- Teacher: Brid Andrews
- Teacher: Rafe Clayton
Search results: 905
This module will give you an introduction to the study and practice of feature film storytelling. You will learn how to use appropriate dramatic narrative strategies to create original dramatic work. You will research your subject material and write extracts of a feature film.
- Teacher: Cathy Crabb
- Teacher: Alison Down
- Teacher: Liza Ryan-Carter
- Teacher: Tony Sabanskis
- Teacher: Laura Taylor
This module is designed to provide you with the knowledge and skills needed to develop and create longer short-form drama. There will be a primary focus on the creation of a story for drama genres as well as reference to documentary where appropriate. You will learn more about the skills of writing for short-form media as you explore historical dramatic principles to storytelling for the screen – from Aristotle’s theories to Transmedia. You will learn about creative approaches to research, narrative, story and character development. Idea generation sessions, writing exercises and regular workshopping will be used to enable you to improve and apply these skills to your own writing practice. You will develop your abilities to understand the principles of story for screen within a historical and international context. Throughout the module, you will be challenged to think about common themes within the stories you are telling and consider and understand the audiences you are writing for. Work for this module may potentially be developed in production modules. The Graduate Attributes developed in this module are Adaptable and Life Long Learner.
- Teacher: Brid Andrews
- Teacher: Laurence Davey
- Teacher: Amanda Graham
- Teacher: Liza Ryan-Carter
- Teacher: Tony Sabanskis
- Teacher: Laura Taylor
This module develops and consolidates your ability to undertake a major research project. It explains the various approaches taken, indicating the epistemological differences between positivist and interpretive traditions. The two main approaches, quantitative and qualitative, will be explicated, exemplifying how data are collected and analysed within each of these areas, looking at the different conceptual frameworks and tools available, including software packages. Attention will also be paid to ensuring that research is ethical; that students are aware of disciplines’ codes of practice, ensuring, especially, that human participants are treated properly, that no unfair means are used, and that environmental and cultural issues are considered. Research skills will include: how to manage your project in terms of time, workload, and record-keeping; how to undertake an effective literature search including the use of digital resources; and, lastly, how to communicate your work effectively. However, to give this module more salience, each Cluster will develop these research skills within the context of its particular subject areas, emphasising cultural, historical, theoretical, conceptual and practical elements as necessary.
- Teacher: Brid Andrews
- Teacher: Laurence Davey
- Teacher: Neil Dougan
- Teacher: Liza Ryan-Carter
This module develops and consolidates your ability to undertake a major research project. It explains the various approaches taken, indicating the epistemological differences between positivist and interpretive traditions. The two main approaches, quantitative and qualitative, will be explicated, exemplifying how data are collected and analysed within each of these areas, looking at the different conceptual frameworks and tools available, including software packages. Attention will also be paid to ensuring that research is ethical; that students are aware of disciplines’ codes of practice, ensuring, especially, that human participants are treated properly, that no unfair means are used, and that environmental and cultural issues are considered. Research skills will include: how to manage your project in terms of time, workload, and record-keeping; how to undertake an effective literature search including the use of digital resources; and, lastly, how to communicate your work effectively. However, to give this module more salience, each Cluster will develop these research skills within the context of its particular subject areas, emphasising cultural, historical, theoretical, conceptual and practical elements as necessary.
- Teacher: Brid Andrews
- Teacher: Joshua david Barber
- Teacher: Laurence Davey
- Teacher: Liza Ryan-Carter
- Teacher: Laura Taylor
Major Project is the culmination of everything you have learned throughout your course. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement, it will be exhibited as part of your degree show and form the basis of a portfolio for you to use to gain employment.
Major Project is a double module, and therefore a MAJOR BODY OF WORK. This must be evident in your submission and presentation. You can choose to work in more or less any format you like, in more or less any role within a production. Projects can include film/video production, music/audio, writing for the screen/radio, a multiplatform or online project, or a critical work but whatever you decide, it needs to be agreed with the module lecturers, and stated in your learning contract. You can work individually, or as part of a group, and you can choose to direct or produce, or take a crew role. Whatever you choose to do, you need to be aware that this is an ongoing and in-depth body of practical work – you will be expected to produce original, creative work and identify how that work is critically underpinned.
Throughout the process, you should document your research and working process in a journal, which will form the basis of an illustrated critical presentation at the end of the semester.
- Teacher: Rafe Clayton
- Teacher: Neil Dougan
- Teacher: Alison Down
- Teacher: Jason Lowe
- Teacher: Liza Ryan-Carter
- Teacher: Tony Sabanskis
- Teacher: Sharleigh Wood
Major Project is the culmination of everything you have learned throughout your course. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement, it will be exhibited as part of your degree show and form the basis of a portfolio for you to use to gain employment.
Major Project is a double module, and therefore a MAJOR BODY OF WORK. This must be evident in your submission and presentation. You can choose to work in more or less any format you like, in more or less any role within a production. Projects can include film/video production, music/audio, writing for the screen/radio, a multiplatform or online project, or a critical work but whatever you decide, it needs to be agreed with the module lecturers, and stated in your learning contract. You can work individually, or as part of a group, and you can choose to direct or produce, or take a crew role. Whatever you choose to do, you need to be aware that this is an ongoing and in-depth body of practical work – you will be expected to produce original, creative work and identify how that work is critically underpinned.
Throughout the process, you should document your research and working process in a journal, which will form the basis of an illustrated critical presentation at the end of the semester.
- Teacher: Cathy Crabb
- Teacher: Neil Dougan
- Teacher: Jason Lowe
- Teacher: Mark Robison
- Teacher: Liza Ryan-Carter
- Teacher: Tony Sabanskis
- Teacher: Brid Andrews
- Teacher: Laurence Davey
- Teacher: Hannah Pearson
- Teacher: Laura Taylor
- Teacher: Brid Andrews
- Teacher: Laurence Davey
- Teacher: Lesley Harbidge
- Teacher: Laura Taylor
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- Teacher: Brid Andrews
- Teacher: Laurence Davey
- Teacher: Neil Dougan
- Teacher: Margaret Dwyer
- Teacher: Lesley Harbidge
- Teacher: Jason Lowe
- Teacher: Mark Robison
- Teacher: Tony Sabanskis
- Teacher: Stephen Southern
This moodle place is the repository for events, activities and outputs from the 2023-24 Academic Year STACK-UP Programme.
Recordings of speaker / employer events will be uploaded together with forums to enable student and staff interaction with those employers who have taken part. This will also form a channel of communication and opportunity between student and employer communities for GMBS.
In addition the pages will be used to share results of our ongoing research into student, staff and employer views about Employability and what makes graduates employable (in particular graduates from GMBS).
Please feel free to browse the site and add your thoughts via the various touch points and forums available throughout.
Martin McAreavey
Martin McAreavey BSc MBA (Dunelm) PGCE FHEA
Senior Lecturer in Business and Management
Y4-08 Greater Manchester Business School
Great Moor Street
Bolton
BL1 1SW
+44 1204 903022
- Teacher: Martin McAreavey
- Teacher: Jonathan Kelly
- Teacher: Mamadou Ndiaye
- Teacher: Felicia Li Chin Ong
- Teacher: Mohammad Sanami
- Teacher: Li Wang
- Teacher: Brian Williamson
- Teacher: Yang Zhang
- Teacher: Erping Zhou
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- Teacher: Md Ismil Hossain
- Teacher: Jonathan Kelly
- Teacher: Mamadou Ndiaye
- Teacher: Felicia Li Chin Ong
- Teacher: Li Wang
- Teacher: Yang Zhang
- Teacher: Erping Zhou
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- Teacher: Raed Abd-Alhameed
- Teacher: James Gu
- Teacher: Md Ismil Hossain
- Teacher: Mamadou Ndiaye
- Teacher: Dolapo Olomide
- Teacher: Felicia Li Chin Ong
- Teacher: Ali Raza
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- Teacher: Raed al-Ahmad
- Teacher: James Gu
- Teacher: Md Ismil Hossain
- Teacher: Mamadou Ndiaye
- Teacher: Dolapo Olomide
- Teacher: Felicia Li Chin Ong
The project is an investigation and report into a problem, theory or system in automotive or motorsport engineering. A hypothesis will be clearly defined at the outset, possibly in conjunction with an industrial partner or other commercial organisation. Key features of a successful project include: a hypothesis in the field of automotive or motorsport engineering; a statement of supporting objectives; background research; a programme of practical investigative work; and a report that analyses the results of the investigation to draw clear conclusions and recommend action or further work. This module provides the opportunity for you to demonstrate your understanding of topics covered previously and concurrently elsewhere in the programme. This module develops the following graduate attributes: Self awareness and resilience.
- Teacher: John Calderbank
- Teacher: Stuart Donohoe
- Teacher: Robert Higham
- Teacher: James Kitson
- Teacher: Paul Louhisalo
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- Teacher: Atinuke Dawodu
- Teacher: Laura O'Brien
- Teacher: Linzi Robertson
- Teacher: Ana-Cristina Tuluceanu
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- Teacher: Amanda Costello
- Teacher: Nurun Nahar
- Teacher: Iain Stalker
- Teacher: Sarah Telfer
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- Teacher: Kevin Burke
- Teacher: Duncan Cross
- Teacher: Emma Gibson
- Teacher: Debra Jones
- Teacher: Nurun Nahar
- Teacher: Abu thahir Paincottil
- Teacher: Iain Stalker
- Teacher: Simon Wiggins