 weeks.
Module 2: Professional Project - To produce the professional project, students continue to use the online course; however much of the work is self-directed.
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PGCE / PgDip / PgCert / Award in Education and Training
Canterbury Christ Church University
Faculty of Education
This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.
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This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.
You can choose to take an initial Award (20 credits level 4), a Certificate (40 credits level 4) or Diploma course (120 credits level 4&5) or Professional Graduate Certificate in Education (ProfGCE level 6) or any of these courses with a specialism in English or Mathematics or Teaching Learners with Special Needs.
Visit the website:
Course detail
For those interested in a teaching career in further and/or adult and community education and trainers in the public and private sector. You do not have to be in a teaching role to undertake the course. The short course consists of one module of 20 credits at level 4, and you may use this short course as credit should you decide to join the Diploma course at a later stage.
Duration: short course, variable to suit partner colleges but usually three hours per week over one term.
For teachers undertaking a more limited teaching role in any of the further education and skills sector institutions. The short course consists of two x 20 credit modules at level 4 and you may use this short course as credit should you decide to join the Diploma course at a later stage
Duration: short course, variable to suit partner colleges but usually three hours per week over two or three terms.
DIPLOMA/ProfGCE IN EDUCATION AND TRAINING
Designed to meet the needs of teachers in a substantial role in further and/or adult and community education, trainers in the public and private sector as well as those working with 1419 year olds in schools, academies and vocational settings.
The course consists of six modules taken over two years or a one year fast track option is available at one of our partner colleges. Successful completion allows you to apply for Qualified Teacher Learning and Skills (QTLS) status.
Duration: modular over one year fulltime with six hours per week tuition in class or two years parttime usually three hours per week tuition in class; plus self-study time and teaching time.
For teachers of English (ESOL, literacy, functional skills) or maths (numeracy, functional skills) or working with learners with special needs, the Diploma, ProfGCE, Certificate and Award can also be taken as subject specialist qualifications.
To join the pathway qualification in the Certificate or Diploma, you need to have 50% of your teaching in the specific subject specialism. You will attend two modules in a subject specialist group at one of our partner colleges and benefit from working with subject specialists as well as learning about specific pedagogy for your subject.
These teaching qualifications do not automatically confer 'Qualified Teacher Learning and Skills' (QTLS), so you will need to apply for this status post qualification. The process is currently under review so please check the Education and Training Foundation (ETF) website for current guidance.
This is a course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, public or private training organisations.
You will need to be in a paid or voluntary teaching role to undertake all except the initial Award in Education and Training which is for those who wish to get into teaching but currently have little or no teaching.
• Module 1 Introduction to Teaching and Learning
As above, plus:
• Module 2 Planning and Assessing
• Module 3 Applying Theory to Practice
-Diploma and ProfGCE-
As above, plus:
• Module 4 Reflecting on Practice
• Module 5 Curriculum
• Module 6 Professional Practice
You will be given access to a wide range of learning and teaching strategies. Modules may include seminars, lectures and group discussions and projects, with many utilising individual and peer presentation format.
Given that the course is primarily for staff already working in the further education and skills sector, maximum use of student experience and expertise is made, including student led sessions aimed at sharing examples of good practice with colleagues.
Modules include self-directed study activities, investigations and e-based learning.
You will be required to have a minimum of 100 hours teaching for the Diploma/ProfGCE.
For the Diploma/PGCE students are required to undertake eight teaching observations. These provide the opportunity for you to apply your knowledge and understanding, to improve subject specialist teaching and to receive practical advice.
Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.
What can I do next?
If you are appropriately qualified, on successful completion of the Diploma in Education and Training you can apply for a place on the BA (Hons) Education and Professional Training.
How to apply
For information on how to apply, please follow this link:
-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:
-2017/18 Entry Financial Support-
Information on alternative funding sources is available here:
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Education: Education and Training - PGCert
Teesside University
School of Social Sciences, Business & Law
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings.
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This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).
Course details
Demand for places on this course is very high, so we encourage you to submit your application as early as possible.The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists.The part-time award is offered at Darlington College, Hartlepool College of Further Education, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title.
Professional accreditation
This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.
On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).
This course is Ofsted inspected.
What you study
You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.
If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.
All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.
Core modules (all awards)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education
Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy
Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy
Modules offered may vary.
Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.
The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.
Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.
Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.
At the end of the year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend.
You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.
At your teaching practice a placement mentor supports you with orientation with the school/college and beginning your teaching ideas. This mentor also helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.
Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.
Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters' courses at the University.
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Occupational Therapy (Pre-registration) (MSc)
Oxford Brookes University
Department of Sport and Health Sciences
Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs.
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Occupational therapy practice is concerned with enhancing the daily lives of individuals with a very broad range of physical, mental health or social needs. As an occupational therapist you will work with clients to improve function and enable them to fulfil the demands of their daily lives with greater satisfaction. You will work with people of all ages from all walks of life, in hospital, in the community, in their place of employment or in their home, and have the opportunity to work in a very wide variety of professional practice areas.
The fundamental aim of the MSc Occupational Therapy (pre-registration) programme is to enable you to graduate with a master's degree in occupational therapy and be eligible to apply for registration as an occupational therapist with the Health and Care Professions Council (HCPC) in the UK. The Degree does not provide eligibility to practice in any other country although the degree is WFOT recognised.
HCPC approved and COT/WFOT accredited
See the website
Why choose this course?
- Graduates from this programme will be fit for purpose, practice, and award in the UK. We enable you to develop a profound understanding of the potential for occupational therapy to promote the health and wellbeing of the population. Skills acquired will be evidenced based, innovative and give you the capacity to make a significant contribution to the profession, specifically contribute to excellence in client care and the professional knowledge base. On successful completion of the degree and 1000 hours of clinical practice education you will be eligible to apply for registration with the Health and Care Professions Council as a registered Occupational Therapist in the UK.
- Many of our graduates go on to further educational development at PhD/DPhil and professional doctorate level. We are mindful of the anticipated transformation of practice over the next 20 years as well as the changes to demographics and the political innovation resulting in the widening participation agenda. We therefore aim to attract graduate students, who are academically able, demonstrate appropriate values of self-determination, motivation and critical awareness of learning needs and show potential for leading leadership, innovation and research.
- Based in Oxford, the environment for learning is rich with diversity, culture, specialist health and social care resources, academic resources as well as close commuting links to London.
- Our programme is staffed by occupational therapists expert in diverse clinical specialities, and supported by occupational therapy practice educators from all areas of mainstream and specialist practice. Our lecturers are experienced in their specialist practice areas and have reputations for excellence with established links with colleagues, organisations and institutions at national and international level.
- This course benefits from shared and inter-professional education opportunities, in addition to profession specific ones, to develop the professional qualities and attributes for current and future health and social care practice.
- Our ongoing investment in a new technology infrastructure is enabling the teaching team to exploit successful technology-enriched learning throughout the programme. We have a large and dedicated building in Oxford (Marston Road) equipped with state-of-the-art classroom and clinical skills and communication suites and resources. We run a weekly Hand Therapy clinic and a monthly Community Occupational Therapy Assessment Clinic for the public. Students are invited to observe other qualified OT's working in these clinics.
- We have a strong research profile, with experienced researchers working in established areas of cancer care, children and families, drug and alcohol, physical rehabilitation and enablement, inter-professional education and collaborative practice.
- Established in 1938, we are the oldest School of Occupational Therapy in England, and have one of the best occupational therapy library collections in the country.
- We have an excellent track record of high levels of student satisfaction, low student attrition rates and high employability.
Teaching and learning
MSc in Occupational Therapy is taught alongside the well-established and highly-regarded BSc (Hons) Occupational Therapy.
Pre-registration Masters students will be taught alongside the undergraduate students in all occupational therapy specific modules. These will be identified with different module numbers and names to those of the undergraduate programme. This dual level teaching in classroom will provide you with the opportunity to learn the core skills and specific attributes of occupational therapy alongside the BSc (Hons) Occupational Therapy students.
However, the pre-registration Masters students are provided with an enhanced level 7 learning experience with module specific tutorials to explore a more critical and evidence based approach to the subject matter and thus develop professional competence in academic, research and digital literacy, critical thinking and personal self-awareness.
Our approach will require you to actively engage in these Masters level tutorials and become self-directed, innovative, creative and critical learners. Teaching will assist you to construct knowledge through the analysis, synthesis and conceptualisation of your learning experiences, thus developing a lifelong approach to learning. This supports employability in a marketplace that demands adaptability, continuous development and leadership.
You will have the opportunity for face-to-face and virtual learning activities. Our inter-professional module is taken alongside other health and social care pre-registration master's level students, enabling you to prepare for the interdisciplinary work you will encounter in the health and social care environment.
Working at master's level, you will focus on developing your knowledge in occupational therapy, which is evidence-based and strongly underpinned by research.
This master's degree will:
- Enable you to be a reflective, proactive, innovative and adaptable occupational therapy practitioner, with the ability to critique research and evaluate the effectiveness of evidence in a wide variety of practice settings.
- Develop a critical understanding of the theory of occupation and teach you to challenge existing models and approaches used in occupational therapy from an informed perspective.
- Provide opportunities to develop your ability to work both independently and as part of a team in the context of social, technological, administrative and policy changes.
How this course helps you develop
This course is mapped against the University's postgraduate attributes so that all occupational therapy graduates are equipped with the skills of academic literacy, digital and information literacy, global citizenship, research literacy, critical self awareness and personal literacy. These attributes are in addition to the NHS core values of respect and dignity, commitment to quality of care, compassion, and aspiring to improve the lives of others where everyone counts and we work together for patients.
The majority of graduates from the occupational therapy degrees work as qualified and registered occupational therapists, but there are increasing opportunities to work in non-specified professional roles in mental health and community settings. There are also increasing numbers of employment roles that are not explicitly described or advertised as an 'occupational therapist' but match the skills specification of an occupational therapist. This is due to the changing nature of health and social care practice and the new and emerging roles and opportunities for occupational therapy.
Free language courses for students - the Open Module
Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.
Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.
Research highlights
The Centre for Rehabilitation within the Department of Sport and Health Sciences has strong leadership in the director, Professor Helen Dawes. The Centre brings together research, education and care. It is underpinned by a strong, well-published research group, the Movement Science Group, along with clinical expertise, rehabilitation, knowledge and care of adults and children with neurological conditions. Within the Centre, staff, students and alumni across the Faculty of Health and Life Sciences are engaged in a number of research projects.
Examples of ongoing research projects within the faculty:
- Driving rehabilitation - cognitive mechanisms of driving and performance implications for clinical populations
- Fatigue management – Central and peripheral fatigue and mechanisms in clinical populations
- Dual task control in Stroke - influence on community mobility
- Efficacy of Intensive motor learning programmes – Themed (Magic) camps for children with hemiplegia
- Arts in Health Research – collaboration with Breathe Arts Health Research with research opportunities across many arts related activities
- Virtual Reality (VR) technologies – development and implementation of VR technologies in rehabilitation
- Early identification of motor and sensory processing impairments in children
- Sensory processing disorders and impact on function and behaviour in children with autism
- Measurement and monitoring of rehabilitation participation- Traumatic Brain Injury (TBI), Systematic Review of Vocational Rehabilitation for people with TBI
- Therapy for hand writing in people with Parkinson's disease (PD)
- Monitoring movement in people with neurological conditions – mechanisms and impact e.g. head drop in Parkinson Disorder
- Physical activity impact on sleep, behaviour cognition, health and wellbeing in children with neurodisability
- Falls in people with learning disabilities – an understanding of the impact of anxiety
- A Functional Electrical Stimulation Plantar flexion System for Bone Health Maintenance in Spinal Cord Injury Patients
- Professional development Perspectives of Occupational Therapists working in the NHS and concepts of Occupational Balance, Cultural perspectives and attitude change in professional identity acquisition.
Research areas and clusters
Our staff are involved in research both independently and collaboratively.
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