- Teacher: Claire Aindow
- Teacher: Amy Ang
- Teacher: Yusuf Giga
- Teacher: Jyoti Mishra
- Teacher: Zahra Salimi
- Teacher: Mathew Shafaghi
- Teacher: Satya Shah
- Teacher: Easton Simenti-Phiri
- Teacher: Indra Thangavelu
- Teacher: Sa Thin Wetsandornphong
Search results: 905
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- Teacher: Amy Ang
- Teacher: Lisia Chung
- Teacher: Yusuf Giga
- Teacher: Jyoti Mishra
- Teacher: Zahra Salimi
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Claire Aindow
- Teacher: Amy Ang
- Teacher: Edward Ang
- Teacher: Lisia Chung
- Teacher: Yusuf Giga
- Teacher: Owen Jones
- Teacher: Owen Jones
- Teacher: Jyoti Mishra
- Teacher: Yu Oo
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Satya Shah
- Teacher: Jessica Storey
- Teacher: Andrew Thorn
- Teacher: Sa Thin Wetsandornphong
This module will introduce you to the professional context of art and design, practitioner skills, study and academic skills, oral presentations, and information and communication technology (ICT).
It will give you skills and knowledge, which you can apply, and further develop, during the rest of your programme. You will learn about the historical development, careers in art and design and the work of creative practitioners as well as essential practical skills and knowledge of areas such as drawing and sketching, the creative use of colour, sketchbook development, and reflecting on and evaluating your work. Furthermore, you will be introduced to the research process and research skills, and will develop essential study and academic skills to help you be able to manage your assignment work. You will learn how to prepare, plan and give oral presentations and to communicate your ideas effectively. You will be introduced to relevant software applications and essential ICT skills.
- Teacher: Liam Ainscough
- Teacher: Alan Buckingham
- Teacher: Rachel Dawson
- Teacher: Steph Shipley
- Teacher: Rebecca Sitar
- Teacher: Penny Williams
- Teacher: Samantha Williams
There will be an introduction to several of the following areas: sculpture, craft, product, model making, scale, still life drawing, packaging, surface design, photography, graphic product, animation, and environment / public art. The introductions will include demonstrations of relevant processes to help support your development of your portfolio. The portfolio of work will show a progressive process though the use of research, selected precedent, creative experimentation and self evaluation. You will explore concepts through research, sampling techniques and the use of materials towards the construction of 3D outcomes in response to briefs. This module will assist you in making informed career decisions as you progress through your programme.
- Teacher: Katie Bamford
- Teacher: Rachel Dawson
- Teacher: Ged Young
There will be an introduction to several of the following areas: sculpture, craft, product, model making, scale, still life drawing, packaging, surface design, photography, graphic product, animation, and environment / public art. The introductions will include demonstrations of relevant processes to help support your development of your portfolio. The portfolio of work will show a progressive process though the use of research, selected precedent, creative experimentation and self evaluation. You will explore concepts through research, sampling techniques and the use of materials towards the construction of 3D outcomes in response to briefs. This module will assist you in making informed career decisions as you progress through your programme.
- Teacher: Liam Ainscough
- Teacher: Rachel Dawson
- Teacher: Ged Young
Building on the knowledge gained, you will explore and develop technical skills within a more focused context with greater emphasis upon research, experimentation, analysis and evaluation within two specialist areas of Art and Design and/or Media. Workshops at this stage will develop your own personal methodology enabling you to work with an increased level of creativity and independence. The evolution of a portfolio of artwork and written proposal is an essential feature of this stage. This module also serves as a precursor to your final project and will provide you with an opportunity to enter a more personal interrogation and diagnosis to identify ambitions within a specific field. In doing so, you will begin to develop the requisite professional skills necessary for progression within your chosen specialist practice. Graduate Attributes: Collaborative, Lifelong Learning.
- Teacher: Liam Ainscough
- Teacher: Rachel Dawson
- Teacher: David Digby
- Teacher: Oliver East
- Teacher: Tony Sabanskis
- Teacher: Steph Shipley
- Teacher: Penny Williams
Building on the knowledge gained, you will explore and develop technical skills within a more focused context with greater emphasis upon research, experimentation, analysis and evaluation within two specialist areas of Art and Design and/or Media. Workshops at this stage will develop your own personal methodology enabling you to work with an increased level of creativity and independence. The evolution of a portfolio of artwork and written proposal is an essential feature of this stage. This module also serves as a precursor to your final project and will provide you with an opportunity to enter a more personal interrogation and diagnosis to identify ambitions within a specific field. In doing so, you will begin to develop the requisite professional skills necessary for progression within your chosen specialist practice. Graduate Attributes: Collaborative, Lifelong Learning.
- Teacher: Liam Ainscough
- Teacher: Rachel Dawson
- Teacher: Ryan Hamer
Building on the knowledge gained, you will explore and develop technical skills within a more focused context with greater emphasis upon research, experimentation, analysis and evaluation within two specialist areas of Art and Design and/or Media. Workshops at this stage will develop your own personal methodology enabling you to work with an increased level of creativity and independence. The evolution of a portfolio of artwork and written proposal is an essential feature of this stage. This module also serves as a precursor to your final project and will provide you with an opportunity to enter a more personal interrogation and diagnosis to identify ambitions within a specific field. In doing so, you will begin to develop the requisite professional skills necessary for progression within your chosen specialist practice. Graduate Attributes: Collaborative, Lifelong Learning.
- Teacher: Liam Ainscough
- Teacher: Rachel Dawson
- Teacher: David Digby
- Teacher: Ryan Hamer
- Teacher: Jack Newbert
- Teacher: Steph Shipley
Building on the knowledge gained, you will explore and develop technical skills within a more focused context with greater emphasis upon research, experimentation, analysis and evaluation within two specialist areas of Art and Design and/or Media. Workshops at this stage will develop your own personal methodology enabling you to work with an increased level of creativity and independence. The evolution of a portfolio of artwork and written proposal is an essential feature of this stage. This module also serves as a precursor to your final project and will provide you with an opportunity to enter a more personal interrogation and diagnosis to identify ambitions within a specific field. In doing so, you will begin to develop the requisite professional skills necessary for progression within your chosen specialist practice. Graduate Attributes: Collaborative, Lifelong Learning.
Thursday the 27th and 28th of January zoom details
Meeting ID: 706 272 3885
Passcode: 944755
- Teacher: Rachel Dawson
- Teacher: Jack Newbert
This course will give you a brief insight into the history of animation and illustration and some of the theoretical issues surrounding it. You will also learn some academic skills which will help you to research and write academic essays.
- Teacher: Samantha Williams
This module will develop your knowledge and understanding of some of the critical debates and issues relevant to contemporary practice. It will provide an opportunity for you to explore wider concepts that are applicable to your subject specialism. Through a series of lectures and seminars you will explore some of the meanings, functions and intentions of practice within a dynamic set of theoretical considerations concerning the past, present and future. Research and study skills are an integral part of the module and blended learning forms part of the learning and teaching process, for example electronic checking of written work and participating in online discussions and research. This module emphasises the relevance of conceptual thinking as applied to practice.
- Teacher: Samantha Williams
This module will develop your knowledge and understanding of some of the critical debates and issues relevant to contemporary practice. It will provide an exciting opportunity for you to explore wider concepts that are applicable to your subject specialism. Through a series of lectures and seminars you will explore some of the meanings, functions and intentions of practice within a dynamic set of theoretical considerations concerning the past, present and future. Research and study skills are an integral part of the module and blended learning forms part of the learning and teaching process, for example electronic checking of written work and participating in online discussions and research. This module emphasises the relevance of conceptual thinking as applied to practice.
Indicative Content:
Topics that address past, present and future theoretical issues of art and design practice will form the basis of this module.
The module will look at the links between and across fields of practice, as well as to cultural and ethical debates on relevant issues. There will be core themes for example - globalism, sustainability and ethical practices
Research and study skills such as: the use of secondary and primary research sources; analysis and critical thinking; how to write a research proposal; effective use of electronic sources, will facilitate successful completion of the written assignments.
- Teacher: Leanne Lewis
In this module you will develop your knowledge and understanding of some of the critical debates and issues relevant to contemporary practice. It will provide an exciting opportunity for you to explore wider concepts that are applicable to your subject specialism and build on the understanding gained in the HE4 contextual module. The themes explored are also applicable to professional practice modules in respect of the role of the animator/ illustrator. This module will also feed in to the HE6 contextual module.
Through a series of lectures and seminars you will explore some of the meanings, functions and intentions of practice within a dynamic set of theoretical considerations concerning the past, present and future. Research and study skills are an integral part of the module and blended learning forms part of the learning and teaching process, for example electronic checking of written work and participating in online discussions and research. This module emphasises the relevance of conceptual thinking as applied to practice and the themes and theories explored in the module should be applied to the practical modules.
- Teacher: Samantha Williams
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables students to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team.
The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic. Research and study skills will include: how to manage your project (time, workload and record keeping), how to undertake effective literature searches including the use of digital sources, and lastly, effective communication through a written extended assignment (including critical evaluation). These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
- Teacher: David Gledhill
- Teacher: Johanna Hallsten
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self-reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year. It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form, which is attached at the back of this Guide and available on Moodle for downloading. You may have completed this in the latter part of 2nd year (HE5) and had a topic approved, If you have neither of these then a short proposal form must be completed at this point. See the form at the back of this Module Guide. For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important.
Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Leanne Lewis
- Teacher: Faye Power
- Teacher: Tom Sutton
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self-reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year. It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form, which is attached at the back of this Guide and available on Moodle for downloading. You may have completed this in the latter part of 2nd year (HE5) and had a topic approved, If you have neither of these then a short proposal form must be completed at this point. See the form at the back of this Module Guide. For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important.
Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Oliver East
- Teacher: Ben Thompson
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- Teacher: Carol Allison
- Teacher: Anthony Roocroft
- Teacher: Samantha Williams
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self-reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year. It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form, which is attached at the back of this Guide and available on Moodle for downloading. You may have completed this in the latter part of 2nd year (HE5) and had a topic approved, If you have neither of these then a short proposal form must be completed at this point. See the form at the back of this Module Guide. For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important.
Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Leanne Lewis
- Teacher: Faye Power
- Teacher: Tom Sutton
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self-reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year. It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form, which is attached at the back of this Guide and available on Moodle for downloading. You may have completed this in the latter part of 2nd year (HE5) and had a topic approved, If you have neither of these then a short proposal form must be completed at this point. See the form at the back of this Module Guide. For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important.
Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Oliver East
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables student's to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team. The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic.
Research and study skills will include:
How to manage your project (time, workload and record keeping);
How to undertake effective literature searches including the use of digital sources; and lastly, How to effectively communication through a written extended assignment (including critical evaluation ).
These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self- reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year.
It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form and presentation, which you will deliver at the start of the module.
You may have completed this in the latter part of 2nd year (HE5) and had a topic approved. A short proposal form must be completed at this point, please download the form on Moodle.
For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important. Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Leanne Lewis
This research and writing module offers the opportunity to concentrate on an area or areas of creative practice from a critical, historical and theoretical perspective. You will engage in a focused inquiry, working on questions arising from the practices of other creative practitioners and writers. In this way the research journey and the extended assignment underpin other modules at this level.
This module will enable you to develop skills in research and writing alongside critical awareness of a range of creative practices. This is achieved by extending your knowledge of primary and secondary research methodologies, the adoption of appropriate styles of academic writing, and use of consistent referencing and presentation skills. The assignment will show the necessary critical and contextual awareness of HE6 academic studies. This module encourages a high degree of self-motivation and autonomy. The written work prepared for the assignment will require self-reflection, critique, time/project management and academic rigor.
The schedule will provide a structure to support your proposal, research process, writing and the final written presentation. With tutorial support, this is a module structured to support the process of undertaking significant empirical, textual and written research, with the aim of developing contextual and conceptual awareness of the practices of others. This module underpins and strengthens the skills, knowledge and understanding acquired in previous modules in first and second year. It represents an opportunity to synthesise theory and practice through a self-initiated research project of an appropriate standard for this level.
Based on a student-initiated topic in negotiation with your tutor, this module commences with a proposal form, which is attached at the back of this Guide and available on Moodle for downloading. You may have completed this in the latter part of 2nd year (HE5) and had a topic approved, If you have neither of these then a short proposal form must be completed at this point. See the form at the back of this Module Guide. For contemporary practitioners, understanding the complexities of visual language and having an authoritative voice is important.
Being able to respond to contemporary issues and communicate effectively helps define and strengthen your practice and confidence. In consultation with your tutor, you will utilise your proposal for research that will culminate in an extended written project of 4,000 to 6,000 words (including quotations).
- Teacher: Oliver East
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables students to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team. (The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic.
Research and study skills will include - how to manage your project (time, workload and record keeping) ; how to undertake effective literature searches including the use of digital sources; and lastly, effective communication through a written extended assignment (including critical evaluation). These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
- Teacher: Nicola Shaw
- Teacher: Samantha Williams
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables students to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team.
The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic. Research and study skills will include: how to manage your project (time, workload and record keeping), how to undertake effective literature searches including the use of digital sources, and lastly, effective communication through a written extended assignment (including critical evaluation). These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
- Teacher: David Gledhill
- Teacher: Nicola Shaw
- Teacher: Rebecca Sitar
- Teacher: Ged Young
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables students to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team. (The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic.
Research and study skills will include - how to manage your project (time, workload and record keeping) ; how to undertake effective literature searches including the use of digital sources; and lastly, effective communication through a written extended assignment (including critical evaluation). These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
- Teacher: Jonathan Moss
- Teacher: Jack Newbert
- Teacher: Samantha Williams
This module develops and consolidates a student's ability to undertake a major research and writing project. It enables students to carry out an extended body of research on an agreed topic of their choice (appropriate to critical and contextual inquiry) relevant to Art and Practice, in conjunction with the supervisory team. (The module will focus on the various approaches to research and the two main approaches of qualitative and quantitative will be explicated. Attention will be paid to ethical research practices and that students are aware of codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic.
Research and study skills will include - how to manage your project (time, workload and record keeping) ; how to undertake effective literature searches including the use of digital sources; and lastly, effective communication through a written extended assignment (including critical evaluation). These skills will be developed within the context of the subject area resulting in critical inquiry of a text/image format, for example an extended essay or extended report. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary.
- Teacher: Carol Allison
- Teacher: Andrew Fox
- Teacher: Samantha Williams
The Major Project module is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree, integrating your ongoing personal research with the development of a body of practical work appropriate to your discipline. The final body of work should demonstrate your originality of ideas, independence of study, innovative use of materials and media and an appropriate, coherent, personal understanding of practice, underpinned by sound investigative research practice which fully contextualises the area you are planning to investigate. The final outcomes will be based on your proposal which will be developed and agreed upon in conjunction with your tutor/s.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Sam Johnson
- Teacher: Faye Power
- Teacher: Tom Sutton
The Major Project module is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree, integrating your ongoing personal research with the development of a body of practical work appropriate to your discipline. The final body of work should demonstrate your originality of ideas, independence of study, innovative use of materials and media and an appropriate, coherent, personal understanding of practice, underpinned by sound investigative research practice which fully contextualises the area you are planning to investigate. The final outcomes will be based on your proposal which will be developed and agreed upon in conjunction with your tutor/s.
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Mark Parker
- Teacher: Faye Power
- Teacher: Tom Sutton
The Major Project module is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree, integrating your ongoing personal research with the development of a body of practical work appropriate to your discipline. The final body of work should demonstrate your originality of ideas, independence of study, innovative use of materials and media and an appropriate, coherent, personal understanding of practice, underpinned by sound investigative research practice which fully contextualises the area you are planning to investigate. The final outcomes will be based on your proposal which will be developed and agreed upon in conjunction with your tutor/s.
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Tom Sutton
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- Teacher: Ayesha Adeel
- Teacher: Loveena Arickswamy
- Teacher: Asma Begum
- Teacher: Gemma Cena
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- Teacher: Ayesha Adeel
- Teacher: Asma Begum
- Teacher: Gemma Cena
- Teacher: Mahwish Idrees
Skills 102: This module will further support the development of key academic skills required for degree level study and at the same time develop an understanding of academic integrity and the implications of academic misconduct. You will undertake research and present your findings verbally and in writing. The GAME attributes covered in this module are - effective communicator and self-aware
- Teacher: Sarath Menon
This module directly precedes the dissertation and will enable you to develop a research proposal, a more fully developed version of which will form the first three chapters of your dissertation. You will develop feasible research objectives and an understanding of the research context (towards Chapter One of your dissertation); an appropriate conceptual/analytical framework to analyse your data following a critical review of the appropriate literature (towards Chapter Two of your dissertation). This module will allow you to make informed decisions about which research philosophies, strategies and methods are suitable for your research. The subjects of triangulation, reliability, validity and research ethics will be explored and a combination of methods to form a critically robust research design (towards Chapter Three of your dissertation) will emerge
- Teacher: Kai Beswick
- Teacher: Carl Bridge
- Teacher: Farag Edghiem
- Teacher: Kabir Hossain
- Teacher: Rosena Javed
- Teacher: Mohammed Sadiq
- Teacher: Imran Akhtar
- Teacher: Imran Akhtar
- Teacher: Aamir Hussain
- Teacher: Doan Nguyen
- Teacher: Aamir Hussain
- Teacher: Mohammad Moniruzzaman
Welcome to the official Moodle Page for the TIRI Conference 2023, scheduled to take place on September 5th and 6th. This virtual learning environment (VLE) has been designed to enhance your conference experience by providing convenient access to all essential resources and interactive elements. Here, you'll find direct links to live streams, allowing you to engage with insightful presentations and discussions in real time.
Navigate through the programme brochure available on this page to discover the diverse line-up of sessions, keynote speakers, and workshops that the conference has to offer. Access speaker slides and supplementary materials, ensuring you never miss a detail and have all the information at your fingertips.
Engage in dynamic conversations and exchange ideas with fellow attendees through our dedicated discussion forums. Share thoughts, questions, and insights related to the conference topics, fostering a vibrant online community that extends the conference experience beyond the scheduled sessions.
Whether you're an academic, researcher, educator, or professional, this Moodle Page serves as your central hub for a seamless TIRI Conference 2023 journey. Join us in exploring the cutting-edge trends, innovative research, and collaborative opportunities that this event has in store. Mark your calendars for September 5th and 6th, and let this platform empower your participation in this enriching virtual conference.
- Teacher: Alicia Danielsson
- Teacher: Tom Sutton
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- Teacher: Aba Asghar
- Teacher: Carly Guy
- Teacher: Romana Hashmi
- Teacher: Aamir Hussain
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- Teacher: Aba Asghar
- Teacher: Carly Guy
- Teacher: Romana Hashmi
- Teacher: Lovedeep Kaur
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- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Lovedeep Kaur
- Teacher: Jessica Storey
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- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Aamir Hussain
- Teacher: Lisa Cove
- Teacher: Angela Nuttall
This module will develop your knowledge and understanding of some of the critical debates and issues relevant to contemporary practice. It will provide an exciting opportunity for you to explore wider concepts that are applicable to your subject specialism. Through a series of lectures and seminars you will explore some of the meanings, functions and intentions of practice within a dynamic set of theoretical considerations concerning the past, present and future. Research and study skills are an integral part of the module and blended learning forms part of the learning and teaching process, for example electronic checking of written work and participating in online discussions and research. This module emphasises the relevance of conceptual thinking as applied to practice.
- Teacher: Melodie Neesom
- Teacher: Samantha Williams
This module will develop your knowledge and understanding of some of the critical debates and issues relevant to contemporary practice. It will provide an exciting opportunity for you to explore wider concepts that are applicable to your subject specialism.
Through a series of lectures and seminars you will explore some of the meanings, functions and intentions of practice within a dynamic set of theoretical considerations concerning the past, present and future.
Research and study skills are an integral part of the module and blended learning forms part of the learning and teaching process, for example electronic checking of written work and participating in online discussions and research. This module emphasises the relevance of conceptual thinking as applied to practice.
- Teacher: Samantha Williams
Assignment (1) First 7 weeks
Research and create a 'family' of characters for animation. (minimum x 3)
Create turnarounds and character sheets for each.
Explore the characters' traits and expand data.
Assignment (2) Second 7 weeks.
Animate your characters in keeping with work in Ass (1) (30 secs)
- Teacher: Jon Doyle
Assignment (1) First 7 weeks
Research and create a 'family' of characters for animation. (minimum x 3)
Create turnarounds and character sheets for each.
Explore the characters' traits and expand data.
Assignment (2) Second 7 weeks.
Animate your characters in keeping with work in Ass (1) (30 secs)
- Teacher: Jon Doyle
Assignment (1) First 7 weeks
Research and create a 'family' of characters for animation. (minimum x 3)
Create turnarounds and character sheets for each.
Explore the characters' traits and expand data.
Assignment (2) Second 7 weeks.
Animate your characters in keeping with work in Ass (1) (30 secs)
- Teacher: Jon Doyle
This module is designed to bring together contemporary practice developments through critical and practical engagement via a personal, negotiated project.
The module will provide the opportunity to build a body of practical work based on a proposal of advanced practice at Master's level.
Students will: critically reflect and build upon their previous experience; develop new skills through experimentation and critical reflection; identify, critically explore and apply a research methodology as it applies to the specialism; critically engage with and demonstrate the development of practice; demonstrate self-direction and originality in tackling and solving problems; and act autonomously in planning and implementing tasks.
- Teacher: Beccy Barnes
- Teacher: Laurence Davey
- Teacher: Simon Holloway
- Teacher: Ed Jones
- Teacher: Leanne Lewis
- Teacher: Nicola Shaw
This module is designed to bring together contemporary practice developments through critical and practical engagement via a personal, negotiated project. The module will provide the opportunity to build a body of practical work based on a proposal of advanced practice at Master's level. Students will: critically reflect and build upon their previous experience; develop new skills through experimentation and critical reflection; identify, critically explore and apply a research methodology as it applies to the specialism; critically engage with and demonstrate the development of practice; demonstrate self-direction and originality in tackling and solving problems; and act autonomously in planning and implementing tasks.
- Teacher: Beccy Barnes
- Teacher: Jim Costello
- Teacher: Laurence Davey
- Teacher: David Gledhill
- Teacher: Simon Holloway
- Teacher: Sam Johnson
- Teacher: Ed Jones
- Teacher: Rachel McHaffie
- Teacher: Faye Power
- Teacher: Nicola Shaw
- Teacher: Sarah Weston
- Teacher: Ged Young
This module is designed to bring together contemporary practice developments through critical and practical engagement via a personal, negotiated project. The module will provide the opportunity to build a body of practical work based on a proposal of advanced practice at Master's level. Students will: critically reflect and build upon their previous experience; develop new skills through experimentation and critical reflection; identify, critically explore and apply a research methodology as it applies to the specialism; critically engage with and demonstrate the development of practice; demonstrate self-direction and originality in tackling and solving problems; and act autonomously in planning and implementing tasks.
- Teacher: Simon Holloway
- Teacher: Rachel McHaffie
- Teacher: Nicola Shaw
- Teacher: Sarah Weston
- Teacher: Ged Young
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- Teacher: Christian Harrison
- Teacher: Chathurika Kannangara
- Teacher: Patrick McGhee
- Teacher: Angela Tinwell
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- Teacher: Paul Birkett
- Teacher: Tim Leonard
- Teacher: Jill Marsden
- Teacher: Peter Myler
- Teacher: Angela Tinwell
- Teacher: Ike Uhumuavbi
- Teacher: Daniela Bacova
- Teacher: Paul Birkett
- Teacher: Rania Hafez
- Teacher: Angela Tinwell
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- Teacher: Paul Birkett
- Teacher: Jerome Carson
- Teacher: Lisa Cove
- Teacher: Chris Grant
- Teacher: Russell Gurbutt
- Teacher: Baljinder Kandola
- Teacher: Saston Arthur Kanthonga
- Teacher: Jill Marsden
- Teacher: Angela Tinwell
- Teacher: Angela Tinwell
This module provides you with an opportunity to undertake an extended piece of individual research under the supervision of a tutor. Input sessions and workshops will allow you to explore and critically appraise research philosophies, research approaches and research methods. These will also support the development of a research aim and research questions. Within your dissertation, you will be expected to demonstrate an understanding of relevant theoretical models and contemporary literature relevant to your area of study as well as conducting empirical research. You will be required to demonstrate a high level of analytical and critical ability in the application of theoretical frameworks and literature, resulting in the synthesis of appropriate conclusions and recommendations. In terms of PDP you will be expected to develop valuation of your own learning and evaluation of achievement and planning for learning, personal and professional development. The module aims to develop employability skills and to promote and develop the core values of Internationalisation, Environmental Sustainability and Ethical Responsibility depending on the nature of the research undertaken.
- Teacher: Asma Begum
- Teacher: Gemma Cena
This module provides you with an opportunity to undertake an extended piece of individual research under the supervision of a tutor. Input sessions and workshops will allow you to explore and critically appraise research philosophies, research approaches and research methods. These will also support the development of a research aim and research questions. Within your dissertation, you will be expected to demonstrate an understanding of relevant theoretical models and contemporary literature relevant to your area of study as well as conducting empirical research. You will be required to demonstrate a high level of analytical and critical ability in the application of theoretical frameworks and literature, resulting in the synthesis of appropriate conclusions and recommendations. In terms of PDP you will be expected to develop valuation of your own learning and evaluation of achievement and planning for learning, personal and professional development. The module aims to develop employability skills and to promote and develop the core values of Internationalisation, Environmental Sustainability and Ethical Responsibility depending on the nature of the research undertaken.
- Teacher: Asma Begum
This module provides you with an opportunity to undertake an extended piece of individual research under the supervision of a tutor. Input sessions and workshops will allow you to explore and critically appraise research philosophies, research approaches and research methods. These will also support the development of a research aim and research questions. Within your dissertation, you will be expected to demonstrate an understanding of relevant theoretical models and contemporary literature relevant to your area of study as well as conducting empirical research. You will be required to demonstrate a high level of analytical and critical ability in the application of theoretical frameworks and literature, resulting in the synthesis of appropriate conclusions and recommendations. In terms of PDP you will be expected to develop valuation of your own learning and evaluation of achievement and planning for learning, personal and professional development. The module aims to develop employability skills and to promote and develop the core values of Internationalisation, Environmental Sustainability and Ethical Responsibility depending on the nature of the research undertaken.
- Teacher: Asma Begum
This module provides you with an opportunity to undertake an extended piece of individual research under the supervision of a tutor. Input sessions and workshops will allow you to explore and critically appraise research philosophies, research approaches and research methods. These will also support the development of a research aim and research questions. Within your dissertation, you will be expected to demonstrate an understanding of relevant theoretical models and contemporary literature relevant to your area of study as well as conducting empirical research. You will be required to demonstrate a high level of analytical and critical ability in the application of theoretical frameworks and literature, resulting in the synthesis of appropriate conclusions and recommendations. In terms of PDP you will be expected to develop valuation of your own learning and evaluation of achievement and planning for learning, personal and professional development. The module aims to develop employability skills and to promote and develop the core values of Internationalisation, Environmental Sustainability and Ethical Responsibility depending on the nature of the research undertaken.
- Teacher: Asma Begum
- Teacher: Gemma Cena
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- Teacher: Andy Baldwin
- Teacher: Amy Cherry
- Teacher: Judith Hanson
- Teacher: Ann Kolodziejski
- Teacher: Colette Meyer
- Teacher: Brian Williamson
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- Teacher: Andy Baldwin
- Teacher: Amy Cherry
- Teacher: Ann Kolodziejski
- Teacher: Brian Williamson
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- Teacher: Vanessa Armstrong
- Teacher: Andy Baldwin
- Teacher: Allison Gallacher
- Teacher: Ann Kolodziejski
- Teacher: Brian Williamson
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- Teacher: Vanessa Armstrong
- Teacher: Andy Baldwin
- Teacher: Tom Clegg
- Teacher: Allison Gallacher
- Teacher: Ann Kolodziejski
- Teacher: Brian Williamson
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- Teacher: Ian Beckett
- Teacher: Kath Botham
- Teacher: Alison McCormick
HE3 Foundation Module - Mondays and Wednesdays with Dr Ann Kolodziejski & Dr Brian Williamson
- Teacher: Allison Gallacher
- Teacher: Ann Kolodziejski
- Teacher: Brian Williamson
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- Teacher: Andy Baldwin
- Teacher: Amy Cherry
- Teacher: Frankie Kerridge
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- Teacher: Andy Baldwin
- Teacher: Amy Cherry
- Teacher: Allison Gallacher
- Teacher: Frankie Kerridge
- Teacher: Ann Kolodziejski
- Teacher: Colette Meyer
- Teacher: Andy Baldwin
- Teacher: Amy Cherry
- Teacher: Ann Kolodziejski
- Teacher: Colette Meyer
- Teacher: Aindrias Ryan
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- Teacher: Andy Baldwin
- Teacher: Jon Cherry
- Teacher: Colette Meyer
- Teacher: Nigel Page
- Teacher: Aindrias Ryan
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- Teacher: Andy Baldwin
- Teacher: Jon Cherry
- Teacher: Colette Meyer
- Teacher: Nigel Page
- Teacher: Aindrias Ryan
In this module you will develop your knowledge and understanding of product design, systems, modelling, and prototyping as applied to medical devices. You will investigate how elements such as biological, electrical, electronic, mechanical, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. It will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies and in higher education. This module teaches and assesses (EA2/4b) (D3b) (EL5) (P2) and develops (Sm1b/2b/3b) (D4/6) (EL1/2) (P1/3/4/5/6/7) (G1).
- Teacher: David Cheneler
- Teacher: Mohammad Sanami
- Teacher: Zhizheng Zhang
- Teacher: Zhizheng Zhang
- Teacher: Erping Zhou
In this module you will develop your knowledge and understanding of product design, systems, modelling, and prototyping as applied to medical devices. You will investigate how elements such as biological, electrical, electronic, mechanical, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. It will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies and in higher education. This module teaches and assesses (EA2/4b) (D3b) (EL5) (P2) and develops (Sm1b/2b/3b) (D4/6) (EL1/2) (P1/3/4/5/6/7) (G1).
- Teacher: Charlotte Castelli
- Teacher: Mohammad Sanami
- Teacher: Erping Zhou
In this module you will develop your knowledge and understanding of product design, systems, modelling, and prototyping as applied to medical devices. You will investigate how elements such as biological, electrical, electronic, mechanical, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. It will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies and in higher education. This module teaches and assesses (EA2/4b) (D3b) (EL5) (P2) and develops (Sm1b/2b/3b) (D4/6) (EL1/2) (P1/3/4/5/6/7) (G1).
- Teacher: Adila Ashraf
- Teacher: Rameez Asif
- Teacher: Adil Mustafa
- Teacher: Mohammad Sanami
- Teacher: Erping Zhou
In this module you will develop your knowledge and understanding of product design, systems, modelling, and prototyping as applied to medical devices. You will investigate how elements such as biological, electrical, electronic, mechanical, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. It will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies and in higher education.
- Teacher: Ali Abolfathi
- Teacher: Adil Mustafa
- Teacher: Mohammad Sanami
The Project involves an investigation into a medical/biomedical engineering problem, theory, or system in order to achieve aims and objectives leading to outcomes that are clearly defined at the outset. The project typically involves research, lab-based or workshop-based activities and investigation, testing and report writing. In response to the findings of the investigation, a design solution will be developed which can be virtual or theoretical or a combination of both. The solution will be achieved through the effective application of a ‘design process’ involving the following steps: Conceive a problem, Design a solution, Implement the solution, and Operate the solution (CDIO). It is reasonably possible to “design” anything: a manufacturing system, an electronic chip, a piece of software, a biomedical sensor, a tissue engineering scaffold, or even a set of experiments to determine an optimal solution to another design brief. As long as the project makes clear what the external requirements were and describes using detailed analysis (qualitative / quantitative) the process of how they have been met, it will satisfy the 'design' requirements. Professional development (CPD) and Project Management are also important elements embedded within this module. This module provides the opportunity for you to demonstrate your deep understanding and problem solving ability within an engineering context. Project titles will be agreed with a supervisor prior to commencement. There is also scope for this module to be undertaken in cooperation with an external client or company. This module teaches and assesses (EA1b/3b/4b) (D1/2/4/5) (P2/4/7) and develops (Sm1b/2b) (EA3b) (D6) (EL3b/4/5) (P1/8) (G1/2/3b/4).
- Teacher: Andy Baldwin
- Teacher: David Cheneler
- Teacher: James Gu
- Teacher: Brian Klaveness
- Teacher: Peter Myler
- Teacher: Mohammad Sanami
The Project involves an investigation into a medical/biomedical engineering problem, theory, or system in order to achieve aims and objectives leading to outcomes that are clearly defined at the outset. The project typically involves research, lab-based or workshop-based activities and investigation, testing and report writing. In response to the findings of the investigation, a design solution will be developed which can be virtual or theoretical or a combination of both. The solution will be achieved through the effective application of a ‘design process’ involving the following steps: Conceive a problem, Design a solution, Implement the solution, and Operate the solution (CDIO). It is reasonably possible to “design” anything: a manufacturing system, an electronic chip, a piece of software, a biomedical sensor, a tissue engineering scaffold, or even a set of experiments to determine an optimal solution to another design brief. As long as the project makes clear what the external requirements were and describes using detailed analysis (qualitative / quantitative) the process of how they have been met, it will satisfy the 'design' requirements. Professional development (CPD) and Project Management are also important elements embedded within this module. This module provides the opportunity for you to demonstrate your deep understanding and problem solving ability within an engineering context. Project titles will be agreed with a supervisor prior to commencement. There is also scope for this module to be undertaken in cooperation with an external client or company. This module teaches and assesses (EA1b/3b/4b) (D1/2/4/5) (P2/4/7) and develops (Sm1b/2b) (EA3b) (D6) (EL3b/4/5) (P1/8) (G1/2/3b/4).
- Teacher: Andy Baldwin
- Teacher: Akram Bati
- Teacher: Charlotte Castelli
- Teacher: David Cheneler
- Teacher: Brian Klaveness
- Teacher: Peter Myler
- Teacher: Mohammad Sanami
The Project involves an investigation into a medical/biomedical engineering problem, theory, or system in order to achieve aims and objectives leading to outcomes that are clearly defined at the outset. The project typically involves research, lab-based or workshop-based activities and investigation, testing and report writing. In response to the findings of the investigation, a design solution will be developed which can be virtual or theoretical or a combination of both. The solution will be achieved through the effective application of a ‘design process’ involving the following steps: Conceive a problem, Design a solution, Implement the solution, and Operate the solution (CDIO). It is reasonably possible to “design” anything: a manufacturing system, an electronic chip, a piece of software, a biomedical sensor, a tissue engineering scaffold, or even a set of experiments to determine an optimal solution to another design brief. As long as the project makes clear what the external requirements were and describes using detailed analysis (qualitative / quantitative) the process of how they have been met, it will satisfy the 'design' requirements. Professional development (CPD) and Project Management are also important elements embedded within this module. This module provides the opportunity for you to demonstrate your deep understanding and problem solving ability within an engineering context. Project titles will be agreed with a supervisor prior to commencement. There is also scope for this module to be undertaken in cooperation with an external client or company. This module teaches and assesses (EA1b/3b/4b) (D1/2/4/5) (P2/4/7) and develops (Sm1b/2b) (EA3b) (D6) (EL3b/4/5) (P1/8) (G1/2/3b/4).
- Teacher: Adila Ashraf
- Teacher: Rameez Asif
- Teacher: Andy Baldwin
- Teacher: David Cheneler
- Teacher: Peter Farrell
- Teacher: Brian Klaveness
- Teacher: Adil Mustafa
- Teacher: Peter Myler
- Teacher: Mohammad Sanami
- Teacher: Sean Sankey
- Teacher: Erping Zhou
The Project involves an investigation into a medical/biomedical engineering problem, theory, or system in order to achieve aims and objectives leading to outcomes that are clearly defined at the outset. The project typically involves research, lab-based or workshop-based activities and investigation, testing and report writing. In response to the findings of the investigation, a design solution will be developed which can be virtual or theoretical or a combination of both. The solution will be achieved through the effective application of a ‘design process’ involving the following steps: Conceive a problem, Design a solution, Implement the solution, and Operate the solution (CDIO). It is reasonably possible to “design” anything: a manufacturing system, an electronic chip, a piece of software, a biomedical sensor, a tissue engineering scaffold, or even a set of experiments to determine an optimal solution to another design brief. As long as the project makes clear what the external requirements were and describes using detailed analysis (qualitative / quantitative) the process of how they have been met, it will satisfy the 'design' requirements. Professional development (CPD) and Project Management are also important elements embedded within this module. This module provides the opportunity for you to demonstrate your deep understanding and problem solving ability within an engineering context. Project titles will be agreed with a supervisor prior to commencement. There is also scope for this module to be undertaken in cooperation with an external client or company.
- Teacher: Ali Abolfathi
- Teacher: Rameez Asif
- Teacher: Andy Baldwin
- Teacher: Adil Mustafa
- Teacher: Peter Myler
- Teacher: Mohammad Sanami
n this module you will develop your knowledge and understanding of medical devices and Implants. You will investigate how elements such as biological, mechanical, electrical, electronic, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. The module will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies, and in higher education.
- Teacher: Mohammad Sanami
In this module you will develop your knowledge and understanding of medical devices and Implants. You will investigate how elements such as biological, mechanical, electrical, electronic, computer and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. The module will additionally develop your knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies, and in higher education.
- Teacher: Raed Abd-Alhameed
- Teacher: Mohammad Sanami
In this module, you will develop your knowledge and understanding of medical devices and Implants. You will investigate how elements such as biological, mechanical, electrical, electronic, computer, and control, are applied in the context of biomedical systems. You will also explore aspects such as material compatibility, production, manufacturing, and potential recycling. The module will additionally develop the knowledge and skills required for designing new medical devices and processes, and prepare you for potential careers in the medical device supply chain, in research laboratories, in government agencies, and in higher education. This module teaches and assesses M1, M2, M5, M7, and M17 and also develops M4 and M16 of the AHEP4 for CEng.
- Teacher: Adil Mustafa
- Teacher: Mohammad Sanami
Further academic skills will further support your development of key skills required for degree level study and at the same time develop an understanding academic integrity and the implications of academic misconduct. You will undertake research and present your findings verbally, visually and in writing. The Game Attributes for this module are: Effective Communicator and Self-Awareness.
- Teacher: Lauren Cartmell
Further academic skills will further support your development of key skills required for degree level study and at the same time develop an understanding academic integrity and the implications of academic misconduct. You will undertake research and present your findings verbally, visually and in writing. The Game Attributes for this module are: Effective Communicator and Self-Awareness
- Teacher: Lauren Cartmell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Kimberley Kershaw
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Rashed Khan
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Lisa Rees-O'Donnell
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Rashed Khan
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
- Teacher: Lisa Rees-O'Donnell
- This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Jess Collins
- Teacher: Andrew Kenny
- Teacher: Chris O'Rourke
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Ian Chapman
- Teacher: Andrew Kenny
- Teacher: Kimberley Kershaw
- Teacher: Kimberley Kershaw
- Teacher: Ian McDonald
- Teacher: Lisa Rees-O'Donnell
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
- Teacher: Kimberley Kershaw
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
- Teacher: Kimberley Kershaw
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Andrew Kenny
- Teacher: Kimberley Kershaw
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Lauren Cartmell
- Teacher: Andrew Kenny
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentations, time management, reflective practice in order to develop action plans and other practical skills which will help you to improve your success in business study and professional practice. The module encourages you to reflect on your existing skills and experiences to help you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning. This module also focuses on your research and academic writing skills, preparing you for further study at HE5.
- Teacher: Lauren Cartmell
- Teacher: Kimberley Kershaw
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Martin McAreavey
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Carol Brown
- Teacher: Irfan Chhadat
- Teacher: Andrew Chimenya
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This module supports the student’s personal development and employability through self-reflection and the development and delivery of a negotiated mini research project whilst working for an organisation.
It also provides students with an understanding of the roles and career options in Business Management and supports the development of documentation required to effectively apply for a relevant role.
To assist in the completion of the research project, students will also learn practical research methods.
- Teacher: Lauren Cartmell
- Teacher: Jess Collins
- Teacher: Kathryn Cridland
- Teacher: Kimberley Kershaw
- Teacher: Sally Preece
- Teacher: Nicola Stockton
This dissertation module provides you the opportunity to pursue a piece of individual research under the supervision of a tutor. The work will require you to undertake primary research and engage with a range of research methodologies. Throughout the process you are required to reflect on your skills development.
- Teacher: Fredrick Agboma
- Teacher: Andrew Chimenya
- Teacher: Denis Hyams-Ssekasi
- Teacher: Iain Stalker
This dissertation module provides you the opportunity to pursue a piece of individual research under the supervision of a tutor. The work will require you to undertake primary research and engage with a range of research methodologies. Throughout the process you are required to reflect on your skills development.
- Teacher: Fredrick Agboma
- Teacher: Paul Cowley
- Teacher: Denis Hyams-Ssekasi
- Teacher: Iain Stalker
- Teacher: Chris Grant
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- Teacher: Caroline Carfrae
- Teacher: Johnny Goodwin
- Teacher: Sarah Hatherley
- Teacher: Nina Paine
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Graham Thorne
This module is designed to further enhance your academic research skills. You will consider different forms of primary research and the ways in which data can be collected and analysed. You will explore the discipline of academic writing and further develop an awareness of secondary research sources and literature searching techniques. Ethical considerations such as confidentiality, data protection and unfair means will be taken into account.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Alexa Penny
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Graham Thorne
- Teacher: Laura Tolson
This module is designed to further enhance your academic research skills. You will consider different forms of primary research and the ways in which data can be collected and analysed. You will explore the discipline of academic writing and further develop an awareness of secondary research sources and literature searching techniques. Ethical considerations such as confidentiality, data protection and unfair means will be taken into account.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Alexa Penny
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Graham Thorne
- Teacher: Laura Tolson
- Teacher: Andrew Wardle
This module is designed to further enhance your academic research skills. You will consider different forms of primary research and the ways in which data can be collected and analysed. You will explore the discipline of academic writing and further develop an awareness of secondary research sources and literature searching techniques. Ethical considerations such as confidentiality, data protection and unfair means will be taken into account.
- Teacher: Emmeline Baker
- Teacher: Stephen Craven
- Teacher: Johnny Goodwin
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Nina Paine
- Teacher: Alexa Penny
- Teacher: Claire Porter
- Teacher: Tony Sabanskis
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Graham Thorne
Research Archive
- Teacher: Carol Allison
- Teacher: Jon Doyle
- Teacher: Emma Knowles
- Teacher: Melodie Neesom
- Teacher: Anthony Roocroft
- Teacher: Ben Thompson
- Teacher: Samantha Williams
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- Teacher: Rukaya Abowen Dake
- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Clive Robinson
- Teacher: Payam Salamati Nia
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- Teacher: Peter Farrell
- Teacher: Payam Salamati Nia
- Teacher: Anna Williamson
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- Teacher: Wendy Bateman
- Teacher: Caroline Gorden
- Teacher: Mandy Sandiford
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- Teacher: Wendy Bateman
- Teacher: Caroline Gorden
- Teacher: Leanne Pickup
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- Teacher: Wendy Bateman
- Teacher: Leanne Pickup
- Teacher: Tim Woodward
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- Teacher: Wendy Bateman
- Teacher: Christopher Collinson
- Teacher: Cal Harris
- Teacher: Leanne Pickup
- Teacher: Tim Woodward
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- Teacher: Wendy Bateman
- Teacher: Caroline Gorden
- Teacher: Leanne Pickup
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- Teacher: Wendy Bateman
- Teacher: Leanne Pickup
- Teacher: Tim Woodward
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- Teacher: Wendy Bateman
- Teacher: Leanne Pickup
- Teacher: Tim Woodward
This Professional Dissertation module enables you to undertake an independent and substantial piece of research in an area relevant to your field of study or employment aspiration, in order to further your knowledge and practice. The Professional Dissertation may be a substantial piece of written work or may take the form of a large-scale technical or creative project resulting in an exhibition (online or in a designated space), a live project, event, publication or equivalent artefact. In all cases, the Professional Dissertation will be focused on a personally researched work related theme. The work should be unique and address a specific question or issue. Workshop sessions explore research theories, strategies and data analysis methods. Following the completion of a suitable Professional Dissertation research proposal (Summative Assessment One), which may reflect an expansion of previous bodies of work in cognate subject areas, you will undertake secondary and primary research supported by a Professional Dissertation supervisor. The critical application of Research Ethics will form part of your proposal. You will be expected to demonstrate a high level of autonomy in the critical use of knowledge derived from diverse sources and to demonstrate a high degree of analytical and critical ability in the application of theoretical frameworks and literature, drawing justified conclusions and making recommendations in your Professional Dissertation (Summative Assessment Two) The final part of this module is the Professional Showcase (Summative Assessment Three) where you will demonstrate your output through presentation, poster, performance, creative installation or any other suitable method agreed with your supervisor. This showcase will be a springboard to professional work and will therefore be attended by employers and relevant stakeholders in the field.
- Teacher: Louise Ashby
- Teacher: Anchal Garg
- Teacher: Celestine Iwendi
- Teacher: Francis Morrissey
- Teacher: Andrew Parker
- Teacher: Iain Stalker
This Professional Dissertation module enables you to undertake an independent and substantial piece of research in an area relevant to your field of study or employment aspiration, in order to further your knowledge and practice. The Professional Dissertation may be a substantial piece of written work or may take the form of a large-scale technical or creative project resulting in an exhibition (online or in a designated space), a live project, event, publication or equivalent artefact. In all cases, the Professional Dissertation will be focused on a personally researched work related theme. The work should be unique and address a specific question or issue. Workshop sessions explore research theories, strategies and data analysis methods. Following the completion of a suitable Professional Dissertation research proposal (Summative Assessment One), which may reflect an expansion of previous bodies of work in cognate subject areas, you will undertake secondary and primary research supported by a Professional Dissertation supervisor. The critical application of Research Ethics will form part of your proposal. You will be expected to demonstrate a high level of autonomy in the critical use of knowledge derived from diverse sources and to demonstrate a high degree of analytical and critical ability in the application of theoretical frameworks and literature, drawing justified conclusions and making recommendations in your Professional Dissertation (Summative Assessment Two) The final part of this module is the Professional Showcase (Summative Assessment Three) where you will demonstrate your output through presentation, poster, performance, creative installation or any other suitable method agreed with your supervisor. This showcase will be a springboard to professional work and will therefore be attended by employers and relevant stakeholders in the field.
- Teacher: Carol Brown
- Teacher: Samina Gill
- Teacher: Boluwatife Oyesola
- Teacher: Iain Stalker
- Teacher: Shawn Zhou
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- Teacher: Paula Connaughton
- Teacher: Bren Cook
- Teacher: Baljeet Gill
- Teacher: Andrea Walker
- Teacher: Joey Weber
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- Teacher: Paula Connaughton
- Teacher: Andrea Walker
- Teacher: Joey Weber
The fieldwork placement provides the opportunity for you to apply and develop practice skills under the guidance of an experienced practitioner. A critical examination of the relationship between theory and practice is central to placement learning. In particular Placement 3: Youth and Community Work Project provides you with a structured opportunity to experience and examine community development and youth work within a community setting. This will enable you to develop understanding and demonstrate competences through experience and reflective practice.
- Teacher: Bren Cook
- Teacher: Sue Payne
- Teacher: Andrea Walker
This Moodle page is for central storage of the research and development of Peer Coaching in the schools of Education, Art and Health
- Teacher: Daniela Bacova
- Teacher: Lauren Henry
- Teacher: Clare Higgins
- Teacher: Kim Kelly
- Teacher: Leanne Lewis
Repository for Off Campus Research Ethics Forms
- Teacher: Claire Aindow
- Teacher: David Aldridge
- Teacher: Beccy Barnes
- Teacher: Lindsey Brocklebank
- Teacher: Lynn Clark-Wright
- Teacher: Julian Coleman
- Teacher: Richard Farr
- Teacher: Joe Gazdula
- Teacher: Yusuf Giga
- Teacher: Chris Grant
- Teacher: Duncan Grant
- Teacher: Dave Jessop
- Teacher: Owen Jones
- Teacher: Paul Kupakuwana
- Teacher: Danny Morton
- Teacher: Fran Myers
- Teacher: David Ratcliffe
- Teacher: Zahra Salimi
- Teacher: Mathew Shafaghi
- Teacher: Easton Simenti-Phiri
- Teacher: Ron Smith
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- Teacher: Chris Grant
- Teacher: Todd Nesbitt
- Teacher: Peter Zvagulis
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Henry Oti
- Teacher: Heba Sabboubeh
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- Teacher: Furat Al-Faraj
- Teacher: Abbes Berrais
- Teacher: Abbes Berrais
- Teacher: Peter Farrell
- Teacher: Junfeng Geng
- Teacher: Paul McMahon
- Teacher: Danny Morton
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- Teacher: Yakub Iqbal
- Teacher: Neethu Nirmal
- Teacher: Lekshmi Rajesh
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Henry Oti
- Teacher: Payam Salamati Nia
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- Teacher: Yakub Iqbal
- Teacher: Greeshma Labees
- Teacher: Lekshmi Rajesh
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- Teacher: Furat Al-Faraj
- Teacher: Jason Challender
- Teacher: Peter Farrell
- Teacher: Henry Oti
- Teacher: Payam Salamati Nia
- Teacher: Anna Williamson
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- Teacher: Furat Al-Faraj
- Teacher: Junfeng Geng
- Teacher: Yassin Osman
- Teacher: Henry Oti
- Teacher: Anna Williamson
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- Teacher: Furat Al-Faraj
- Teacher: Henry Oti
- Teacher: Payam Salamati Nia
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- Teacher: Greeshma Labees
- Teacher: Lekshmi Rajesh
- Teacher: Sivamalar Shijumon
- Teacher: Furat Al-Faraj
- Teacher: Abbes Berrais
- Teacher: Peter Farrell
- Teacher: Henry Oti
- Teacher: Payam Salamati Nia
This module introduces you to business management study, enabling you to understand, develop, apply and reflect on essential professional and study skills required for success. This includes planning and organisation, research and writing, presentation, time management, managing health and well-being and other practical skills which will help you to improve your success in business study and professional practice. The module helps you strengthen your study and learning skills and explore strategies for lifelong learning, as part of your personal development planning.
- Teacher: Claire Aindow
- Teacher: Yusuf Giga
- Teacher: Chloe Gray
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Flomny Menon
This dissertation module is designed to give you the opportunity to pursue a piece of individual research under the supervision of a tutor. The research focus must be relevant to business management, and if you have opted to follow a specific pathway, relevant to that pathway. The work should be academically rigorous, unique and address a specific question or issue. You will need to evaluate theories, principles, concepts and models relating to contemporary business and management practices. The work will also require you to undertake primary research and demonstrate familiarity with a range of research methodologies. Throughput the process you are required to critically appraise your skills development.
- Teacher: Claire Aindow
- Teacher: Bruno Cignacco
- Teacher: Yusuf Giga
- Teacher: Chloe Gray
- Teacher: Aamena Hanif
- Teacher: Anna Howard
- Teacher: Mohammad Islam
- Teacher: Syed Jaffery
This dissertation module is designed to give you the opportunity to pursue a piece of individual research under the supervision of a tutor. The research focus must be relevant to business management, and if you have opted to follow a specific pathway, relevant to that pathway. The work should be academically rigorous, unique and address a specific question or issue. You will need to evaluate theories, principles, concepts and models relating to contemporary business and management practices. The work will also require you to undertake primary research and demonstrate familiarity with a range of research methodologies. Throughput the process you are required to critically appraise your skills development.
- Teacher: Claire Aindow
- Teacher: Emmanuel Fomuso
- Teacher: Yusuf Giga
- Teacher: Chloe Gray
- Teacher: Malani Gunaratnam
- Teacher: Aamena Hanif
- Teacher: Anna Howard
- Teacher: Mohammad Islam
- Teacher: Syed Jaffery
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- Teacher: Claire Aindow
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Aamena Hanif
- Teacher: Kylie Hazeldine
- Teacher: Anna Howard
- Teacher: Sonia Leeyou
- Teacher: Ramona Nedelea
- Teacher: Jessica Storey
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- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Richard Sadler
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- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Richard Sadler
This module develops an understanding of the professional and legal constraints within which computing specialists operate. The module operates using a ‘discursive’ environment where you will be confronted with the social and ethical issues of using technology. The module develops and consolidates your ability to undertake a major research project. The two main approaches, quantitative and qualitative, will be explicated, exemplifying how data is collected and analysed within each of these areas, looking at the different conceptual frameworks and tools available. Skills learnt 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. The module helps to develop in you a mature attitude to working as an ethical, environmentally aware, computer or information systems professional.
- Teacher: Yakub Iqbal
- Teacher: Ibtisam Mogul
The Major Project module is undertaken by all the undergraduate students in the faculty in their final year. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole. The range of projects will vary but the following features will be common to all: You will be allocated a member of academic staff to act as a supervisor once your area of study is agreed; Before work on the major project can commence, you will define the projects terms of reference as a document which will include: Aims and objectives consistent with the “SMARTER” notion (Specific, Measurable, Achievable, Realistic, Timed, Extending, Relevant); Appropriate consideration of research ethics and health and safety practice in line with University policy.
- Teacher: Loraine Annie
- Teacher: Abdi Hubsey
- Teacher: Yakub Iqbal
- Teacher: Fathima KS
- Teacher: Ibtisam Mogul
The Major Project module is undertaken by all the undergraduate students in the faculty in their final year. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole. The range of projects will vary but the following features will be common to all: You will be allocated a member of academic staff to act as a supervisor once your area of study is agreed; Before work on the major project can commence, you will define the projects terms of reference as a document which will include: Aims and objectives consistent with the “SMARTER” notion (Specific, Measurable, Achievable, Realistic, Timed, Extending, Relevant); Appropriate consideration of research ethics and health and safety practice in line with University policy.
- Teacher: Loraine Annie
- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Yakub Iqbal
- Teacher: Fathima KS
- Teacher: Anjitha Mary
- Teacher: Ibtisam Mogul
The Major Project module is undertaken by all the undergraduate students in the faculty in their final year. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole. The range of projects will vary but the following features will be common to all: You will be allocated a member of academic staff to act as a supervisor once your area of study is agreed; Before work on the major project can commence, you will define the projects terms of reference as a document which will include: Aims and objectives consistent with the “SMARTER” notion (Specific, Measurable, Achievable, Realistic, Timed, Extending, Relevant); Appropriate consideration of research ethics and health and safety practice in line with University policy.
- Teacher: Carly Guy
- Teacher: Abdi Hubsey
- Teacher: Yakub Iqbal
- Teacher: Fathima KS
- Teacher: Ibtisam Mogul
The Major Project module is undertaken by all the undergraduate students in the faculty in their final year. It is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole. The range of projects will vary but the following features will be common to all: You will be allocated a member of academic staff to act as a supervisor once your area of study is agreed; Before work on the major project can commence, you will define the projects terms of reference as a document which will include: Aims and objectives consistent with the “SMARTER” notion (Specific, Measurable, Achievable, Realistic, Timed, Extending, Relevant); Appropriate consideration of research ethics and health and safety practice in line with University policy.
- Teacher: Yakub Iqbal
- Teacher: Ibtisam Mogul
- Teacher: Renuka Nyayadhish
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- Teacher: Maggie Adepetun
- Teacher: Maxine Houghton
- Teacher: Fahad Mohamed
- Teacher: Richard Nield
- Teacher: Farid Vali
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Aim
To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.
-
Unit Abstract
What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
Learning outcomes
On successful completion of this unit a learner will:
- LO1. Critically assess the types, practices, principles and skills used in the design of games.
- LO2. Analyse the concepts and elements required for the production of a Games Design Document.
- LO3. Evaluate the game design process with regards to game development and production.
- LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
- Teacher: Maggie Adepetun
- Teacher: Fahad Mohamed
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Aim
To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.
-
Unit Abstract
What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
Learning outcomes
On successful completion of this unit a learner will:
- LO1. Critically assess the types, practices, principles and skills used in the design of games.
- LO2. Analyse the concepts and elements required for the production of a Games Design Document.
- LO3. Evaluate the game design process with regards to game development and production.
- LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
- Teacher: Maggie Adepetun
- Teacher: Maxine Houghton
- Teacher: Fahad Mohamed
- Teacher: Farid Vali
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Aim
To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.
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Unit Abstract
What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
Learning outcomes
On successful completion of this unit a learner will:
- LO1. Critically assess the types, practices, principles and skills used in the design of games.
- LO2. Analyse the concepts and elements required for the production of a Games Design Document.
- LO3. Evaluate the game design process with regards to game development and production.
- LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
- Teacher: Maz Hussain
- Teacher: Fahad Mohamed
- Teacher: Richard Nield
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Aim
To provide learners with an understanding of computer games development as an underpinning technological concept in the fields of computer gaming and systems development.
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Unit Abstract
What makes a great game? Although it’s easy to say, “This is a great game” when your character has just cleared a zone and your friend’s voice buzzes in your headset letting you know that everybody is waiting for you to join the party – then another player interrupts suggesting tactics to take down the next objective. However, it is a completely different story when you (the designer) are sitting, staring at a blank sheet of paper and your producer is expecting you to present ‘The next big title’. This unit introduces students to an exploration of the practices, principles and skills needed to successfully design a game. Initially this unit establishes an overall history of games and reviews how they have (and are still) evolving. It also takes the opportunity to introduce and assess common game features and help the students identify the roles, responsibilities and challenges of game design. As part of this unit students will become familiar with a range of standard documents associated with games design including the ‘Game Design Document’. Before students embark on defining, designing and documenting their own game ideas they are given opportunities to work in groups to debate and review the elements of game design, introduced to the design process as well as the practices, principles, tools and techniques. As students progress they are given opportunities to evolve their ideas through peer-reviews before finally presenting a ‘High Concept’ pitch. To help maximise the student involvement, this unit should (where possible) simulate a realworld, design experience. Among the topics included in this unit are: design documentation, research, requirement gathering, idea generation, world design, storyboards, storytelling, characters, levels, gameplay, assets and asset management, tools and techniques, game engines and environments, genres, game mechanics, player motivation and challenge, rewards, game structure, game design vocabulary, and preparing and presenting a pitch. On successful completion of this unit students will be able to critically assess the types, practices, principles and skills used in the design of games, analyse the concepts and elements required for the production of a Games Design Document, evaluate the game design process with regards to game development and production and use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
Learning outcomes
On successful completion of this unit a learner will:
- LO1. Critically assess the types, practices, principles and skills used in the design of games.
- LO2. Analyse the concepts and elements required for the production of a Games Design Document.
- LO3. Evaluate the game design process with regards to game development and production.
- LO4. Use game design practices and principles to create an original Game Design Document and present a High Concept pitch.
- Teacher: Amjad Kalyar
- Teacher: Fahad Mohamed
- Teacher: Rachel Upsall
- Teacher: Farid Vali
- Teacher: Justine Walker
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- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Nina Paine
- Teacher: Richard Sadler
This Module will extend the learning of CTL7002 (Creative Technologies Practice 1: Research and Development) through to the realisation and production of complex technologies for Live Events. You will develop further critical and practice-based work in your chosen specialism, whilst collaborating with other practitioners and managing the requirements of clients and/or stakeholders. Advanced skills workshops, masterclasses and lectures will strengthen your core skills and allow you to experiment with further emerging tools, techniques, technologies and platforms as appropriate to your discipline.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Nina Paine
Welcome to Education Research Community.
This Moodle space is dedicated to all members of the education team to store the information about their research activities. This will hopefully help the team to map their research activities and the impact of these as well as to be ready for the REF evaluation process in 2025/6. Each member of the team can have a dedicated space where they will store links to their outputs (Books; articles; conferences overview; other impact events). The page has links to ethics forms and EFIT links. Other links will provide- recommendations were to publish; about funding opportunities and also general announcements. You are all registered as teachers here so this page will be a collaborative attempt to maintain the spirit of a research community. If you wish to inform other members about a new opportunity to present their research or disseminate the findings, you are welcome to use Announcement function.
Also the minutes and recordings from meetings will be stored here. If you have any suggestions, please share these with me. I do hope this will encourage you to explore an area of your academic expertise and will result in some great collaborative projects.
- Teacher: Daniela Bacova
- Teacher: Tara Chandler
- Teacher: Rose Childs
- Teacher: Kathryn Cridland
- Teacher: Clare Higgins
- Teacher: Moira Hulme
- Teacher: Sadiyya Jangharia
- Teacher: Georgina King
- Teacher: Hannah Lovatt
- Teacher: David Marrs
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
- Teacher: Sally Preece
- Teacher: Susan Rabbitt
- Teacher: Sarah Telfer
- Teacher: Scott Threlfall
- Teacher: Pauline Walters
- Teacher: Gill Waugh
- Teacher: Rebecca Woolley
- Teacher: Daryl Wright
Student Research Project - This is your SRP team portal. You should use this area to update your team, Keep a record of activity and find useful information which will support you.
- Teacher: Daniel Edmondson
Summer Research Project Themes for TSD6101 HE6 Advanced Textiles and Surface Design
- Teacher: Donna Claypool
- Teacher: Faye Power
- Teacher: Tom Sutton
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- Teacher: Junfeng Geng
- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
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- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
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- Teacher: Mark Chapman
- Teacher: Raya Karaganeva
- Teacher: Melanie Nasseripour
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
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- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
- Teacher: Brian Williamson
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- Teacher: Melanie Nasseripour
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
- Teacher: Brian Williamson
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- Teacher: Mark Chapman
- Teacher: Melanie Nasseripour
- Teacher: Chibuzo Nlemorisa
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
- Teacher: Brian Williamson
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- Teacher: Raya Karaganeva
- Teacher: Chibuzo Nlemorisa
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
- Teacher: Brian Williamson
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- Teacher: Daniel Edmondson
- Teacher: David Hopkins
- Teacher: Robin Simmons
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- Teacher: Bob Biggs
- Teacher: Debra Charnock
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
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- Teacher: Bob Biggs
- Teacher: Mark Chapman
- Teacher: Debra Charnock
- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Helen Snider
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- Teacher: Bob Biggs
- Teacher: Nigel Booth
- Teacher: Debra Charnock
- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Bob Biggs
- Teacher: Nigel Booth
- Teacher: Bob Biggs
- Teacher: Nigel Booth
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- Teacher: Mark Chapman
- Teacher: Hugo Costa De Sousa
- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
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- Teacher: Praveen Gadde
- Teacher: Vineeth Guduri
- Teacher: Nikolaos Poulis
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- Teacher: Debra Charnock
- Teacher: Raya Karaganeva
- Teacher: Melanie Nasseripour
- Teacher: Frances Oldroyd
- Teacher: Nikolaos Poulis
- Teacher: Abdurahman Salem
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- Teacher: Chibuzo Nlemorisa
- Teacher: Chibuzo Nlemorisa
- Teacher: Abdurahman Salem
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- Teacher: Andrew Graham
- Teacher: Denis Hyams-Ssekasi
- Teacher: Angela Tinwell
- Teacher: Donna Zarei
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- Teacher: Carly Guy
- Teacher: Yakub Iqbal
- Teacher: Kelvin John
- Teacher: Fathima KS
- Teacher: Shanthi Rajan
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- Teacher: Claire Aindow
- Teacher: Edith Chimusoro
- Teacher: Lynn Clark-Wright
- Teacher: Lisa Cove
- Teacher: Jyoti Mishra
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Lesego Selotlegeng
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Claire Aindow
- Teacher: Edith Chimusoro
- Teacher: Chris Grant
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Lesego Selotlegeng
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Wetsandornphong
- Teacher: Alex Chanza
- Teacher: Lynn Clark-Wright
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Easton Simenti-Phiri
- Teacher: Arvind Upadhyay
- Teacher: Sa Thin Wetsandornphong
2018/19. ISTT, Zambia.
- Teacher: Claire Aindow
- Teacher: Chris Grant
- Teacher: Bruno Mweemba
- Teacher: Christos Papanagnou
- Teacher: Collins Sakajila
- Teacher: Zahra Salimi
- Teacher: Satya Shah
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Zoe Bett
- Teacher: Jacqui Harrison
- Teacher: Clare Higgins
- Teacher: Georgia McCrone
- Teacher: Pat Robinson
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- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
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- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Laura O'Brien
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- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
- Teacher: Caroline Stockman
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- Teacher: Rose Childs
- Teacher: Dawn Fletcher-Wilde
- Teacher: Laura O'Brien
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- Teacher: Lisa Carter
- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: David Marrs
- Teacher: Georgia McCrone
- Teacher: Sally Preece
This module offers you the opportunity to observe learning and teaching in an educational setting. You will be required to undertake a placement in an educational setting for at least the equivalent of 15 days (e.g. 30 x 3hrs). You will begin by considering your expectations about what you are about to observe and then make detailed recordings (as a journal) of what you see. Following this, you will analyse your recordings and then present your findings to your peers, followed by the production of a written report. The module content will include ethical issues relating to research and enquiry, participant and non-participant observation, writing a learning journal, reflective writing, theories of learning, models of teaching and schooling and education.
- Teacher: Rose Childs
- Teacher: Clare Higgins
This module offers you the opportunity to observe learning and teaching in an educational setting. You will be required to undertake a placement in an educational setting for at least the equivalent of 15 days (e.g. 30 x 3hrs). You will begin by considering your expectations about what you are about to observe and then make detailed recordings (as a journal) of what you see. Following this, you will analyse your recordings and then present your findings to your peers, followed by the production of a written report. The module content will include ethical issues relating to research and enquiry, participant and non-participant observation, writing a learning journal, reflective writing, theories of learning, models of teaching and schooling and education.
- Teacher: Clare Higgins
- Teacher: Caroline Stockman
This module offers you the opportunity to observe learning and teaching in an educational setting. You will be required to undertake a placement in an educational setting for at least the equivalent of 10 days (e.g. 10 x 4hrs). You will begin by considering your expectations about what you are about to observe and then make detailed recordings (as a journal) of what you see. Following this, you will analyse your recordings and then present your findings to your peers, followed by the production of a written report. The module content will include ethical issues relating to research and enquiry, participant and non-participant observation, writing a learning journal, reflective writing, theories of learning, models of teaching and schooling and education.
- Teacher: Rose Childs
- Teacher: Clare Higgins
This module offers you the opportunity to observe learning and teaching in an educational setting. You will be required to undertake a placement in an educational setting for at least the equivalent of 10 days (e.g. 10 x 4hrs). You will begin by considering your expectations about what you are about to observe and then make detailed recordings (as a journal) of what you see. Following this, you will analyse your recordings and then present your findings to your peers, followed by the production of a written report. The module content will include ethical issues relating to research and enquiry, participant and non-participant observation, writing a learning journal, reflective writing, theories of learning, models of teaching and schooling and education.
- Teacher: Lucy Caton
- Teacher: Rose Childs
- Teacher: Clare Higgins
This module offers you the opportunity to observe learning and teaching in an educational setting. You will be required to undertake a placement in an educational setting for at least the equivalent of 10 days (e.g. 10 x 4hrs). You will begin by considering your expectations about what you are about to observe and then make detailed recordings (as a journal) of what you see. Following this, you will analyse your recordings and then present your findings to your peers, followed by the production of a written report. The module content will include ethical issues relating to research and enquiry, participant and non-participant observation, writing a learning journal, reflective writing, theories of learning, models of teaching and schooling and education.
- Teacher: Clare Higgins
This double module provides you with the opportunity to further your professional and academic development by pursuing a line of enquiry and its implications in depth. The dissertation allows you to extend your experiences of research by undertaking an extended academic study within an area of negotiated choice. You will be required to demonstrate that you are cognisant with the ethical issues of research and that you have sound knowledge of your area of concern. Undertaking the dissertation also places demands on you in terms of organisational and time management and, in doing so, offers you the opportunity to develop and demonstrate these important personal and professional skills. Environmental sustainability is integrated into the module through use of online learning resources, e-books and Moodle.
The dissertation represents the pinnacle of your undergraduate studies and is the strongest indicator that you are able to work as an independent researcher. To be at the stage of beginning to work on your dissertation indicates that you are successfully studying at a high academic level and have already achieved considerable success.
- Teacher: Clare Higgins
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
- Teacher: Pat Robinson
- Teacher: Chris Spencer
This double module provides you with the opportunity to further your professional and academic development by pursuing a line of enquiry and its implications in depth. The dissertation allows you to extend your experiences of research by undertaking an extended academic study within an area of negotiated choice. You will be required to demonstrate that you are cognisant with the ethical issues of research and that you have sound knowledge of your area of concern. Undertaking the dissertation also places demands on you in terms of organisational and time management and, in doing so, offers you the opportunity to develop and demonstrate these important personal and professional skills. Environmental sustainability is integrated into the module through use of online learning resources, e-books and Moodle.
The dissertation represents the pinnacle of your undergraduate studies and is the strongest indicator that you are able to work as an independent researcher. To be at the stage of beginning to work on your dissertation indicates that you are successfully studying at a high academic level and have already achieved considerable success.
- Teacher: Rose Childs
- Teacher: Duncan Cross
- Teacher: Daniel Edmondson
- Teacher: Stephanie Headon
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
- Teacher: Chris Spencer
- Teacher: Caroline Stockman
This double module provides you with the opportunity to further your professional and academic development by pursuing a line of enquiry and its implications in depth. The dissertation allows you to extend your experiences of research by undertaking an extended academic study within an area of negotiated choice. You will be required to demonstrate that you are cognisant with the ethical issues of research and that you have sound knowledge of your area of concern. Undertaking the dissertation also places demands on you in terms of organisational and time management and, in doing so, offers you the opportunity to develop and demonstrate these important personal and professional skills. Environmental sustainability is integrated into the module through use of online learning resources, e-books and Moodle.
The dissertation represents the pinnacle of your undergraduate studies and is the strongest indicator that you are able to work as an independent researcher. To be at the stage of beginning to work on your dissertation indicates that you are successfully studying at a high academic level and have already achieved considerable success.
- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Chris Spencer
This double module provides you with the opportunity to further your professional and academic development by pursuing a line of enquiry and its implications in depth. The dissertation allows you to extend your experiences of research by undertaking an extended academic study within an area of negotiated choice. You will be required to demonstrate that you are cognisant with the ethical issues of research and that you have sound knowledge of your area of concern. Undertaking the dissertation also places demands on you in terms of organisational and time management and, in doing so, offers you the opportunity to develop and demonstrate these important personal and professional skills. Environmental sustainability is integrated into the module through use of online learning resources, e-books and Moodle.
The dissertation represents the pinnacle of your undergraduate studies and is the strongest indicator that you are able to work as an independent researcher. To be at the stage of beginning to work on your dissertation indicates that you are successfully studying at a high academic level and have already achieved considerable success.
- Teacher: Lisa Carter
- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
- Teacher: Chris Spencer
- Teacher: Caroline Stockman
- Teacher: Pauline Walters
This double module provides you with the opportunity to further your professional and academic development by pursuing a line of enquiry and its implications in depth. The dissertation allows you to extend your experiences of research by undertaking an extended academic study within an area of negotiated choice. You will be required to demonstrate that you are cognisant with the ethical issues of research and that you have sound knowledge of your area of concern. Undertaking the dissertation also places demands on you in terms of organisational and time management and, in doing so, offers you the opportunity to develop and demonstrate these important personal and professional skills. Environmental sustainability is integrated into the module through use of online learning resources, e-books and Moodle.
The dissertation represents the pinnacle of your undergraduate studies and is the strongest indicator that you are able to work as an independent researcher. To be at the stage of beginning to work on your dissertation indicates that you are successfully studying at a high academic level and have already achieved considerable success.
- Teacher: Lisa Carter
- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Laura O'Brien
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- Teacher: Daniela Bacova
- Teacher: Paul Birkett
- Teacher: Duncan Cross
- Teacher: Dai Griffiths
- Teacher: Rania Hafez
- Teacher: Peter Myler
- Teacher: Robert Snape
- Teacher: Angela Tinwell
- Teacher: Angela Tinwell
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- Teacher: Zenab Desai
- Teacher: Astrid Erentz
- Teacher: Laura O'Brien
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- Teacher: Daniela Bacova
- Teacher: Duncan Cross
- Teacher: Daniel Edmondson
- Teacher: Clare Higgins
- Teacher: David Hopkins
- Teacher: Georgia McCrone
- Teacher: Susan Rabbitt
- Teacher: Caroline Stockman
- Teacher: Sarah Telfer
- Teacher: Amanda Turner
- Teacher: Martyn Walker
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- Teacher: Daniela Bacova
- Teacher: Daniel Edmondson
- Teacher: Caroline Stockman
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- Teacher: Daniela Bacova
- Teacher: Jacqui Harrison
- Teacher: Clare Higgins
- Teacher: Georgia McCrone
- Teacher: Sarah Telfer
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- Teacher: Daniela Bacova
- Teacher: Georgia McCrone
- Teacher: Georgia McCrone
- Teacher: Sarah Telfer
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- Teacher: Furat Al-Faraj
- Teacher: Omer Anwar
- Teacher: Abdul Salam Darwish
- Teacher: Peter Farrell
- Teacher: Junfeng Geng
- Teacher: Amin Khalifeh
- Teacher: Paul McMahon
- Teacher: Sally Preece
- Teacher: Heba Sabboubeh
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Junfeng Geng
- Teacher: Mukesh Limbachiya
- Teacher: Paul McMahon
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Junfeng Geng
- Teacher: Yassin Osman
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Yassin Osman
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- Teacher: Furat Al-Faraj
- Teacher: Peter Farrell
- Teacher: Vincent Uzomah
- Teacher: Anna Williamson
This module introduces you to the scholarly requirements of study in HE and some of the core elements that underpin the study of both literature and creative writing. The module concentrates on key requirements in terms of study skills (e.g. writing styles, giving a presentation), research skills (retrieving and referencing information) and self-management skills (knowing your learning style, identifying areas for improvement, producing a personal development plan). The module will also enable you to identify some of the social and cultural factors that determine the creation and analysis of writing: class, gender, culture, and media, for example. In order to outline the significance of both scholarly skills and these contextual aspects to English and Creative Writing disciplines, these skills and ideas will be explored within the context of a particular area of content central to that particular subject. The module will seek to develop not only knowledge but also the various practical and conceptual tools that will provide you with a firm foundation for future success in your degree programme.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
This module introduces you to the scholarly requirements of study in HE and some of the core elements that underpin the study of both literature and creative writing. The module concentrates on key requirements in terms of study skills (e.g. writing styles, giving a presentation), research skills (retrieving and referencing information) and self-management skills (knowing your learning style, identifying areas for improvement, producing a personal development plan). The module will also enable you to identify some of the social and cultural factors that determine the creation and analysis of writing: class, gender, culture, and media, for example. In order to outline the significance of both scholarly skills and these contextual aspects to English and Creative Writing disciplines, these skills and ideas will be explored within the context of a particular area of content central to that particular subject. The module will seek to develop not only knowledge but also the various practical and conceptual tools that will provide you with a firm foundation for future success in your degree programme.
- Teacher: Kim Edwards-Keates
- Teacher: Ben Wilkinson
This module introduces you to the scholarly requirements of study in HE and some of the core elements that underpin the study of both literature and creative writing. The module concentrates on key requirements in terms of study skills (e.g. writing styles, giving a presentation), research skills (retrieving and referencing information) and self-management skills (knowing your learning style, identifying areas for improvement, producing a personal development plan). The module will also enable you to identify some of the social and cultural factors that determine the creation and analysis of writing: class, gender, culture, and media, for example. In order to outline the significance of both scholarly skills and these contextual aspects to English and Creative Writing disciplines, these skills and ideas will be explored within the context of a particular area of content central to that particular subject. The module will seek to develop not only knowledge but also the various practical and conceptual tools that will provide you with a firm foundation for future success in your degree programme.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
- Teacher: Ben Wilkinson
This module introduces you to the scholarly requirements of study in HE and some of the core elements that underpin the study of both literature and creative writing. The module concentrates on key requirements in terms of study skills (e.g. writing styles, giving a presentation), research skills (retrieving and referencing information) and self-management skills (knowing your learning style, identifying areas for improvement, producing a personal development plan). The module will also enable you to identify some of the social and cultural factors that determine the creation and analysis of writing: class, gender, culture, and media, for example. In order to outline the significance of both scholarly skills and these contextual aspects to English and Creative Writing disciplines, these skills and ideas will be explored within the context of a particular area of content central to that particular subject. The module will seek to develop not only knowledge but also the various practical and conceptual tools that will provide you with a firm foundation for future success in your degree programme.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
The module will continue the development of critical analysis and creative expression begun at HE4. You will study and critique a range of published and performed creative works, applying your understanding of the techniques and theories encountered during Level 1 creative modules in order to elucidate and appraise the professional creative work of others. As well as producing critical reviews, you will encounter a range of other articles written for publication, similarly identifying the creative techniques inherent to some of these articles in order to produce your own. Through tutor and peer feedback, you will gain a deeper appreciation of the writing process, from imaginative inception and research to redrafting and self-reflection, in order to take notes and draft pieces to completed works. You will also critically reflect on your learning experience of writing for publication, relating this to your wider creative development. Graduate Attributes: Global Citizen, Lifelong Learning.
- Teacher: Ed Jones
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
- Teacher: Ben Wilkinson
- Teacher: Brid Andrews
- Teacher: Kim Edwards-Keates
- Teacher: Evan Jones
- Teacher: Jonathan Welsch
- Teacher: Kim Edwards-Keates
- Teacher: Evan Jones
- Teacher: Jill Marsden
- Teacher: Kathryn Thomasson
- Teacher: Brid Andrews
- Teacher: Kim Edwards-Keates
- Teacher: Evan Jones
- Teacher: Jill Marsden
This module offers an innovative, research-led approach to critically examining themes of gender, sex and criminality in the Victorian period. Active participants in practice-based research collaboration, students will explore a range of canonical texts in combination with a diverse and rich array of archival, digitised online resources. Students will have the opportunity to examine contemporary materials such as literary magazines, newspaper articles and visual imagery, in order to explore how such sources help to contextualise and enrich our interpretation of canonical texts. With advanced research skills and methods embedded within the teaching delivery, the module will consider how this kind of research may fill the textual gaps of the canonical writings, concluding with an examination of how the Victorians are re-imagined in the twenty-first century. Finally, students will develop their own areas of research interest in relation to the key themes explored on the module, presenting a record of their ongoing research findings and therein re-presenting the Victorians.
- Teacher: Brid Andrews
- Teacher: Kim Edwards-Keates
- Teacher: Evan Jones
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
This module offers an innovative, research-led approach to critically examining themes of gender, sex and criminality in the Victorian period. Active participants in practice-based research collaboration, students will explore a range of canonical texts in combination with a diverse and rich array of archival, digitised online resources. Students will have the opportunity to examine contemporary materials such as literary magazines, newspaper articles and visual imagery, in order to explore how such sources help to contextualise and enrich our interpretation of canonical texts. With advanced research skills and methods embedded within the teaching delivery, the module will consider how this kind of research may fill the textual gaps of the canonical writings, concluding with an examination of how the Victorians are re-imagined in the twenty-first century. Finally, students will develop their own areas of research interest in relation to the key themes explored on the module, presenting a record of their ongoing research findings and therein re-presenting the Victorians.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
This module offers an innovative, research-led approach to critically examining themes of gender, sex and criminality in the Victorian period. Active participants in practice-based research collaboration, students will explore a range of canonical texts in combination with a diverse and rich array of archival, digitised online resources. Students will have the opportunity to examine contemporary materials such as literary magazines, newspaper articles and visual imagery, in order to explore how such sources help to contextualise and enrich our interpretation of canonical texts. With advanced research skills and methods embedded within the teaching delivery, the module will consider how this kind of research may fill the textual gaps of the canonical writings, concluding with an examination of how the Victorians are re-imagined in the twenty-first century. Finally, students will develop their own areas of research interest in relation to the key themes explored on the module, presenting a record of their ongoing research findings and therein re-presenting the Victorians.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
This module is designed to give you the opportunity to pursue substantial individual research resulting in a final, cumulative dissertation which examines a topic of your choice both creatively and critically. The remit of your creative project will be agreed in advance with your supervising tutor. You might choose between a collection of poems, long or short stories, a novel extract, a specific work of drama. You will have the option to continue and develop creative work begun in one of the Writers’ Room modules, though you can initiate a stand-alone project for this module.
You will be expected to provide several drafts of your creative work at various stages of its development. It will be possible for you to propose appropriate multi-media or cross-genre work to enable you to develop a sense of originality and individual purpose, and to respond to work in the professional field. However, you would normally be expected to work in fields related to one of the specialised areas taken at HE4 and HE5.
This will be accompanied by an essay of 3,000 words which critically examines a topic directly related to your creative work, in terms of creative action and/or contextual critical analysis.
- Teacher: Catriona Craig
- Teacher: Laurence Davey
- Teacher: Simon Holloway
- Teacher: Ed Jones
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
- Teacher: Ben Wilkinson
- Teacher: Jill Marsden
- Teacher: Jill Marsden
- Teacher: Caitlin Stobie
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
- Teacher: Caitlin Stobie
summary goes here
- Teacher: Evan Jones
- Teacher: Jill Marsden
- Teacher: Valerie O'Riordan
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Eleonora Teszenyi
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Julie Blissett
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Julie Blissett
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and analyse and identify the major components in a simple research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy. You will develop effective literature search techniques and skills to critically appraise evidence for its quality, validity and reliability. You will reflect on the research process and consider the impact of research evidence on early years practice.
In studying this module you will be equipped with the skills and understanding necessary to complete the EYC5005 Independent Study module. The module will encourage your development as an independent learner who takes responsibility for their own learning and effectiveness. This module provides you, the student, with the underpinning knowledge of the research process needed to become a more informed and effective early years practitioner.
The module also aims to develop transferrable skills such as communication, planning and organisation, action planning, and social, public and ethical responsibility.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Danny Schofield
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in EYC4008 Introduction to Child Development. The purpose of the module is to evaluate established theories and more current research in the area of child development in more depth and apply these to practice. In particular, you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Linda Shuttleworth
- Teacher: Paula Walsh
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in EYC4008 Introduction to Child Development. The purpose of the module is to evaluate established theories and more current research in the area of child development in more depth and apply these to practice. In particular, you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in EYC4008 Introduction to Child Development. The purpose of the module is to evaluate established theories and more current research in the area of child development in more depth and apply these to practice. In particular, you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Joanne Smith
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in EYC4008 Introduction to Child Development. The purpose of the module is to evaluate established theories and more current research in the area of child development in more depth and apply these to practice. In particular, you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Deborah Nye
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in EYC4008 Introduction to Child Development. The purpose of the module is to evaluate established theories and more current research in the area of child development in more depth and apply these to practice. In particular, you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Alison Farrell
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module is aimed at practitioners who are working with young children and builds upon the knowledge gained in the introductory child development module. The purpose of the module is to evaluate established theories and more current research in more depth and apply these to practice. In particular you will consider the observation and assessment of children to ensure the individual needs of children are met. The module also aims to promote partnership working with parents and other professionals working with the child and their families.
- Teacher: Julie Blissett
- Teacher: Anne Shaw
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Linda Shuttleworth
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Joanne Smith
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Deborah Nye
- Teacher: Danny Schofield
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Deborah Nye
- Teacher: Danny Schofield
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Deborah Nye
- Teacher: Danny Schofield
- Teacher: Anne Shaw
- Teacher: Paula Walsh
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Deborah Nye
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Emma Whittam
This module aims to develop your understanding and appreciation of the different traditions in researching social phenomena and identifying the major components in the research process. You will be expected to consider the growth of evidence based practice and the impact on early years pedagogy.
- Teacher: Alison Farrell
- Teacher: Deborah Nye
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Emma Whittam
This module provides you with an opportunity to further your professional and academic development by planning and carrying out a research project in an area of interest. You will be required to demonstrate that you have a sound understanding of the ethical issues of research with children and in the context of early years settings.
The module will foster your ability to work independently on a particular topic, developing advanced study skills and your organisation and time-management skills. The dissertation will help you develop your own critical voice, give you experience of the research process, develop your ability to plan, organise and manage a project, alongside analysing, synthesising and evaluating evidence to inform practice in the early years sector and beyond.
- Teacher: Alison Farrell
- Teacher: Catherine Meehan
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module provides you with an opportunity to further your professional and academic development by planning and carrying out a research project in an area of interest. You will be required to demonstrate that you have a sound understanding of the ethical issues of research with children and in the context of early years settings.
The module will foster your ability to work independently on a particular topic, developing advanced study skills and your organisation and time-management skills. The dissertation will help you develop your own critical voice, give you experience of the research process, develop your ability to plan, organise and manage a project, alongside analysing, synthesising and evaluating evidence to inform practice in the early years sector and beyond.
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Linda Withey
This module provides you with an opportunity to further your professional and academic development by planning and carrying out a research project in an area of interest. You will be required to demonstrate that you have a sound understanding of the ethical issues of research with children and in the context of early years settings.
The module will foster your ability to work independently on a particular topic, developing advanced study skills and your organisation and time-management skills. The dissertation will help you develop your own critical voice, give you experience of the research process, develop your ability to plan, organise and manage a project, alongside analysing, synthesising and evaluating evidence to inform practice in the early years sector and beyond.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Danny Schofield
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Emma Whittam
- Teacher: Linda Withey
This module provides you with an opportunity to further your professional and academic development by planning and carrying out a research project in an area of interest. You will be required to demonstrate that you have a sound understanding of the ethical issues of research with children and in the context of early years settings.
The module will foster your ability to work independently on a particular topic, developing advanced study skills and your organisation and time-management skills. The dissertation will help you develop your own critical voice, give you experience of the research process, develop your ability to plan, organise and manage a project, alongside analysing, synthesising and evaluating evidence to inform practice in the early years sector and beyond.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Danny Schofield
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Emma Whittam
This module provides you with an opportunity to further your professional and academic development by planning and carrying out a research project in an area of interest. You will be required to demonstrate that you have a sound understanding of the ethical issues of research with children and in the context of early years settings.
The module will foster your ability to work independently on a particular topic, developing advanced study skills and your organisation and time-management skills. The dissertation will help you develop your own critical voice, give you experience of the research process, develop your ability to plan, organise and manage a project, alongside analysing, synthesising and evaluating evidence to inform practice in the early years sector and beyond.
- Teacher: Julie Blissett
- Teacher: Alison Farrell
- Teacher: Sandra Shaffi
- Teacher: Anne Shaw
- Teacher: Paula Walsh
- Teacher: Emma Whittam
This module provides an introduction to key historical, cultural, political, social and economic contexts, which affect our readings of fashion. It is designed to enhance communication skills, research skills, critical analysis and writing skills. The module will introduce you to contemporary research and writing practice, encouraging the development of writing across various academic channels.
The two assessed components encourage you to explore, consider and reflect on a range of perspectives in the field of fashion. Through exploring both historical and contemporary contexts of fashion you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE.
Research and referencing skills are embedded into contextual studies to support your investigation into a variety of historical, cultural and critical contexts within art and design, with specific focus on fashion.
- Teacher: Donna Claypool
- Teacher: Emma Fazackerley
- Teacher: Zoe Fletcher
- Teacher: Elizabeth Kealy-Morris
- Teacher: Leanne Lewis
- Teacher: Faye Power
This module provides an introduction to key historical, cultural, political, social and economic contexts, which affect our readings of fashion. The module will introduce you to contemporary research and writing practice: the critical, contextual, historical and conceptual dimensions of fashion design and the wider art and design context; reviewing aspects of visual and material culture and archive retrieval, whilst encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication, branding, marketing and design terminology and language and the investigation of career directions for fashion graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. Through exploring both historical and contemporary contexts of fashion you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. Research and referencing skills are embedded into contextual studies to support your investigation into a variety of historical, cultural and critical contexts within art and design, with specific focus on fashion. You will have the opportunity to apply research skills acquired throughout the module to a practical, design-led micro brief. Emphasis will be placed on responding to and reinterpreting historical and archival references for a contemporary context. You will work collaboratively to explore applied and digital print processes for fashion purposes.
Graduate Attributes: Effective Communicator, Collaborative, Lifelong Learning, Self-Aware.
- Teacher: Lindsay Banks
- Teacher: Donna Claypool
- Teacher: Emma Fazackerley
- Teacher: Leanne Lewis
- Teacher: Debbie Moorhouse
- Teacher: Faye Power
This module provides an introduction to key historical, cultural, political, social and economic contexts, which affect our readings of fashion. The module will introduce you to contemporary research and writing practice: the critical, contextual, historical, and conceptual dimensions of fashion design and the wider art and design context; reviewing aspects of visual and material culture and archive retrieval, whilst encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication, branding, marketing and design terminology and language and the investigation of career directions for fashion graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. Through exploring both historical and contemporary contexts of fashion you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. Research and referencing skills are embedded into contextual studies to support your investigation into a variety of historical, cultural, and critical contexts within art and design, with specific focus on fashion. You will have the opportunity to apply research skills acquired throughout the module to a practical, design-led micro brief. Emphasis will be placed on responding to and reinterpreting historical and archival references for a contemporary context. You will work collaboratively to explore applied and digital print processes for fashion purposes
- Teacher: Lindsay Banks
- Teacher: Emma Fazackerley
- Teacher: Leanne Lewis
- Teacher: Debbie Moorhouse
- Teacher: Faye Power
- Teacher: Nicola Shaw
- Teacher: Sana Syed
This module provides an introduction to key historical, cultural, political, social and economic contexts, which affect our readings of fashion. The module will introduce you to contemporary research and writing practice: the critical, contextual, historical, and conceptual dimensions of fashion design and the wider art and design context; reviewing aspects of visual and material culture and archive retrieval, whilst encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication, branding, marketing and design terminology and language and the investigation of career directions for fashion graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. Through exploring both historical and contemporary contexts of fashion you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. Research and referencing skills are embedded into contextual studies to support your investigation into a variety of historical, cultural, and critical contexts within art and design, with specific focus on fashion. You will have the opportunity to apply research skills acquired throughout the module to a practical, design-led micro brief. Emphasis will be placed on responding to and reinterpreting historical and archival references for a contemporary context. You will work collaboratively to explore applied and digital print processes for fashion purposes.
This module introduces the critical, historical, and contemporary context of fashion design. As an introduction, students will be guided through a timeline of moments, events and influences that informed fashion and will develop an understanding from which they can explore these themes in further detail.
The components of this module work together in building understanding of academic research and writing skills whilst also allowing the development of subject specific content knowledge. Through lectures and seminar discussions, research tasks individually and in groups, through skills sessions students will build a weekly understanding of critical theory and how to utilise the research and skills developed along the way.
The module builds from its foundation at week 1 the students understanding and awareness of both the subject knowledge and specific key skills; academic research, academic writing and critical awareness and analysis, this culminates in formal written submissions that allow students to demonstrate their understanding and skills development in a written submission and in doing this, they will consolidate and strengthen both their critical theory knowledge and academic skills, which they will build upon each academic year..
- Teacher: Lindsay Banks
- Teacher: Emma Fazackerley
- Teacher: Laura Hardingham
- Teacher: Leanne Lewis
- Teacher: Faye Power
This module provides an introduction to key historical, cultural, political, social and economic contexts, which affect our readings of fashion; including the impact of fashion on wellbeing, health and happiness. The module will introduce you to contemporary research and writing practice, encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication; branding, marketing and design terminology and language and the investigation of career directions for fashion graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. The two assessed components encourage you to explore, consider and reflect on a range of perspectives in the field of fashion. Through exploring both historical and contemporary contexts of fashion you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. Research and referencing skills are embedded into contextual studies to support your investigation into a variety of historical, cultural and critical contexts within art and design, with specific focus on fashion. This module serves to develop the GAME attributes: Effective Communicator, Collaborative, Lifelong Learner and Self Aware.
Indicative Content:
- Introduction to key concepts and themes within a fashion context; including fashion history, culture and society, global issues, ethics and philosophy, fashion psychology and identity and gender.
- Aesthetics, health, well-being and lifestyle and contemporary issues; digital influencers and communication, design communication; branding, marketing and terminology and language and roles within fashion.
- Academic and Professional Writing: Writing for different purposes; email, review, editorial, opinion piece, critical evaluation and analysis, reflection and critiquing work with competence in various academic contexts.
- Digital Literacy and communication: Effective communication using various digital channels; designing, developing and managing digital platforms for effective communication of visual and textual information.
- Employability: Introduction to transferable employability skills; ICT, visual and verbal communication, planning and Personal development planning (PDP).
- Information skills: Basics of research (including ethical aspects – unfair means, etc); literature searching; using databases, VLE and support digital resources.
- Teacher: Leanne Lewis
- Teacher: Faye Power
- This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of fashion, including the impact of fashion on wellbeing, health and happiness. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations. You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. Research and study skills are an integral part of the module and workshops will focus on developing academic practice. Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Graduate Attributes: Effective Communicator and Global Citizen
- Teacher: Lindsay Banks
- Teacher: Emma Fazackerley
- Teacher: Leanne Lewis
- Teacher: Faye Power
This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of fashion, including the impact of fashion on wellbeing, health and happiness. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations.
You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. Research and study skills are an integral part of the module and workshops will focus on developing academic practice.
Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Graduate Attributes: Effective Communicator and Global Citizen
- Teacher: Martin Benes
- Teacher: Leanne Lewis
The module is designed to enhance and consolidate your communication, research, and critical writing skills. The discipline involves the study of cultural and creative processes that goes beyond the history of fashion and theories of art and design. You will focus on extending various aspects of theoretical knowledge through the exploration of a self- selected research project and as a result this will strengthen your critical analysis and investigation skills. You will discuss and analyse historical, cultural, social and political contexts, which affect our readings of fashion. You will experience learning in different environments with attention given to one-to-one research tutorials tailored to the specific needs of the student. In addition group seminars and workshops will provide support for academic study skills and, furthermore, online forums and access to digital resources will support you throughout the module. You will be actively encourage to conduct independent study visits to relevant galleries, museums and archives in order to review and retrieve primary research (text and image). In addition you will be encouraged to attend events and conferences that support your academic development and construction of theoretical knowledge. Graduate Attributes: Effective Communicator and Global Citizen.
Module Tutor: Leanne Lewis
Email: l.lewis@bolton.ac.uk
Availability and contact: Zoom Tutorials or Telephone Tutorials Available Monday 12-2 Wednesday 12-2
- Teacher: Lindsay Banks
- Teacher: Emma Fazackerley
- Teacher: Leanne Lewis
- Teacher: Debbie Moorhouse
- The module is designed to enhance and consolidate your communication, research, and critical writing skills. The discipline involves the study of cultural and creative processes that goes beyond the history of fashion and theories of art and design. You will focus on extending various aspects of theoretical knowledge through the exploration of a self- selected research project and as a result this will strengthen your critical analysis and investigation skills. You will discuss and analyse historical, cultural, social and political contexts, which affect our readings of fashion. You will experience learning in different environments with attention given to one-to-one research tutorials tailored to the specific needs of the student. In addition group seminars and workshops will provide support for academic study skills and, furthermore, online forums and access to digital resources will support you throughout the module. You will be actively encourage to conduct independent study visits to relevant galleries, museums and archives in order to review and retrieve primary research (text and image). In addition you will be encouraged to attend events and conferences that support your academic development and construction of theoretical knowledge. Graduate Attributes: Effective Communicator and Global Citizen.
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Debbie Moorhouse
The module is designed to enhance and consolidate your communication, research, and critical writing skills. The discipline involves the study of cultural and creative processes that goes beyond the history of fashion and theories of art and design. You will focus on extending various aspects of theoretical knowledge through the exploration of a self- selected research project and as a result this will strengthen your critical analysis and investigation skills. You will discuss and analyse historical, cultural, social and political contexts, which affect our readings of fashion. You will experience learning in different environments with attention given to one-to-one research tutorials tailored to the specific needs of the student. In addition group seminars and workshops will provide support for academic study skills and, furthermore, online forums and access to digital resources will support you throughout the module. You will be actively encourage to conduct independent study visits to relevant galleries, museums and archives in order to review and retrieve primary research (text and image). In addition you will be encouraged to attend events and conferences that support your academic development and construction of theoretical knowledge. Graduate Attributes: Effective Communicator and Global Citizen.
This module builds from previous critical theory modules and directly reflects the learning and knowledge built by the cohort throughout their studies, specifically related to the context of fashion design; it purposely encourages students to develop their personal area of research which directly responds to their needs and interests and to enable links between academia and practice.
Components of the module are designed to enable progress from week 1 – 15, lectures and working research groups support and enable critical thinking and awareness, skills sessions encourage students to apply such skills to their academic writing skills to present research in an appropriate format. Workshops and tutorials are a key component of the module and offers opportunity for tailored feedback to their personal research areas.
This module enables students to consolidate skills developed and to convey their understanding of academic research and writing skills whilst via a piece of academic writing. Through lectures and seminar discussions, research tasks individually and in groups, through skills sessions students will build a weekly understanding of their personal research area and how to utilise the research and skills developed along the way.
- Teacher: Lindsay Banks
- Teacher: Leanne Lewis
- Teacher: Debbie Moorhouse
- Teacher: Faye Power
summary goes here
- Teacher: Lindsay Banks
- Teacher: Laura Hardingham
- Teacher: Leanne Lewis
- Teacher: Faye Power
The module will introduce you to historical, critical and theoretical concerns of art from the early part of the 20th century to the present. Intended to work alongside your developing studio practice and skills, you will develop an understanding of the relationship between research and practice, how it functions, and its importance in the world of contemporary art.
- Teacher: Rachael Addis
- Teacher: Liam Ainscough
- Teacher: Emma Bolland
- Teacher: Nicola Shaw
- Teacher: Darren Tolliday
- Teacher: Ged Young
The module will introduce you to historical, critical and theoretical concerns of art from the early part of the 20th century to the present. Intended to work alongside your developing studio practice and skills, you will develop an understanding of the relationship between research and practice, how it functions, and its importance in the world of contemporary art.
- Teacher: Liam Ainscough
- Teacher: Sue Brown
- Teacher: Ged Young
The module will introduce you to historical, critical and theoretical concerns of art from the early part of the 20th century to the present. Intended to work alongside your developing studio practice and skills, you will develop an understanding of the relationship between research and practice, how it functions, and its importance in the world of contemporary art.
160 cm Line Tattooed on 4 People El Gallo Arte Contemporáneo. Salamanca, Spain. December 2000
This module is designed to enable you to maximise your potential for professional engagement, culminating with a public facing outcome negotiated with you module tutor. This module will provide you with the skills to investigate art in public contexts. You will learn how to research and develop your project, from idea to fully executed public facing art work.
- Teacher: Liam Ainscough
- Teacher: Darren Tolliday
- Teacher: Sarah Weston
- Teacher: Samantha Williams
- Teacher: Ged Young
Spencer Turnick 'Sea of Hull' Streets of Hull were transformed into an ocean of painted human flesh as 3,200 volunteers braved North Sea chill. The project, which aimed to represent Hull's maritime heritage, was devised to celebrate the port's status as the UK City of Culture
This module is designed to enable you to maximise your potential for professional engagement, culminating with a public facing outcome negotiated with you module tutor. This module will provide you with the skills to investigate art in public contexts. You will learn how to research and develop your project, from idea to fully executed public facing art work.
- Teacher: Liam Ainscough
- Teacher: Neil Greenhalgh
- Teacher: Sarah Weston
- Teacher: Ged Young
This module is designed to enable you to maximise your potential for professional engagement, culminating with a public facing outcome negotiated with you module tutor. This module will provide you with the skills to investigate art in public contexts. You will learn how to research and develop your project, from idea to fully executed public facing art work.
- Teacher: Liam Ainscough
- Teacher: Neil Greenhalgh
The module will concentrate on critical and theoretical concerns in contemporary art practice. You will contribute to debate and discussion on and around contemporary concerns that form the basis of contemporary art. You will continue to develop a critically evolving practice of critique and writing, understanding the relationship between research and practice, and how it reflects and responds to political, economic and cultural concerns in the world of contemporary art.
- Teacher: Rachael Addis
- Teacher: Liam Ainscough
- Teacher: Emma Bolland
- Teacher: David Gledhill
- Teacher: Nicola Shaw
- Teacher: Sarah Weston
- Teacher: Ged Young
The module will concentrate on critical and theoretical concerns in contemporary art practice. You will contribute to debate and discussion on and around contemporary concerns that form the basis of contemporary art. You will continue to develop a critically evolving practice of critique and writing, understanding the relationship between research and practice, and how it reflects and responds to political, economic and cultural concerns in the world of contemporary art.
- Teacher: Liam Ainscough
- Teacher: Emma Bolland
- Teacher: Neil Greenhalgh
- Teacher: Bea Lowe
- Teacher: Joe O'Rourke
- Teacher: Rachel Smith
- Teacher: Ged Young
This module enables an in-depth exploration of a topic of your choice and consolidation of knowledge and understanding. During this time you will carry out a literature review, identify a suitable methodology, collect and analyse information, discuss your findings and draw conclusions. This module provides opportunities to develop a critical, inquiring and reflective approach to an area of study, demonstrate originality and creativity, acquire research skills and gain experience in research practice. Graduate Attributes: Effective Communicator, Lifelong Learning
- Teacher: Beccy Barnes
- Teacher: David Gledhill
- Teacher: Neil Greenhalgh
- Teacher: Nicola Shaw
- Teacher: Ged Young
This module will bring together ideas, materials, experiments and research to progress intellectual and practical achievements already established. You will build on the development of your studio practice through rigorous research surrounding your concerns. It will provide a sustained period of practical study offering the possibility to locate practice in transdisciplinary, post-studio concerns. Your study will involve both analysis and synthesis of contemporary practice, located and informed by current critical debate, and requires high levels of self-motivation and working independently. You will identify subjects linked to your emerging practice. Materials, methods and processes will be selected appropriate to the project. You will learn how to present your work to a high standard and articulate your ideas with confidence.
- Teacher: Neil Greenhalgh
- Teacher: Clare Liu
- Teacher: Ged Young
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- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Faye Power
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- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Leanne Lewis
- Teacher: Faye Power
- Teacher: Tom Sutton
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- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Leanne Lewis
- Teacher: Faye Power
- Teacher: Tom Sutton
- Teacher: Steven Barnes
- Teacher: Tara Chandler
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- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Chloe Gray
- Teacher: Aamena Hanif
- Teacher: Kylie Hazeldine
- Teacher: Anna Howard
- Teacher: Sonia Leeyou
- Teacher: Ramona Nedelea
- Teacher: Bella Wheeler
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- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Shukti Biswas
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Sonia Leeyou
- Teacher: Ramona Nedelea
- Teacher: Saktima Thattanah
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- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Craig james Merrifield
- Teacher: Hassan Osman
- Teacher: Sally Preece
- Teacher: Michelle Simpson
- Teacher: Fiona Smith
- Teacher: Joanne Smith
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- Teacher: Morris Anglin
- Teacher: Archana Arora
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Ramona Nedelea
- Teacher: Saktima Thattanah
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- Teacher: O Abdul-Wahab
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Ramona Nedelea
- Teacher: Saktima Thattanah
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- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Sonia Leeyou
- Teacher: Saktima Thattanah
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- Teacher: Morris Anglin
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Oluwafemi Esan
- Teacher: Aamena Hanif
- Teacher: Sonia Leeyou
- Teacher: Ramona Nedelea
- Teacher: Oluwadamilola Okuwobi
- Teacher: Saktima Thattanah
January 2021 Y1 S2
- Teacher: Adeniyi Adeboye
- Teacher: Esther Afari-Mensah
- Teacher: Jamil Ahmed
- Teacher: Morris Anglin
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Soban Sadiq
- Teacher: Saktima Thattanah
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- Teacher: Ambia Begum
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Hassan Osman
- Teacher: Michelle Simpson
- Teacher: Fiona Smith
April 2021 Semester 2
- Teacher: Morris Anglin
- Teacher: Archana Arora
- Teacher: Amardeep Badatch
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Oluwafemi Esan
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Will Naylor
- Teacher: Ramona Nedelea
- Teacher: Soban Sadiq
- Teacher: Anamika Shama
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Andrew Steadman
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Kate Walsh
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- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Fiona Smith
- Teacher: Joanne Smith
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- Teacher: Maria Chiara Bradascio
- Teacher: Tracy Corbett
- Teacher: Lisa Forrest
- Teacher: Jodie Green
- Teacher: Michelle Simpson
- Teacher: Helen Waters
Module aimed at developing your skills in understanding research in the area of Social Sciences
- Teacher: Maria Chiara Bradascio
- Teacher: Michelle Simpson
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- Teacher: Zahrah Ali
- Teacher: Steven Barnes
- Teacher: Tara Chandler
- Teacher: Charlotte Conn
- Teacher: Keith Kenyon
- Teacher: Megan Robinson
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- Teacher: Steven Barnes
- Teacher: Charlotte Conn
- Teacher: Rhiannon Hanson
- Teacher: Louise Helm
- Teacher: Robert Hurst
- Teacher: Keith Kenyon
- Teacher: Keith Kenyon
- Teacher: Megan Robinson
- Teacher: Heather Spooner
- Teacher: Lyndsey Vaughton
- Teacher: Scott Whitfield
- Teacher: Ana Campos
- Teacher: Louise Helm
- Teacher: Keith Kenyon
- Teacher: Davina Polding
- Teacher: Linzi Robertson
- Teacher: Megan Robinson
- Teacher: Scott Whitfield
- Teacher: Ana Campos
- Teacher: Atinuke Dawodu
- Teacher: Caroline Mead
- Teacher: Linzi Robertson
- Teacher: Megan Robinson
- Teacher: Scott Whitfield
Your studies in this module will be informed by the latest concepts, ideas and techniques within professional games development.
You will look at, research and analyse the level designs within the current gaming market, with a view of being able to evaluate, categorise, critique and compare level design methods and theories. You will be shown various design techniques, which will allow you to plan and produce original level designs and game-play concepts based on research. During this module you will consider the features and capabilities of modern level design tools.
This will help you to prepare to make an informed and rational decisions about the level design approaches that you will use for your future projects, as these skills are crucial for employability in many national and international companies.
- Teacher: Ewan Armstrong
- Teacher: Anthony McCormick
You're all expert gamers. But the language of gaming is only half the picture.
Mechanics and Metrics is a module that continues your journey from player perspectives to producer perspectives. We'll examine several theoretical perspectives from 'game studies' (the academic field discussing games) and invite you to say what you agree with, what you disagree with and why.
In the practical sessions we'll be putting our theories into practice by examining game testing, game balancing, research methods and, eventually, game production. You'll not just be able to make a game with strong mechanics and well-tested metrics, but you'll also be able to say why it is strong.
- Teacher: Ewan Armstrong
- Teacher: Col Harding
- Teacher: Rebecca Mayhew
- Teacher: Anthony McCormick
- Teacher: Judah Smith
- Teacher: Andrew Williams
You're all expert gamers. But the language of gaming is only half the picture.
Mechanics and Metrics is a module that continues your journey from player perspectives to producer perspectives. We'll examine several theoretical perspectives from 'game studies' (the academic field discussing games) and invite you to say what you agree with, what you disagree with and why.
In the practical sessions we'll be putting our theories into practice by examining game testing, game balancing, research methods and, eventually, game production. You'll not just be able to make a game with strong mechanics and well-tested metrics, but you'll also be able to say why it is strong.
- Teacher: Ewan Armstrong
- Teacher: Jo Daly
- Teacher: Col Harding
- Teacher: Tim Ash
- Teacher: Louise Ashby
- Teacher: Yasmin Down
- Teacher: Craig Fortune
- Teacher: Col Harding
- Teacher: Rebecca Mayhew
- Teacher: Anthony McCormick
- Teacher: Carrie Warwick
- Teacher: Andrew Williams
This module will introduce you to digital sculpting techniques. The focus will be on sculpting a portfolio of multi-resolution elements, one of which will then be developed into a game-ready asset. You will be taught the software starting with the initial theory through to its application in practical projects. You will also learn how these toolsets relate to current industry pipelines.
The practical knowledge taught in the module will be applied to a series of assignment tasks, these assignment tasks will involve research and ideation, digital sculpting, 3D modelling, texturing and portfolio presentation. You will be expected to develop your own concepts that fit in with the assignment criteria, create these in the sculpting software, complete the pipeline by taking one of the sculpts through to a final game-ready asset and present the portfolio of work, giving particular consideration to aesthetics.
The following GAME attributes are developed in this module, Resilience, Effective Communicator and Lifelong Learner.
- Teacher: Yasmin Down
- Teacher: Col Harding
- Teacher: Carrie Warwick
This module will introduce you to digital sculpting techniques. The focus will be on sculpting a portfolio of multi-resolution elements, one of which will then be developed into a game-ready asset. You will be taught the software starting with the initial theory through to its application in practical projects. You will also learn how these toolsets relate to current industry pipelines.
The practical knowledge taught in the module will be applied to a series of assignment tasks, these assignment tasks will involve research and ideation, digital sculpting, 3D modelling, texturing and portfolio presentation. You will be expected to develop your own concepts that fit in with the assignment criteria, create these in the sculpting software, complete the pipeline by taking one of the sculpts through to a final game-ready asset and present the portfolio of work, giving particular consideration to aesthetics.
The following GAME attributes are developed in this module, Resilience, Effective Communicator and Lifelong Learner.
- Teacher: Baz Armstrong
- Teacher: Carrie Warwick
This module will introduce you to digital sculpting techniques. The focus will be on sculpting a portfolio of multi-resolution elements, one of which will then be developed into a game-ready asset. You will be taught the software starting with the initial theory through to its application in practical projects. You will also learn how these toolsets relate to current industry pipelines.
The practical knowledge taught in the module will be applied to a series of assignment tasks, these assignment tasks will involve research and ideation, digital sculpting, 3D modelling, texturing and portfolio presentation. You will be expected to develop your own concepts that fit in with the assignment criteria, create these in the sculpting software, complete the pipeline by taking one of the sculpts through to a final game-ready asset and present the portfolio of work, giving particular consideration to aesthetics.
The following GAME attributes are developed in this module, Resilience, Effective Communicator and Lifelong Learner.
- Teacher: Baz Armstrong
- Teacher: Col Harding
- Teacher: Carrie Warwick
This module will introduce you to digital sculpting techniques. The focus will be on sculpting a portfolio of multi-resolution elements, one of which will then be developed into a game-ready asset. You will be taught the software starting with the initial theory through to its application in practical projects. You will also learn how these toolsets relate to current industry pipelines.
The practical knowledge taught in the module will be applied to a series of assignment tasks, these assignment tasks will involve research and ideation, digital sculpting, 3D modelling, texturing and portfolio presentation. You will be expected to develop your own concepts that fit in with the assignment criteria, create these in the sculpting software, complete the pipeline by taking one of the sculpts through to a final game-ready asset and present the portfolio of work, giving particular consideration to aesthetics.
The following GAME attributes are developed in this module, Resilience, Effective Communicator and Lifelong Learner.
- Teacher: Baz Armstrong
This module will introduce you to digital sculpting techniques. The focus will be on sculpting a portfolio of multi-resolution elements, one of which will then be developed into a game-ready asset. You will be taught the software starting with the initial theory through to its application in practical projects. You will also learn how these toolsets relate to current industry pipelines.
The practical knowledge taught in the module will be applied to a series of assignment tasks, these assignment tasks will involve research and ideation, digital sculpting, 3D modelling, texturing and portfolio presentation. You will be expected to develop your own concepts that fit in with the assignment criteria, create these in the sculpting software, complete the pipeline by taking one of the sculpts through to a final game-ready asset and present the portfolio of work, giving particular consideration to aesthetics.
The following GAME attributes are developed in this module, Resilience, Effective Communicator and Lifelong Learner.
- Teacher: Baz Armstrong
In this module you will be introduced to key ideas and theories relating to contemporary graphic design practice. You will develop the necessary research and communication skills to produce a piece of designed writing that explores some of the issues and themes covered. You will consider and explore the links between graphic design theory and practice. The theory you develop will feed into the designs you create in other modules, this may cover concepts such as juxtaposition, understanding of hierarchy as well as authorship and the history of graphic design. The module will also give you the skills to relate graphic design to other related disciplines such as illustration and photography. Lectures, seminars, workshops and visits will help you to explore the historical, critical and cultural contexts of graphic design practice. This will enable you to contextualise the theories covered and present your findings in an accessible format. Graduate Attributes: Effective Communicator, Global Citizen
- Teacher: Samantha Williams
In this module you will be introduced to key ideas and theories relating to contemporary graphic design practice. You will develop the necessary research and communication skills to produce a piece of designed writing that explores some of the issues and themes covered. You will consider and explore the links between graphic design theory and practice. The theory you develop will feed into the designs you create in other modules, this may cover concepts such as juxtaposition, understanding of hierarchy as well as authorship and the history of graphic design. The module will also give you the skills to relate graphic design to other related disciplines such as illustration and photography. Lectures, seminars, workshops and visits will help you to explore the historical, critical and cultural contexts of graphic design practice. This will enable you to contextualise the theories covered and present your findings in an accessible format. Graduate Attributes: Effective Communicator, Global Citizen
- Teacher: Samantha Williams
In this module you will be introduced to key ideas and theories relating to contemporary graphic design practice. You will develop the necessary research and communication skills to produce a piece of designed writing that explores some of the issues and themes covered. You will consider and explore the links between graphic design theory and practice. The theory you develop will feed into the designs you create in other modules, this may cover concepts such as juxtaposition, understanding of hierarchy as well as authorship and the history of graphic design. The module will also give you the skills to relate graphic design to other related disciplines such as illustration and photography. Lectures, seminars, workshops and visits will help you to explore the historical, critical and cultural contexts of graphic design practice. This will enable you to contextualise the theories covered and present your findings in an accessible format. Graduate Attributes: Effective Communicator, Global Citizen
- Teacher: Samantha Williams
In this module you will be introduced to key ideas and theories relating to contemporary graphic design practice. You will develop the necessary research and communication skills to produce a piece of designed writing that explores some of the issues and themes covered.
You will consider and explore the links between graphic design theory and practice. The theory you develop will feed into the designs you create in other modules, this may cover concepts such as juxtaposition, understanding of hierarchy as well as authorship and the history of graphic design.
The module will also give you the skills to relate graphic design to other related disciplines such as illustration and photography. Lectures, seminars, workshops and visits will help you to explore the historical, critical and cultural contexts of graphic design practice. This will enable you to contextualise the theories covered and present your findings in an accessible format. Graduate Attributes: Effective Communicator, Global Citizen
- Teacher: Samantha Williams
In this module you will be introduced to key ideas and theories relating to contemporary graphic design practice. You will develop the necessary research and communication skills to produce a piece of designed writing (in the form of a zine if possible) that explores some of the issues and themes covered.
You will consider and explore the links between graphic design theory and practice. The theory you develop will feed into the designs you create in other modules, this may cover concepts such as juxtaposition, understanding of hierarchy, as well as authorship and the history of graphic design. The module will also give you the skills to relate graphic design to other related disciplines such as animation & illustration, fine art and photography.
Lectures, seminars, workshops, and visits will help you to explore the historical, critical, and cultural contexts of graphic design practice. This will enable you to contextualise the theories covered and present your findings in an accessible format. The content e.g., Gestalt, Appropriation, Type should feed into the practical modules covered at HE4 and prepare for the contextual modules at HE5 and HE6.
- Teacher: Carol Allison
- Teacher: Andrew Fox
- Teacher: Samantha Williams
- Teacher: Maureen Connell
- Teacher: Heather Darwen
- Teacher: Mark Durkin
- Teacher: Trish Houghton
- Teacher: Chloe Remo
- Teacher: Alex Robinson
- Teacher: Peter Thompson
- Teacher: Peter Thompson
- Teacher: Jo Wroe
Welcome to your 2nd year of BSc (Hons) Operating Department Practice at the University of Bolton. This is your research practice module, from which you will gain fundamental knowledge, skills and behaviours of evidence-based practice to underpin your life-long learning and professional career.
This is a single semester, 20 credit module running from September- January.
- Teacher: Heather Darwen
- Teacher: Gina Lewis
- Teacher: Chloe Remo
- Teacher: Alex Robinson
- Teacher: Jo Wroe
Welcome to your 2nd year of BSc (Hons) Operating Department Practice at the University of Bolton. This is your research practice module, from which you will gain fundamental knowledge, skills and behaviours of evidence-based practice to underpin your life-long learning and professional career.
This is a single semester, 20 credit module running from September- January.
- Teacher: Jonathan Devine
- Teacher: Nicola Greenlees
- Teacher: Gina Lewis
- Teacher: Alex Robinson
- Teacher: Jo Wroe
Welcome to your 2nd year of BSc (Hons) Operating Department Practice at the University of Bolton.
This module will challenge students to critically analyse a recent advancement in perioperative practice and appraise latest evidence base in healthcare research literature. Completion of this research module is a fundamental element of a degree programme and will enable students to develop evidence-based practice rationale to contribute to enhancements in patient care and outcomes.
Key topics taught and assessed will include: research methods and design, research methodologies, conducting a literature search, critical appraisal, research ethics and using research to inform practice in healthcare.
This is a single semester, 20 credit module running from September- January.
Module Lead: Gina Lewis g.lewis@bolton.ac.uk
Module Tutors: Gina Lewis g.lewis@bolton.ac.uk, Jo Wroe j.wroe@bolton.ac.uk
- Teacher: Jonathan Devine
- Teacher: Gina Lewis
- Teacher: Chloe Remo
- Teacher: Liz Schofield
- Teacher: Jo Wroe
Welcome to your 2nd year of BSc (Hons) Operating Department Practice at the University of Bolton.
This module will challenge students to critically analyse an area perioperative practice and appraise the latest evidence base in healthcare research literature. Completion of this research module is a fundamental element of a degree programme and will enable students to develop evidence-based practice rationale to contribute to enhancements in patient care and outcomes.
Key topics taught and assessed will include: research methods and design, research methodologies, conducting a literature search, critical appraisal, research ethics and using research to inform practice in healthcare.
This is a single semester, 20 credit module running from April- August.
Module Lead: Gina Lewis g.lewis@bolton.ac.uk
Module Tutors: Gina Lewis g.lewis@bolton.ac.uk, Jo Wroe j.wroe@bolton.ac.uk
- Teacher: Jonathan Devine
- Teacher: Nicola Greenlees
- Teacher: Gina Lewis
- Teacher: Angela Murray
- Teacher: Chloe Remo
- Teacher: Liz Schofield
- Teacher: Jo Wroe
- Teacher: Kay Donnellon
- Teacher: Sue First
- Teacher: Julie Fletcher
- Teacher: Dawn Grundy
- Teacher: Kay Donnellon
- Teacher: Sue First
- Teacher: Dawn Grundy
- Teacher: Joanne Atkinson
- Teacher: Chris Davidson
- Teacher: Sue First
- Teacher: Nyree Kendall
- Teacher: Tracey Williams
- Teacher: Lee Bolton
- Teacher: Sue First
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Richard Oldfield
- Teacher: Kay Donnellon
- Teacher: Sue First
- Teacher: Dawn Grundy
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- Teacher: Joanne Atkinson
- Teacher: Sue First
- Teacher: Nyree Kendall
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- Teacher: Kay Donnellon
- Teacher: Sue First
- Teacher: Russell Gurbutt
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- Teacher: Lee Bolton
- Teacher: Sue First
- Teacher: Bimpe Kuti-Matekenya
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- Teacher: Sue First
- Teacher: Russell Gurbutt
- Teacher: Brian Williamson
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- Teacher: Chris Davidson
- Teacher: Kay Donnellon
- Teacher: Sue First
- Teacher: Russell Gurbutt
- Teacher: Richard Oldfield
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- Teacher: Lee Bolton
- Teacher: Amanda Costello
- Teacher: Sue First
- Teacher: William Jackson
- Teacher: Helen Lord
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- Teacher: Lee Bolton
- Teacher: Amanda Costello
- Teacher: Sue First
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- Teacher: Sue First
- Teacher: Russell Gurbutt
- Teacher: Ben Hughes
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- Teacher: Amanda Costello
- Teacher: Russell Gurbutt
- Teacher: Ben Hughes
- Teacher: Claire Aindow
- Teacher: Claire Aindow
- Teacher: Talhah Atcha
- Teacher: Emir Camdzic
- Teacher: Lynn Clark-Wright
- Teacher: Chris Grant
- Teacher: Saston Kanthonga
- Teacher: Jade McCann
- Teacher: Fran Myers
- Teacher: Ami Sow
- Teacher: Clare Swarbrick
- Teacher: Sam Taylor
- Teacher: Talhah Atcha
- Teacher: Firoz Bhaiyat
- Teacher: John Clapham
- Teacher: Jade McCann
- Teacher: Clare Swarbrick
The aim of this module is to enable you to develop research methodology knowledge to inform design of a research proposal relating to an aspect of practice. It will provide you with a working knowledge of the principles and practice of research design to undertake independent research at advanced level. Your learning will include an introduction to critical thinking about ontology, epistemology and methodological approaches (research strategies) to enquiry, before proceeding to consider enquiry focus, aims, objectives and feasibility.
- Teacher: Talhah Atcha
- Teacher: Firoz Bhaiyat
- Teacher: John Clapham
- Teacher: Chris Grant
- Teacher: Jade McCann
- Teacher: Clare Swarbrick
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- Teacher: Martin Baker
- Teacher: Ambar Basu
- Teacher: Ammad Chaudhry
- Teacher: Heena Khan
- Teacher: Aneeta Khoso
- Teacher: Ebrahim Seedat
- Teacher: Rameez Tariq
- Teacher: Alecea White
- Teacher: Kasem Al-Zohbi
- Teacher: Ambar Basu
- Teacher: Ammad Chaudhry
- Teacher: Judith Firth
- Teacher: Uthayaganeshan Ganeshathurai
- Teacher: Emma Glen
- Teacher: Mikey Hannides
- Teacher: Shyam Jayachandran
- Teacher: Heena Khan
- Teacher: Aneeta Khoso
- Teacher: Jalal Mamun
- Teacher: Rameez Tariq
- Teacher: Alecea White
- Teacher: Kasem Al-Zohbi
- Teacher: Sharmeen Arshad
- Teacher: Ambar Basu
- Teacher: Ammad Chaudhry
- Teacher: Judith Firth
- Teacher: Uthayaganeshan Ganeshathurai
- Teacher: Heena Khan
- Teacher: Aneeta Khoso
- Teacher: Jalal Mamun
- Teacher: Rameez Tariq
- Teacher: Katie Telleck
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- Teacher: Amanda Costello
- Teacher: Russell Gurbutt
- Teacher: Ben Hughes
- Teacher: Joey Weber
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- Teacher: Amanda Costello
- Teacher: Russell Gurbutt
- Teacher: Ben Hughes
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- Teacher: Russell Gurbutt
- Teacher: Ben Hughes
- Teacher: Joey Weber
Welcome to Using Research Evidence. Together we will consider the importance of evidenced based practice through critical examination of health and social care research.
- Teacher: Alison Beard
- Teacher: Helen Higginson
- Teacher: Adrienne Sharples
- Teacher: Joey Weber
- Teacher: Angela Woods
Welcome to Using Research Evidence. Together we will consider the importance of evidenced based practice through critical examination of health and social care research.
- Teacher: Alison Beard
- Teacher: Susan Brock
- Teacher: Andy Morris
- Teacher: Adrienne Sharples
- Teacher: Joey Weber
- Teacher: Angela Woods
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- Teacher: Alison Beard
- Teacher: Angela Bleasdale
- Teacher: Susan Brock
- Teacher: Chrissie Hepworth
- Teacher: Jan Macfarlane
- Teacher: Andy Morris
- Teacher: Angela Woods
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- Teacher: Alison Beard
- Teacher: Helen Higginson
- Teacher: Jan Macfarlane
- Teacher: Andy Morris
- Teacher: Joey Weber
- Teacher: Angela Woods
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- Teacher: Alison Beard
- Teacher: Susan Brock
- Teacher: Jan Macfarlane
- Teacher: Andy Morris
- Teacher: Angela Woods
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- Teacher: Alison Beard
- Teacher: Helen Higginson
- Teacher: Tracey Miller
- Teacher: Andy Morris
- Teacher: Angela Woods
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- Teacher: Alison Beard
- Teacher: Helen Higginson
- Teacher: Jan Macfarlane
- Teacher: Andy Morris
- Teacher: Angela Woods
Welcome to Using Research Evidence. Together we will consider the importance of research through critical examination of health and social care research.
I hope to support you to develop an understanding of the different ways that data is collected and build confidence in interpreting this information to inform your practice. There will be opportunity to improve and build upon your skills in carrying out a basic review of literature in your chosen topic area. Guest speakers from the world of health and social care research will have input on this module.
- Teacher: Andy Morris
- Teacher: Adrienne Sharples
- Teacher: Joey Weber
- Teacher: Angela Woods
Welcome to Using Research Evidence. Together we will consider the importance of research through critical examination of health and social care research.
I hope to support you to develop an understanding of the different ways that data is collected and build confidence in interpreting this information to inform your practice. There will be opportunity to improve and build upon your skills in carrying out a basic review of literature in your chosen topic area.
I hope you enjoy the module!
Joey Weber
- Teacher: Andy Morris
- Teacher: Adrienne Sharples
- Teacher: Joanne Smith
- Teacher: Joey Weber
The purpose of this module is to support you in developing an understanding and appreciation of the process of conducting a literature review in a thorough and critical manner. Gathering and interpreting appropriate evidence is of great importance in the areas of early Childhood studies, health and social care and community development and Youth Studies. Retrieval of information, critical analysis and evaluation, alongside the ability to clearly communicate through writing are some of the skills developed in this module. You will have an opportunity to review a specific area of research in either early childhood studies, health and social care or community development and youth studies according to your programme of study.
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Joanne Smith
- Teacher: Lesley Strouther
The purpose of this module is to support you in developing an understanding and appreciation of the process of conducting a literature review in a thorough and critical manner. Gathering and interpreting appropriate evidence is of great importance in the areas of early Childhood studies, health and social care and community development and Youth Studies. Retrieval of information, critical analysis and evaluation, alongside the ability to clearly communicate through writing are some of the skills developed in this module. You will have an opportunity to review a specific area of research in either early childhood studies, health and social care or community development and youth studies according to your programme of study.
- Teacher: Ben Hughes
- Teacher: Joanne Smith
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Adrienne Sharples
- Teacher: Joanne Smith
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Cat Rylance
- Teacher: Sandra Shaffi
- Teacher: Adrienne Sharples
- Teacher: Joanne Smith
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Cat Rylance
- Teacher: Adrienne Sharples
- Teacher: Joanne Smith
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Cat Rylance
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Bren Cook
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Mark Moran
- Teacher: Cat Rylance
- Teacher: Sandra Shaffi
- Teacher: Adrienne Sharples
The aim of this module is to enable you to develop knowledge and understanding in research design. The focus will be on an area of practice within your discipline which will allow you to identify an area of study that will assist in the development of new knowledge and ultimately enhance your own personal and professional development. You will learn to design and plan an effective research project and evaluate its potential impact and innovative solutions for an area of practice. This module will provide you with a working knowledge of the principles and practice of research design so that you are equipped to plan and undertake independent research at advanced level.
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Cat Rylance
- Teacher: Sandra Shaffi
summary goes here
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Hector Mackie
- Teacher: Cat Rylance
summary goes here
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Mark Moran
- Teacher: Cat Rylance
summary goes here
- Teacher: Kevin Burke
- Teacher: Ben Hughes
- Teacher: Mark Moran
- Teacher: Cat Rylance
- Teacher: Kevin Burke
- Teacher: Tracy Corbett
- Teacher: Joanne Smith
- Teacher: Liba Whittaker
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Michelle Simpson
summary goes here
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Chloe Gray
- Teacher: Aamena Hanif
- Teacher: Ramona Nedelea
- Teacher: Bella Wheeler
summary goes here
- Teacher: Kevin Burke
- Teacher: Tracy Corbett
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
summary goes here
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Oluwafemi Esan
- Teacher: Aamena Hanif
- Teacher: Ramona Nedelea
- Teacher: Saktima Thattanah
summary goes here
- Teacher: Morris Anglin
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Sonia Leeyou
- Teacher: Ramona Nedelea
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Boz Tunstall
April 2020 Y2 S1 /
April 2021 Y1 S1
- Teacher: Dorcas Adeoye
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Pindurai Makufa
- Teacher: Ramona Nedelea
- Teacher: Saktima Thattanah
- Teacher: Kate Walsh
June 2020 Y2 S1 /
June 2021 Y1 S1
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Eugene Kinyua
- Teacher: Saktima Thattanah
- Teacher: Boz Tunstall
- Teacher: Kate Walsh
July 2020 Y2 S1 /
July 2021 Y1 S1
- Teacher: Dorcas Adeoye
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Aamena Hanif
- Teacher: Eugene Kinyua
- Teacher: Saktima Thattanah
- Teacher: Boz Tunstall
- Teacher: Kate Walsh
summary goes here
- Teacher: Ambia Begum
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Bimpe Kuti-Matekenya
- Teacher: Hassan Osman
- Teacher: Michelle Simpson
- Teacher: Joanne Smith
- Teacher: Joey Weber
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Joanne Smith
- Teacher: Liba Whittaker
September 2021 Semester 1
- Teacher: Morris Anglin
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Oluwafemi Esan
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Will Naylor
- Teacher: Ramona Nedelea
- Teacher: Norman SK
- Teacher: Andrew Steadman
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Kate Walsh
Jan 22 S1
- Teacher: Chijioke Agomo
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Manelle Bensoltane
- Teacher: Rajan Bhattan
- Teacher: Barbara Chinyani
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Oluwafemi Esan
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Meriyam John
- Teacher: Rima Kanaujiya
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Will Naylor
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Andrew Steadman
- Teacher: Saktima Thattanah
- Teacher: Kate Walsh
Apr 22 S1
- Teacher: Chijioke Agomo
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Amanda Chatburn
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Oluwafemi Esan
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Rima Kanaujiya
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Imran Masood
- Teacher: Will Naylor
- Teacher: Maryam Rouintan
- Teacher: Anamika Shama
- Teacher: Norman SK
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Kate Walsh
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Fiona Smith
- Teacher: Liba Whittaker
summary goes here
- Teacher: Tracy Corbett
- Teacher: Lisa Forrest
- Teacher: Hassan Osman
summary goes here
- Teacher: Maria Chiara Bradascio
- Teacher: Tracy Corbett
- Teacher: Lisa Forrest
- Teacher: Hassan Osman
- Teacher: Maria Chiara Bradascio
- Teacher: Tracy Corbett
- Teacher: Michelle Simpson
- Teacher: Liba Whittaker
- Teacher: Ambia Begum
- Teacher: Maria Chiara Bradascio
- Teacher: Tracy Corbett
- Teacher: Michelle Simpson
- Teacher: Helen Waters
- Teacher: Liba Whittaker
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Joanne Smith
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Tracy Corbett
- Teacher: Ben Hughes
- Teacher: Hassan Osman
- Teacher: Joanne Smith
summary goes here
- Teacher: Katie Bannister
- Teacher: Tracy Corbett
- Teacher: Ben Hughes
- Teacher: Hassan Osman
- Teacher: Joanne Smith
- Teacher: Serena Tickle
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Tracy Corbett
- Teacher: Dawn Jones
- Teacher: Sonia Leeyou
- Teacher: Hassan Osman
- Teacher: Cat Rylance
- Teacher: Joanne Smith
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Tracy Corbett
- Teacher: Dawn Jones
- Teacher: Hassan Osman
- Teacher: Joanne Smith
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Cat Rylance
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Cat Rylance
- Teacher: Fiona Smith
- Teacher: Joanne Smith
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Cat Rylance
- Teacher: Fiona Smith
- Teacher: Joanne Smith
summary goes here
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Cat Rylance
- Teacher: Fiona Smith
- Teacher: Joanne Smith
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Joydeep Dutta
- Teacher: Aamena Hanif
- Teacher: Sonia Leeyou
- Teacher: Will Naylor
- Teacher: Ramona Nedelea
- Teacher: Norman SK
- Teacher: Andrew Steadman
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Kate Walsh
Jan 22 S1
- Teacher: Morris Anglin
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Meenakshi Goenka
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ellie Koseda
- Teacher: Ka-Hing Law
- Teacher: Sonia Leeyou
- Teacher: Lloyd Moyo
- Teacher: Will Naylor
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Andrew Steadman
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Kate Walsh
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Dawn Grundy
- Teacher: Brenda Wilcock
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Brenda Wilcock
September 2022 Semester 1
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Archana Arora
- Teacher: Fatemeh Azizi
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Shaila Hussain
- Teacher: Rima Kanaujiya
- Teacher: Ka-Hing Law
- Teacher: Lloyd Moyo
- Teacher: Maeve Murray
- Teacher: Will Naylor
- Teacher: Glory Onyema
- Teacher: Ankita Pandey
- Teacher: Maja Skibinska
- Teacher: Robin Subi
- Teacher: Khushboo Thakkar
- Teacher: Saktima Thattanah
- Teacher: Shona Wallace
- Teacher: Lou Wells
January 2023 Semester 1
- Teacher: Morris Anglin
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Festus Ituah
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Anusha Nagasankar
- Teacher: Will Naylor
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
January 2023 Semester 1
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Will Naylor
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Inye Tariah
- Teacher: Khushboo Thakkar
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
April 2023 Semester 1
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Divya Joshi
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Sabina Yasmin
June 2023 Semester 1
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Anusha Nagasankar
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
July 2023 Semester 1
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Rajan Bhattan
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Anusha Nagasankar
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Dawn Jones
- Teacher: Jana Rozehnalova
September 23 Semester 1
- Teacher: Morris Anglin
- Teacher: Alex Avadanei
- Teacher: Amal Awadh
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Celony Downs
- Teacher: Saige D’Hotman de Villiers
- Teacher: Aamena Hanif
- Teacher: Festus Ituah
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Sonia Leeyou
- Teacher: Maeve Murray
- Teacher: Geraldine Noel
- Teacher: Ankita Pandey
- Teacher: Samara Rahman
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Edmund Sowah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Michaela Wilkinson
- Teacher: Lucy Zhang
September 23 Semester 1
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Saige D’Hotman de Villiers
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Maeve Murray
- Teacher: Anusha Nagasankar
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
January 2024 Sem 1
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Aamena Hanif
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Tracy Corbett
- Teacher: Paloma Flynn
- Teacher: Jodie Green
- Teacher: Ashley Sparkes
summary goes here
- Teacher: Tracy Corbett
- Teacher: Tracy Corbett
- Teacher: Joanne Smith
- Teacher: Brenda Wilcock
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Tracy Corbett
- Teacher: Cat Rylance
- Teacher: Joanne Smith
summary goes here
- Teacher: Tracy Corbett
- Teacher: Ben Hughes
- Teacher: Hassan Osman
- Teacher: Jana Rozehnalova
- Teacher: Cat Rylance
- Teacher: Joanne Smith
- Teacher: Brenda Wilcock
summary goes here
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Tracy Corbett
- Teacher: Hassan Osman
- Teacher: Joanne Smith
February 2022 Semester 2
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Meenakshi Goenka
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Ka-Hing Law
- Teacher: Lloyd Moyo
- Teacher: Will Naylor
- Teacher: Ramona Nedelea
- Teacher: Norman SK
- Teacher: Saktima Thattanah
- Teacher: Kate Walsh
January 2022 Semester 2
- Teacher: Morris Anglin
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Shaila Hussain
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Lloyd Moyo
- Teacher: Anusha Nagasankar
- Teacher: Will Naylor
- Teacher: Norman SK
- Teacher: Andrew Steadman
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
September 2022 Semester 2
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Alex Avadanei
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Catherine Chenier
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Nthabiseng Letsae
- Teacher: Maeve Murray
- Teacher: Will Naylor
- Teacher: Lisa Oluyinka
- Teacher: Ankita Pandey
- Teacher: Maryam Rouintan
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Robin Subi
- Teacher: Khushboo Thakkar
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lou Wells
January 2023 Semester 2
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Lisa Arai
- Teacher: Alex Avadanei
- Teacher: Amal Awadh
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Catherine Chenier
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Sophia Ha
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Pindurai Makufa
- Teacher: Maeve Murray
- Teacher: Anusha Nagasankar
- Teacher: Geraldine Noel
- Teacher: Genevieve Okwara
- Teacher: Lisa Oluyinka
- Teacher: Glory Onyema
- Teacher: Alicja Prochniak
- Teacher: Maryam Rouintan
- Teacher: Maja Skibinska
- Teacher: Edmund Sowah
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
January 2023 Semester 2
- Teacher: Adeniyi Adeboye
- Teacher: Morris Anglin
- Teacher: Lisa Arai
- Teacher: Alex Avadanei
- Teacher: Amal Awadh
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Betty Changa
- Teacher: Catherine Chenier
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Maryam Ghasemi
- Teacher: Windy Grendale
- Teacher: Sophia Ha
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Pindurai Makufa
- Teacher: Maeve Murray
- Teacher: Geraldine Noel
- Teacher: Genevieve Okwara
- Teacher: Lisa Oluyinka
- Teacher: Alicja Prochniak
- Teacher: Maryam Rouintan
- Teacher: Maja Skibinska
- Teacher: Edmund Sowah
- Teacher: Inye Tariah
- Teacher: Khushboo Thakkar
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
summary goes here
- Teacher: Tracy Corbett
- Teacher: Jodie Green
- Teacher: Dawn Jones
- Teacher: Jana Rozehnalova
- Teacher: Liba Whittaker
April 23 Semester 2
- Teacher: Laetitia Al Khoury
- Teacher: Morris Anglin
- Teacher: Lisa Arai
- Teacher: Alex Avadanei
- Teacher: Fatemeh Azizi
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Betty Changa
- Teacher: Catherine Chenier
- Teacher: Cherisa Dcosta
- Teacher: Joydeep Dutta
- Teacher: Saige D’Hotman de Villiers
- Teacher: Maryam Ghasemi
- Teacher: Daniel Gyambibi
- Teacher: Aamena Hanif
- Teacher: Festus Ituah
- Teacher: Divya Joshi
- Teacher: Antanita Konesharajah
- Teacher: Ka-Hing Law
- Teacher: Pindurai Makufa
- Teacher: Maeve Murray
- Teacher: Geraldine Noel
- Teacher: Genevieve Okwara
- Teacher: Lisa Oluyinka
- Teacher: Glory Onyema
- Teacher: Alicja Prochniak
- Teacher: Maryam Rouintan
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Edmund Sowah
- Teacher: Inye Tariah
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Michaela Wilkinson
June23 Semester 2
- Teacher: Morris Anglin
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Antanita Konesharajah
- Teacher: Anusha Nagasankar
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
September 2023 Sem 2
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Sonia Leeyou
- Teacher: Glory Onyema
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Edmund Sowah
- Teacher: Saktima Thattanah
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
September 2023 Sem 2
- Teacher: Morris Anglin
- Teacher: Amardeep Badatch
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Cherisa Dcosta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
July 2023 Sem 2
- Teacher: Morris Anglin
- Teacher: Amal Awadh
- Teacher: Rajan Bhattan
- Teacher: Irina Buliuc
- Teacher: Betty Changa
- Teacher: Cherisa Dcosta
- Teacher: Maryam Ghasemi
- Teacher: Aamena Hanif
- Teacher: Anusha Nagasankar
- Teacher: Maryam Rouintan
- Teacher: Josephine Sheeba
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
- Teacher: Nathan Traquair
- Teacher: Shona Wallace
- Teacher: Lucy Zhang
This site is for sharing support for the completion of the essay PTO4104 Research and Context in Photography.
- Teacher: Victoria Fox
- Teacher: Georgina Gill
- Teacher: Ian Glover
- Teacher: Penny Haskell
- Teacher: Jaimie Moses
The dissertation provides you with the opportunity to undertake an extended and substantial piece of research; to synthesise the academic knowledge acquired from the taught MSc modules and to produce an evaluative and critical discussion of strategic issues relevant to the international management topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering either by fieldwork or desk research or some combination of both, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings.
- Teacher: Paul Cowley
- Teacher: Iain Stalker
This module introduces core practical news media production skills including photography, writing, video, audio, and data visualization, as well as corresponding editing techniques. The module also establishes fundamental news gathering skills such as research, interviewing, reporting, social media, and ethics. You will develop skills and knowledge via workshops and seminars. In developing short news feature assignments you will use different tools and mediums to publish online, exploring new ways of producing and presenting digital content. Critique sessions act as a platform for classroom discussion around practice, platforms, audiences, and ethical issues in the changing media landscape.
- Teacher: Sharron Lovell
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- Teacher: Hannah Lovatt
- Teacher: Scott Threlfall
- Teacher: Amanda Turner
- Teacher: Daryl Wright
- Teacher: Daryl Wright
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- Teacher: Hannah Lovatt
- Teacher: Sarah Telfer
- Teacher: Daryl Wright
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- Teacher: Scott Threlfall
- Teacher: Amanda Turner
- Teacher: Daryl Wright
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- Teacher: Garry Clark
- Teacher: Hannah Lovatt
- Teacher: Scott Threlfall
- Teacher: Amanda Turner
- Teacher: Lesley Wojnarowicz
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Rachel Bryson
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: Georgina King
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Rachel Bryson
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: Georgina King
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Rachel Bryson
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: David Marrs
- Teacher: Scott Threlfall
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: Georgina King
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Rachel Bryson
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: Georgina King
- Teacher: David Marrs
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Zaheen Dasu
- Teacher: Georgina King
- Teacher: David Marrs
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Zaheen Dasu
- Teacher: Georgina King
- Teacher: David Marrs
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Kathryn Cridland
- Teacher: Zaheen Dasu
- Teacher: Zaheen Dasu
- Teacher: Joanne Hornby
- Teacher: Georgina King
- Teacher: Craig Lomas
- Teacher: David Marrs
- Teacher: Susan Rabbitt
- Teacher: Daryl Wright
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Kathryn Cridland
- Teacher: Zaheen Dasu
- Teacher: Georgina King
- Teacher: Craig Lomas
- Teacher: Jo Patel
This module centres upon subject specific delivery in the secondary curriculum. You will be provided with an introduction to the curriculum content of your curriculum subject in the secondary school sector, with a focus on Key Stages 3 and 4. You will develop an appreciation of the centrality of your specialist subject, and also how its study can enhance learning in different curriculum areas. You will develop strategies to create innovative approaches to teaching and learning in your subject specialism, and will participate in action research to support your own approach to teaching in innovative ways.
- Teacher: Zaheen Dasu
- Teacher: Georgina King
- Teacher: Jo Patel
- Visual journalism increasingly drives rather than illustrates stories but whichever field or mediums you aspire to work in, you will be required to produce factual, clear and concise text. The module begins with fundamental news literacy concepts to help you understand and navigate today’s complex media landscape before moving on to reporting the news. You’ll learn how to generate story ideas, gather original first-hand information and combine it with research and contextual information to deliver informed and compelling stories to your target audience. You will be taught how to verify information and ensure that a story is accurate, balanced and fair. Meanwhile, you will develop an awareness of the conventional tenets of journalism and consider the gap between journalistic ideals and real world norms and constraints. This module will serve as a key building block for future modules and provide solid research and reporting skills for every medium, as well as a grounding in postgraduate academic skills. The GAME+ attributes developed on this module are: Critical Creativity and Innovation, Professional Identity, Critical Self-Management.
- Teacher: Sharron Lovell
- Teacher: Nicola Shaw
- Visual journalism increasingly drives rather than illustrates stories but whichever field or mediums you aspire to work in, you will be required to produce factual, clear and concise text. The module begins with fundamental news literacy concepts to help you understand and navigate today’s complex media landscape before moving on to reporting the news. You’ll learn how to generate story ideas, gather original first-hand information and combine it with research and contextual information to deliver informed and compelling stories to your target audience. You will be taught how to verify information and ensure that a story is accurate, balanced and fair. Meanwhile, you will develop an awareness of the conventional tenets of journalism and consider the gap between journalistic ideals and real world norms and constraints. This module will serve as a key building block for future modules and provide solid research and reporting skills for every medium, as well as a grounding in postgraduate academic skills. The GAME+ attributes developed on this module are: Critical Creativity and Innovation, Professional Identity, Critical Self-Management.
- Teacher: Sharron Lovell
- Teacher: Cathy Otten
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- Teacher: Claire Aindow
- Teacher: Lynn Clark-Wright
- Teacher: Julian Coleman
- Teacher: Chris Grant
- Teacher: Zahra Salimi
- Teacher: Jessica Storey
This module introduces you to the scholarly requirements of study in HE and some of the core elements that underpin the study of both literature and creative writing. The module concentrates on key requirements in terms of study skills (e.g. writing styles, giving a presentation), research skills (retrieving and referencing information) and self-management skills (knowing your learning style, identifying areas for improvement, producing a personal development plan). The module will also enable you to identify some of the social and cultural factors that determine the creation and analysis of writing: class, gender, culture, and media, for example. In order to outline the significance of both scholarly skills and these contextual aspects to English and Creative Writing disciplines, these skills and ideas will be explored within the context of a particular area of content central to that particular subject. The module will seek to develop not only knowledge but also the various practical and conceptual tools that will provide you with a firm foundation for future success in your degree programme. Graduate Attributes: Resilient, Lifelong Learner.
- Teacher: Kim Edwards-Keates
- Teacher: Jill Marsden
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- Teacher: Brid Andrews
- Teacher: Kim Edwards-Keates
- Teacher: Evan Jones
- Teacher: Jill Marsden
- Teacher: Kathryn Thomasson
- Teacher: Kathryn Thomasson
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- Teacher: Ana Campos
- Teacher: Atinuke Dawodu
- Teacher: Keith Kenyon
- Teacher: Maria Livanou
- Teacher: Monica Tudorache
- Teacher: Pedro Vital
Welcome to the Research and Study Skills Module for the MBA at Banking University (HCMC) Cohort 22
- Teacher: Lisa Cove
- Teacher: Chris Grant
- Teacher: Mathew Shafaghi
- Teacher: Chuck Wilson
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- Teacher: Rose Childs
- Teacher: Mohammad Javid
- Teacher: Raza Javid
- Teacher: Zaman Kala
- Teacher: John McGarry
- Teacher: Sally Preece
- Teacher: Sophina Rafique
- Teacher: Amber Heaviside
- Teacher: Raza Javid
- Teacher: Zaman Kala
- Teacher: Sophina Rafique
This modules give you the skills you need to engage in academic study.
- Teacher: Liam Ainscough
- Teacher: Alicia Danielsson
- Teacher: George Forji Amin
- Teacher: Amber Heaviside
- Teacher: Juliana Nnadi
- Teacher: Laura O'Brien
- Teacher: Vicky Owens
- Teacher: Sally Preece
- Teacher: Sophina Rafique
- Teacher: Ike Uhumuavbi
This modules give you the skills you need to engage in academic study.
- Teacher: Amber Heaviside
- Teacher: Vicky Owens
- Teacher: Jessica Storey
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- Teacher: Alicia Danielsson
- Teacher: Zaman Kala
- Teacher: John McGarry
- Teacher: Sam Spence
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- Teacher: Beverley Caddick
- Teacher: Alicia Danielsson
- Teacher: John McGarry
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- Teacher: Alicia Danielsson
- Teacher: Jake Heyworth
- Teacher: Vicky Owens
- Teacher: Louise Ashby
- Teacher: Jake Heyworth
- Teacher: Juliana Nnadi
- Teacher: Vicky Owens
- Teacher: Ike Uhumuavbi
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- Teacher: Alicia Danielsson
- Teacher: Vicky Owens
- Teacher: Jessica Storey
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- Teacher: Vicky Owens
- Teacher: Giammarco Rao
- Teacher: Ike Uhumuavbi
- Teacher: Juliana Nnadi
- Teacher: Elvis Oviosu
- Teacher: Vicky Owens
- Teacher: Giammarco Rao
- Teacher: Ike Uhumuavbi
The module provides a fundamental understanding of specific skills that are required in order to attain relevant legal knowledge and critical analysis which are utilised throughout the programme. It introduces students to different research methodologies and their appropriateness in order to clearly establish research protocols that can be harnessed by to effectively maximise their capacity and accuracy when researching legal issues. It also seeks to provide an appreciation of how such skills can be used generically thus enhancing their transferability to areas other than those based within a legal context. The GAME+ attributes developed in this module are: Influence and Impact; Personal Effectiveness (TDA).
- Teacher: Juliana Nnadi
- Teacher: Vicky Owens
- Teacher: Ike Uhumuavbi
This Module aims to provide an introduction to key critical and cultural ideas and theories, alongside developing your research practice. Throughout the module you will consider how the opportunities, possibilities and challenges presented both restrict and facilitate Live Event Design. You will explore specific areas of professional practice relevant to your negotiated area of specialism in order to identify the key principles, practices and existing/emerging points of reference that influence design practice, trends and conventions across the creative industries. Throughout the period of study, you will be set a number of specific case study/scenario tasks related to the module content that will test your understanding of design principles in the Live Events and Creative Industries. These will build a comprehensive portfolio that you will submit as a single piece of work at the end of the module.
- Teacher: Matt Bate
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Emily Lynch
- Teacher: Rachel Nicholson
- Teacher: Richard Sadler
This Module aims to provide an introduction to key critical and cultural ideas and theories, alongside developing your research practice. Throughout the module you will consider how the opportunities, possibilities and challenges presented both restrict and facilitate Live Event Design. You will explore specific areas of professional practice relevant to your negotiated area of specialism in order to identify the key principles, practices and existing/emerging points of reference that influence design practice, trends and conventions across the creative industries. Throughout the period of study, you will be set a number of specific case study/scenario tasks related to the module content that will test your understanding of design principles in the Live Events and Creative Industries. These will build a comprehensive portfolio that you will submit as a single piece of work at the end of the module.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Nina Paine
- Teacher: Richard Sadler
This Module aims to provide an introduction to key critical and cultural ideas and theories, alongside developing your research practice. Throughout the module you will consider how the opportunities, possibilities and challenges presented both restrict and facilitate Live Event Design. You will explore specific areas of professional practice relevant to your negotiated area of specialism in order to identify the key principles, practices and existing/emerging points of reference that influence design practice, trends and conventions across the creative industries. Throughout the period of study, you will be set a number of specific case study/scenario tasks related to the module content that will test your understanding of design principles in the Live Events and Creative Industries. These will build a comprehensive portfolio that you will submit as a single piece of work at the end of the module.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Richard Sadler
This Module aims to provide an introduction to key critical and cultural ideas and theories,
alongside developing your research practice. Throughout the module you will consider
how the opportunities, possibilities and challenges presented both restrict and facilitate
Live Event Design. You will explore specific areas of professional practice relevant to your
negotiated area of specialism in order to identify the key principles, practices and
existing/emerging points of reference that influence design practice, trends and a
conventions across the creative industries. Throughout the period of study, you will be set
number of specific case study/scenario tasks related to the module content that will test
your understanding of design principles in the Live Events and Creative Industries.
These will build a comprehensive portfolio that you will submit as a single piece of work
at the end of the module.
- Teacher: Emmeline Baker
- Teacher: Ian Caballero
- Teacher: Aby Cohen
- Teacher: Sarah Hatherley
- Teacher: Barbara Mulroy
- Teacher: Nina Paine
- Teacher: Richard Sadler
This module allows students to develop appropriate academic and research skills for study at higher education level, and to understand their relevance and application in professional contexts. It allows effective communication skills to be developed, increases awareness of developments and opportunities available within the Live Events Production sector and explores how students might progress within this industry.
This module is designed to help equip you with methods and techniques to support and plan your studies throughout the course and as a lifelong learner. You will explore the Live Events Industry to increase awareness of opportunities available in this sector and how you might progress into employment. Key skills and training related to Health and Safety in Live Events are delivered throughout the module.
- Teacher: Matt Bate
- Teacher: Ria Forsyth
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Zoe Hodge
- Teacher: Emily Lynch
- Teacher: Claire Porter
- Teacher: Jennifer Snart
- Teacher: Gareth Welbourn
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- Teacher: Matt Bate
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Brian Jones
- Teacher: Emily Lynch
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Graham Thorne
- Teacher: Andrew Wardle
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- Teacher: Matt Bate
- Teacher: Caroline Carfrae
- Teacher: Johnny Goodwin
- Teacher: Brian Jones
- Teacher: Emily Lynch
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Graham Thorne
- Teacher: Andrew Wardle
This module allows you to pursue a piece of individual research under the supervision of a tutor. The project topic you select must be relevant to live events production, be unique and address a specific question or issue.
- Teacher: Miriam Firth
- Teacher: Johnny Goodwin
- Teacher: Brian Jones
- Teacher: Emily Lynch
- Teacher: Al McNichol
- Teacher: Richard Sadler
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- Teacher: Matt Bate
- Teacher: Caroline Carfrae
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Zoe Hodge
- Teacher: Brian Jones
- Teacher: Emily Lynch
- Teacher: Rachel Nicholson
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jack Scarr
- Teacher: Jennifer Snart
- Teacher: Graham Thorne
- Teacher: Gabriel Woodger
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- Teacher: Caroline Carfrae
- Teacher: Johnny Goodwin
- Teacher: Nina Paine
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Andrew Wardle
his module develops and consolidates your ability to undertake a major research project. The two main approaches, quantitative and qualitative, will be explored, including how data is collected and analysed within each of these areas. Attention will also be paid to ensuring that research is ethical. To give this module more salience, you will develop these research skills within the context of your particular subject area.
- Teacher: Ian Caballero
- Teacher: Caroline Carfrae
- Teacher: Aby Cohen
- Teacher: Frazer Gall
- Teacher: Johnny Goodwin
- Teacher: Sarah Hatherley
- Teacher: Emily Lynch
- Teacher: Barbara Mulroy
- Teacher: Rachel Nicholson
- Teacher: Nina Paine
- Teacher: Alexa Penny
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Jennifer Snart
- Teacher: Laura Tolson
- Teacher: Gabriel Woodger
This module develops and consolidates your ability to undertake a major research project. The two main approaches, quantitative and qualitative, will be explored, including how data is collected and analysed within each of these areas. Attention will also be paid to ensuring that research is ethical. To give this module more salience, you will develop these research skills within the context of your particular subject area.
- Teacher: Caroline Carfrae
- Teacher: Barbara Mulroy
- Teacher: Claire Porter
- Teacher: Jennifer Snart
LVD5003 - Creative Research
- Teacher: Caroline Carfrae
- Teacher: Brian Jones
- Teacher: Rachel Nicholson
- Teacher: Richard Sadler
- Teacher: Graham Thorne
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- Teacher: Kabir Hossain
- Teacher: Denis Hyams-Ssekasi
- Teacher: Saston Arthur Kanthonga
- Teacher: Peter Moran
- Teacher: Chris Woollaston
Introduction to research paradigms, methods and approaches to set up your independent research for your dissertation
- Teacher: Andrew Chimenya
- Teacher: Jan Green
- Teacher: Gillian Hagan-Green
- Teacher: Kabir Hossain
- Teacher: Saston Arthur Kanthonga
- Teacher: Sabri Mohammad
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
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- Teacher: Gillian Hagan-Green
- Teacher: Kabir Hossain
- Teacher: Kabir Hossain
- Teacher: Saston Arthur Kanthonga
- Teacher: Sabri Mohammad
- Teacher: Sam Spence
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
- Teacher: Rolf Richterich
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
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- Teacher: Emir Camdzic
- Teacher: Gillian Hagan-Green
- Teacher: Kabir Hossain
- Teacher: Kabir Hossain
- Teacher: Saston Arthur Kanthonga
- Teacher: Sabri Mohammad
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
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- Teacher: Lynn Clark-Wright
- Teacher: Ochini Madanayake
- Teacher: Martin McAreavey
- Teacher: DARSHIKA Thilakarathna
The Research Methods module directly precedes and supports the Dissertation module (MBA7017). It will enable you to develop a research proposal, comprising feasible research objectives and a preliminary conceptual/analytical framework to frame and analyse your data and context based upon a critical review of appropriate literature. In particular, this module will allow you to make informed decisions about which research philosophies, strategies and methods are suitable for your research; triangulation, reliability, validity and research ethics will be explored and a variety of methods examined.
- Teacher: Iain Stalker
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
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- Teacher: Muhammad Azeem
- Teacher: Asma Begum
- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
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- Teacher: Dimithri Jayagoda
- Teacher: Martin McAreavey
- Teacher: DARSHIKA Thilakarathna
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- Teacher: Carol Brown
- Teacher: Farag Edghiem
- Teacher: Rashed Khan
- Teacher: Baseem Abdullah Omar
- Teacher: Shanthi Rajan
- Teacher: David Ratcliffe
- Teacher: Mathew Shafaghi
- Teacher: Ron Smith
- Teacher: Langes Supramanianm
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- Teacher: Menaka Abeyrathna
- Teacher: Muhammad Azeem
- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
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- Teacher: Menaka Abeyrathna
- Teacher: Muhammad Azeem
- Teacher: Abdi Hubsey
- Teacher: Carol Brown
- Teacher: Farag Edghiem
- Teacher: Imtiaz Mostafiz
- Teacher: Lawrence Ngoe
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- Teacher: Hakim Ali
- Teacher: Carol Brown
- Teacher: Irfan Chhadat
- Teacher: Farag Edghiem
- Teacher: Imtiaz Mostafiz
- Teacher: Iain Stalker
The dissertation provides students with the opportunity to undertake an extended and substantial piece of research. It allows students to synthesise their academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to their work-place or the organisationally centred topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering fieldwork, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings, together with recommendations and a suggested implementation plan to introduce measures identified in the fieldwork to improve organisational performance. Executive MBA students will also produce a reflective auto-critique of the concepts/methods deployed, the role of the learning set, constraints in the workplace and an outline of the management skills they have developed.
- Teacher: Iain Stalker
The dissertation provides students with the opportunity to undertake an extended and substantial piece of research. It allows students to synthesise their academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to their work-place or the organisationally centred topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering fieldwork, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings, together with recommendations and a suggested implementation plan to introduce measures identified in the fieldwork to improve organisational performance. Executive MBA students will also produce a reflective auto-critique of the concepts/methods deployed, the role of the learning set, constraints in the workplace and an outline of the management skills they have developed.
- Teacher: Iain Stalker
The dissertation provides students with the opportunity to undertake an extended and substantial piece of research. It allows students to synthesise their academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to their work-place or the organisationally centred topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering fieldwork, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings, together with recommendations and a suggested implementation plan to introduce measures identified in the fieldwork to improve organisational performance. Executive MBA students will also produce a reflective auto-critique of the concepts/methods deployed, the role of the learning set, constraints in the workplace and an outline of the management skills they have developed.
- Teacher: Iain Stalker
The dissertation provides students with the opportunity to undertake an extended and substantial piece of research. It allows students to synthesise their academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to their work-place or the organisationally centred topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering fieldwork, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings, together with recommendations and a suggested implementation plan to introduce measures identified in the fieldwork to improve organisational performance. Executive MBA students will also produce a reflective auto-critique of the concepts/methods deployed, the role of the learning set, constraints in the workplace and an outline of the management skills they have developed.
- Teacher: Iain Stalker
The dissertation provides students with the opportunity to undertake an extended and substantial piece of research. It allows students to synthesise their academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to their work-place or the organisationally centred topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor’s guidance, you will then undertake the data gathering fieldwork, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings, together with recommendations and a suggested implementation plan to introduce measures identified in the fieldwork to improve organisational performance. Executive MBA students will also produce a reflective auto-critique of the concepts/methods deployed, the role of the learning set, constraints in the workplace and an outline of the management skills they have developed.
- Teacher: Carol Brown
- Teacher: Martin McAreavey
- Teacher: Iain Stalker
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- Teacher: Alex Chanza
- Teacher: Alex Chanza
- Teacher: Isaac Chiphazi
- Teacher: Lynn Clark-Wright
- Teacher: Owen Jones
- Teacher: Owen Jones
- Teacher: David Ratcliffe
- Teacher: Easton Simenti-Phiri
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- Teacher: Fredrick Agboma
- Teacher: Kai Beswick
- Teacher: Ged Clarke
- Teacher: Jan Green
- Teacher: Denis Hyams-Ssekasi
- Teacher: Peter Moran
- Teacher: Nurun Nahar
- Teacher: Chris Woollaston
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- Teacher: Fredrick Agboma
- Teacher: Kai Beswick
- Teacher: Farag Edghiem
- Teacher: Denis Hyams-Ssekasi
- Teacher: Alison Miles
- Teacher: Peter Moran
- Teacher: Nurun Nahar
- Teacher: Nicola Stockton
- Teacher: Alina Andronache
- Teacher: Firoz Bhaiyat
- Teacher: Roger Bradburn
- Teacher: Selvaraj Pillay
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
- Teacher: Loh Yee
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- Teacher: Fredrick Agboma
- Teacher: Mildred Brown-Houston
- Teacher: Ian Chapman
- Teacher: Farag Edghiem
- Teacher: Denis Hyams-Ssekasi
- Teacher: Denis Hyams-Ssekasi
- Teacher: Martin McAreavey
- Teacher: Peter Moran
- Teacher: Rajib Mustofa
- Teacher: Iain Stalker
- Teacher: Nicola Stockton
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- Teacher: Fredrick Agboma
- Teacher: Mohammed Ali
- Teacher: Mildred Brown-Houston
- Teacher: Mildred Brown-Houston
- Teacher: Farag Edghiem
- Teacher: Denis Hyams-Ssekasi
- Teacher: Denis Hyams-Ssekasi
- Teacher: Martin McAreavey
- Teacher: Peter Moran
- Teacher: Nurun Nahar
- Teacher: Iain Stalker
- Teacher: Nicola Stockton
- Teacher: Alina Andronache
- Teacher: Ambrish Bansal
- Teacher: Firoz Bhaiyat
- Teacher: Roger Bradburn
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
- Teacher: Alina Andronache
- Teacher: Firoz Bhaiyat
- Teacher: Roger Bradburn
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
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- Teacher: Lynn Clark-Wright
- Teacher: Yusuf Giga
- Teacher: Owen Jones
- Teacher: David Ratcliffe
- Teacher: Paul Walters
September 2020 Semester 2
- Teacher: Faizu Edu
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Rajib Mustofa
- Teacher: Ramona Nedelea
- Teacher: Carly Nicolson
- Teacher: Sunaina Rana
- Teacher: Maja Skibinska
- Teacher: Sandhya Thirunagari
January 2021 Semester 2
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Carly Nicolson
- Teacher: Sunaina Rana
- Teacher: Sandhya Thirunagari
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- Teacher: Farag Edghiem
- Teacher: Nafisa Nalbandh
- Teacher: Iain Stalker
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- Teacher: Farag Edghiem
- Teacher: Denis Hyams-Ssekasi
- Teacher: Iain Stalker
- Teacher: Alina Andronache
- Teacher: Firoz Bhaiyat
- Teacher: Roger Bradburn
- Teacher: Lisa Cove
- Teacher: Selvaraj Pillay
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Julia Fallon
- Teacher: Yusuf Giga
- Teacher: Owen Jones
- Teacher: Owen Jones
- Teacher: David Ratcliffe
- Teacher: Paul Walters
Sep 2021 Semester 2
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Sunaina Rana
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Andrew Steadman
- Teacher: Sandhya Thirunagari
- Teacher: Kate Walsh
- Teacher: Paul Williams
Jan 22 S2
- Teacher: Amanda Chatburn
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Divya Joshi
- Teacher: Kashif Khan
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Norman SK
- Teacher: Sandhya Thirunagari
- Teacher: Gopinath Vedula
- Teacher: Shona Wallace
- Teacher: Kate Walsh
- Teacher: Imran Akhtar
- Teacher: Farag Edghiem
- Teacher: Imran Akhtar
- Teacher: Farag Edghiem
- Teacher: Imran Akhtar
- Teacher: Denis Hyams-Ssekasi
- Teacher: Lawrence Ngoe
April 2022 Semester 2
- Teacher: Usman Ahmed
- Teacher: Jean Anne
- Teacher: Sahar Ata
- Teacher: David Clemson
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Maja Skibinska
- Teacher: Sandhya Thirunagari
- Teacher: Gopinath Vedula
- Teacher: Sabina Yasmin
June 2022 Semester 2
- Teacher: Usman Ahmed
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Kashif Khan
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Nyerho Odje
- Teacher: Maja Skibinska
- Teacher: Sandhya Thirunagari
- Teacher: Shona Wallace
- Teacher: Sabina Yasmin
September 22 Semester 2
- Teacher: Jenitta Fletcher
- Teacher: Vaibhavi Gudekar
- Teacher: Aamena Hanif
- Teacher: Shobha Harebasur
- Teacher: Mohammad Islam
- Teacher: Kashif Khan
- Teacher: Flomny Menon
- Teacher: Ramona Nedelea
- Teacher: Vivian Oviasehi
- Teacher: Maja Skibinska
- Teacher: Sandhya Thirunagari
- Teacher: Shona Wallace
- Teacher: Imran Akhtar
- Teacher: Emir Camdzic
- Teacher: Denis Hyams-Ssekasi
- Teacher: Vicky Owens
- Teacher: Emir Camdzic
- Teacher: Kabir Hossain
- Teacher: Imran Akhtar
- Teacher: Lawrence Ngoe
The dissertation provides you with the opportunity to undertake an extended and substantial piece of research; to synthesise the academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to the international management topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor's guidance, you will then undertake the data gathering either by fieldwork or desk research or some combination of both, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings.
- Teacher: Iain Stalker
The dissertation provides you with the opportunity to undertake an extended and substantial piece of research; to synthesise the academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to the international management topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor's guidance, you will then undertake the data gathering either by fieldwork or desk research or some combination of both, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings.
- Teacher: Mohammed Ali
- Teacher: Iain Stalker
The dissertation provides you with the opportunity to undertake an extended and substantial piece of research; to synthesise the academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to the international management topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor's guidance, you will then undertake the data gathering either by fieldwork or desk research or some combination of both, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings.
- Teacher: Iain Stalker
The dissertation provides you with the opportunity to undertake an extended and substantial piece of research; to synthesise the academic knowledge acquired from the taught MBA modules and to produce an evaluative and critical discussion of strategic issues relevant to the international management topic under study. The dissertation follows the completion of the research methods module completion of which is a prerequisite for commencement of the dissertation. Following receipt of feedback from the second research methods assignment, you will improve the initial three chapters and in con junction with your supervisor's guidance, you will then undertake the data gathering either by fieldwork or desk research or some combination of both, evaluate and synthesise the findings and present them clearly. You will also present a set of conclusions drawn from the findings.
- Teacher: Carl Bridge
- Teacher: Sadia Farooq
- Teacher: Alan McNeilly
- Teacher: Lawrence Ngoe
- Teacher: Iain Stalker
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- Teacher: Lynn Clark-Wright
- Teacher: Lisa Cove
- Teacher: Mathew Shafaghi
- Teacher: Chuck Wilson
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- Teacher: Gillian Hagan-Green
- Teacher: Kabir Hossain
- Teacher: Kabir Hossain
- Teacher: Md rafiqul Islam
- Teacher: Sabri Mohammad
- Teacher: Sam Spence
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- Teacher: Cedric Bell
- Teacher: Roger Bradburn
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
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- Teacher: Roger Bradburn
- Teacher: Cormac Kavanagh
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
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- Teacher: Alina Andronache
- Teacher: Ambrish Bansal
- Teacher: Roger Bradburn
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
- Teacher: Ann Wilkinson
This Module is delivered in a seminar format over two weekends. To complete the Module successfully, you must also allocate a substantial amount of independent study time. The seminars will use a variety of methods such as reading exercises, discussions, critical thinking activities, and web-based learning, to provide input to help you to improve your academic study skills. You will be expected to prepare for classes by completing a variety of activities suggested by your professors.
The University of Bolton’s Virtual Learning Environment (VLE) will provide access to weekly materials as well as links to additional resources such as academic journals and useful websites to aid your learning. In addition, the University of Bolton’s Library pages provide access to a host of online resources such as e-journal and e-book repositories.
- Teacher: Michael Ferguson
- Teacher: Chris Grant
- Teacher: Sotiris Karagiannis
- Teacher: Todd Nesbitt
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- Teacher: Faizu Edu
- Teacher: Aamena Hanif
- Teacher: Rajib Mustofa
- Teacher: Ramona Nedelea
- Teacher: Sandhya Thirunagari
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- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Rajib Mustofa
- Teacher: Ramona Nedelea
- Teacher: Carly Nicolson
- Teacher: Sunaina Rana
- Teacher: Bhairavi Tarkas
- Teacher: Sandhya Thirunagari
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- Teacher: Fredrick Agboma
- Teacher: Farag Edghiem
- Teacher: Martin McAreavey
- Teacher: Iain Stalker
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- Teacher: Fredrick Agboma
- Teacher: Francis Arhin
- Teacher: Joseph Benson
- Teacher: Paul Cowley
- Teacher: Farag Edghiem
- Teacher: Bede chinedu Ekpelibe
- Teacher: Denis Hyams-Ssekasi
- Teacher: Iain Stalker
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- Teacher: Alina Andronache
- Teacher: Firoz Bhaiyat
- Teacher: Mathew Shafaghi
- Teacher: Anna Stelmaszczyk
September 21 Semester 1
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Carly Nicolson
- Teacher: Najmeen Nipa
- Teacher: Sunaina Rana
- Teacher: Norman SK
- Teacher: Sandhya Thirunagari
- Teacher: Kate Walsh
- Teacher: Paul Williams
Jan 22 S1
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Andrey Jichev
- Teacher: Kashif Khan
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Sunaina Rana
- Teacher: Norman SK
- Teacher: Maja Skibinska
- Teacher: Andrew Steadman
- Teacher: Sandhya Thirunagari
- Teacher: Kate Walsh
April 22 S1
- Teacher: Jean Anne
- Teacher: Nabulya Bakojja
- Teacher: Amanda Chatburn
- Teacher: David Clemson
- Teacher: Jenitta Fletcher
- Teacher: Vaibhavi Gudekar
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Divya Joshi
- Teacher: Kashif Khan
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Norman SK
- Teacher: Sandhya Thirunagari
- Teacher: Sandhya Thirunagari
- Teacher: Shona Wallace
- Teacher: Kate Walsh
Jun 22 Sem 1
- Teacher: Amanda Chatburn
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Mohammad Islam
- Teacher: Divya Joshi
- Teacher: Kashif Khan
- Teacher: Rameses Manalang
- Teacher: Ramona Nedelea
- Teacher: Sandhya Thirunagari
- Teacher: Shona Wallace
- Teacher: Kate Walsh
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- Teacher: Hannah Hayes
- Teacher: Suneth Karunanayake
- Teacher: Rachel Mason
- Teacher: DARSHIKA Thilakarathna
This module serves to develop academic study skills with particular emphasis on building your confidence as an independent learner and your academic writing skills. It will provide practice in other academic skills such as referencing, strategies for avoiding plagiarism, the difference between essay and report writing and how to search for relevant information effectively. You will practise using critical thinking skills, formal and informal presentation skills and learn how to get the most out lectures, seminars and tutorials.
- Teacher: Mildred Brown-Houston
- Teacher: Paul Cowley
- Teacher: Iain Stalker
This module serves to develop academic study skills with particular emphasis on building your confidence as an independent learner and your academic writing skills. It will provide practice in other academic skills such as referencing, strategies for avoiding plagiarism, the difference between essay and report writing and how to search for relevant information effectively. You will practise using critical thinking skills, formal and informal presentation skills and learn how to get the most out lectures, seminars and tutorials.
- Teacher: Paul Cowley
- Teacher: Samina Gill
- Teacher: Iain Stalker
In this capstone module you will have the opportunity to bring together multiple elements of the programme to design, plan and execute an extended piece of work in critical research or professional enquiry to address a real contemporary business, organisational, or sector issue, challenge, or problem. This may involve research within an organisation, sector-based empirical research, or simulation-based research. You will be given a thorough grounding in fundamental research paradigms, strategies, and methods with opportunities, as appropriate, for more specialised research training according to project focus and interest. You will negotiate the major outputs of your research: for example, you may opt for a traditional dissertation or choose from more contemporary instruments of attainment, such as a research paper, professional portfolio of artefacts, etc. Whichever route you choose you will begin your project with a public pitching of your proposed area of research and close the module by participating in an end of MBA showcase. The GAME+ attributes covered in this module are: Influence and Impact; Critical Self-Management; Critical Creativity; Professional Identity and Innovation and Skills Mastery.
- Teacher: Imran Akhtar
- Teacher: David Allison
- Teacher: Carol Brown
- Teacher: Andrew Chimenya
- Teacher: Vinny Flute
- Teacher: Martin McAreavey
- Teacher: Alan McNeilly
- Teacher: Moshood Oladapo
- Teacher: Iain Stalker
In this non-credit bearing, compulsory module, you will consolidate and develop your academic and research skills; and clarify and strengthen your professional practice. To support this, the module comprises two aspects: academic and research skills, including writing styles, critical analysis, data collection and analysis, critical reflection, etc.; and professional development: personal and professional development planning, career planning, reflection and praxis. An innovative aspect of this is the reflection on professional development: this will draw upon elements of the compulsory and optional modules (of your programme) in its construction, and you will use to synthesise your own 'bigger' picture of the MBA and how it pertains to your (future) professional practice, praxis, aspirations, and development.
- Teacher: Paul Cowley
- Teacher: Farag Edghiem
- Teacher: Lisa Rees-O'Donnell
- Teacher: Iain Stalker
In this non-credit bearing, compulsory module, you will consolidate and develop your academic and research skills; and clarify and strengthen your professional practice. To support this, the module comprises two aspects: academic and research skills, including writing styles, critical analysis, data collection and analysis, critical reflection, etc.; and professional development: personal and professional development planning, career planning, reflection and praxis. An innovative aspect of this is the reflection on professional development: this will draw upon elements of the compulsory and optional modules (of your programme) in its construction, and you will use to synthesise your own 'bigger' picture of the MBA and how it pertains to your (future) professional practice, praxis, aspirations, and development.
- Teacher: Carol Brown
- Teacher: Paul Cowley
- Teacher: Iain Stalker
In this non-credit bearing, compulsory module, you will consolidate and develop your academic and research skills; and clarify and strengthen your professional practice. To support this, the module comprises two aspects: academic and research skills, including writing styles, critical analysis, data collection and analysis, critical reflection, etc.; and professional development: personal and professional development planning, career planning, reflection and praxis. An innovative aspect of this is the reflection on professional development: this will draw upon elements of the compulsory and optional modules (of your programme) in its construction, and you will use to synthesise your own 'bigger' picture of the MBA and how it pertains to your (future) professional practice, praxis, aspirations, and development.
- Teacher: Emir Camdzic
- Teacher: Paul Cowley
- Teacher: Iain Stalker
- Teacher: Romana Ahmad
- Teacher: Asma Begum
- Teacher: Carly Guy
- Teacher: Romana Hashmi
- Teacher: Aamir Hussain
- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Carly Guy
- Teacher: Romana Hashmi
- Teacher: Aba Asghar
- Teacher: Carly Guy
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Carly Guy
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Carly Guy
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Lovedeep Kaur
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Asma Begum
- Teacher: Romana Hashmi
- Teacher: Lovedeep Kaur
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Asma Begum
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Asma Begum
- Teacher: Romana Hashmi
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- Teacher: Aba Asghar
- Teacher: Asma Begum
- Teacher: Asma Begum
- Teacher: Romana Hashmi
LEAP Online - My Research Needs Badged Assessments
- Teacher: Mary Barden-McEachern
- Teacher: Duncan Gowans
- Teacher: Dawn Grundy
- Teacher: David Howard
- Teacher: Graeme Prescott
- Teacher: Brid Andrews
- Teacher: Neil Dougan
- Teacher: Brid Andrews
- Teacher: Rafe Clayton
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
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- Teacher: Beccy Barnes
- Teacher: Nicola Shaw
- Teacher: Kathryn Thomasson
- Teacher: Kathryn Thomasson
This module has been updated in line with HCPC Standards of Proficiency for ODP (2023). It is designed to challenge the ODP learner to identify and critically analyse a chosen area of professional practice, and appraise the latest evidence base in healthcare research literature. Wider thought processes will be provoked as to the underpinning rationale and process of obtaining such evidence-based rationale, within all taught practices within the ODP programme. Completion of this research module is a fundamental element of a degree level programme and will enable learners to develop evidence-based practice rationale to contribute to enhancements in patient care and outcomes. Key topics taught and assessed will include research methods and design, research methodologies, conducting a literature search, critical appraisal, research ethics and using research to inform practice in healthcare. GAME attributes assessed in this module include Lifelong Learning and Self Aware. For learners studying on the degree apprenticeship pathway, the required knowledge, skills and behaviours outlined in the IfATE apprenticeship standard for ODP have been fully integrated into modules. Further information can be found within each module guide.
- Teacher: Claire Blake
- Teacher: Jonathan Devine
- Teacher: Rakhee Dhar
- Teacher: Tish Edwards
- Teacher: Nicola Greenlees
- Teacher: Gina Lewis
- Teacher: Louise Oddy
- Teacher: Amanda Peplow
- Teacher: Liz Schofield
- Teacher: Bryony Whitehead
- Teacher: Helen Wilson
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- Teacher: Mike Bruns
- Teacher: Fahad Mohamed
- Teacher: Gareth Wild
- Teacher: Tim Woodward
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- Teacher: Mike Bruns
- Teacher: Bev Fletcher
- Teacher: Fahad Mohamed
- Teacher: Leanne Pickup
- Teacher: Gareth Wild
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- Teacher: Garry Clark
- Teacher: Garry Clarke
- Teacher: Nicole Ferris
- Teacher: Stephen Mason
- Teacher: Emily Turner
- Teacher: Emily jane Turner
Welcome to your PFA4100 Performing Arts Technique 1 Moodle page
over the course of the module you will find this a place where your module guide & assignment brief are stored, as well a place where your tutors will add information relating to your sessions, private practice and research.
- Teacher: Lindsey Brocklebank
- Teacher: Nicole Ferris
- Teacher: Chris Finnegan
- Teacher: Alice Gorst
- Teacher: Rob Lines
This module develops a critical understanding of the structure and function of the neuromusculoskeletal and cardiorespiratory systems and the mechanisms by which they can be analysed. Students will establish clinical skills in the evaluation of patients mobility and function, and through critical appraisal of research, establish the effectiveness of physiotherapy and the prescription of movement and exercise in the treatment of dysfunctions of those systems.
- Teacher: Andy Baldwin
- Teacher: Ian Blackburn
- Teacher: Fionnuala Geoghegan
This module develops the critical understanding of the structure and function of the neuromusculoskeletal and cardiorespiraratory systems and the mechanisms by which they can be analysed. Including the establishment of clinical skills in the evaluation of patients mobility and function, and through critical appraisal or research, establish the effectiveness of physiotherapy and the prescription of movement and exercise in the treatment of dysfunctions of those systems.
- Teacher: Ian Blackburn
- Teacher: Susan Booth
- Teacher: Katie Edwards
- Teacher: Andy Jones
- Teacher: Simon Snape
- Teacher: Anna Ziemer
This module develops the critical understanding of the structure and function of the neuromusculoskeletal and cardiorespiraratory systems and the mechanisms by which they can be analysed. Including the establishment of clinical skills in the evaluation of patients mobility and function, and through critical appraisal or research, establish the effectiveness of physiotherapy and the prescription of movement and exercise in the treatment of dysfunctions of those systems.
- Teacher: Susan Booth
- Teacher: Katie Edwards
- Teacher: Andy Jones
- Teacher: Pol Nomikos
- Teacher: Simon Snape
- Teacher: Alecea White
- Teacher: Danielle Williams
- Teacher: Anna Ziemer
This module develops the critical understanding of the structure and function of the neuromusculoskeletal and cardiorespiraratory systems and the mechanisms by which they can be analysed. Including the establishment of clinical skills in the evaluation of patients mobility and function, and through critical appraisal or research, establish the effectiveness of physiotherapy and the prescription of movement and exercise in the treatment of dysfunctions of those systems.
- Teacher: Susan Booth
- Teacher: Simon Snape
- Teacher: Anna Ziemer
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- Teacher: Edith Chimusoro
- Teacher: Paul Liato
- Teacher: Tirelo Moepswa
- Teacher: Christos Papanagnou
- Teacher: Lesego Selotlegeng
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Westandornphong
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Bill Burke
- Teacher: Alex Chanza
- Teacher: Isaac Chiphazi
- Teacher: Vincent Kaitano
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Easton Simenti-Phiri
- Teacher: Ron Smith
- Teacher: Carey Stephens
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Edith Chimusoro
- Teacher: Paul Liato
- Teacher: Christos Papanagnou
- Teacher: Lesego Selotlegeng
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Westandornphong
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Chris Grant
- Teacher: Owen Jones
- Teacher: Christos Papanagnou
- Teacher: Satya Shah
- Teacher: Huynh Thanh
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Chris Grant
- Teacher: Windu Matoka
- Teacher: Christos Papanagnou
- Teacher: Collins Sakajila
- Teacher: Satya Shah
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Menoka Bal
- Teacher: Edith Chimusoro
- Teacher: Paul Liato
- Teacher: Lesego Selotlegeng
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Westandornphong
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Menoka Bal
- Teacher: Edith Chimusoro
- Teacher: Paul Liato
- Teacher: Lesego Selotlegeng
- Teacher: Dora Sikana
- Teacher: Easton Simenti-Phiri
- Teacher: Sa Thin Westandornphong
- Teacher: Sa Thin Wetsandornphong
- Teacher: Menoka Bal
- Teacher: Owen Jones
- Teacher: Christos Papanagnou
- Teacher: Easton Simenti-Phiri
- Teacher: Ron Smith
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- Teacher: Menoka Bal
- Teacher: Owen Jones
- Teacher: Christos Papanagnou
- Teacher: Ron Smith
- Teacher: Menoka Bal
- Teacher: Damon Burg
- Teacher: Vincent Kaitano
- Teacher: Easton Simenti-Phiri
- Teacher: Ron Smith
- Teacher: Huynh Thanh
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- Teacher: Edith Chimusoro
- Teacher: Motshegetsi Gabosenkelwe
- Teacher: Lesego Selotlegeng
- Teacher: Alex Chanza
- Teacher: Vincent Kaitano
- Teacher: Huynh Thanh
The module introduces students to a range of theoretical approaches and applications in counselling and psychotherapy . Module starts with a general introduction to counselling theories and psychotherapy and its practice in different fields such as clinical, educational, organizational and health. Then it covers a range of selected topics within counselling and you will examine how counselling and psychotherapy has been applied in each of these areas. Teaching of these topics is informed by recent research, clinical practice, and scholarly activity in this area. Writing a reflective essay on counselling and psychotherapy approaches and engaging in a range of role plays and simulated counselling and therapy sessions will enable you to gain in depth focus on theoretical underpinning of counselling and psychotherapy and insights in to practice in a simulated environment. You will engage in a range of simulated sessions using a variety of therapy approaches.
- Teacher: Chathurika Kannangara
- Teacher: Julie Prescott
The module introduces students to a range of theoretical approaches and applications in counselling and psychotherapy . Module starts with a general introduction to counselling theories and psychotherapy and its practice in different fields such as clinical, educational, organizational and health. Then it covers a range of selected topics within counselling and you will examine how counselling and psychotherapy has been applied in each of these areas. Teaching of these topics is informed by recent research, clinical practice, and scholarly activity in this area. Writing a reflective essay on counselling and psychotherapy approaches and engaging in a range of role plays and simulated counselling and therapy sessions will enable you to gain in depth focus on theoretical underpinning of counselling and psychotherapy and insights in to practice in a simulated environment. You will engage in a range of simulated sessions using a variety of therapy approaches.
- Teacher: Charlotte Conn
- Teacher: Chathurika Kannangara
- Teacher: Aashiya Patel
The module introduces students to a range of theoretical approaches and applications in counselling and psychotherapy . Module starts with a general introduction to counselling theories and psychotherapy and its practice in the field. Then it covers a range of selected topics within counselling and you will examine how counselling and psychotherapy has been applied when working with clients. Teaching of these topics is informed by recent research, clinical practice, and scholarly activity in this area. Writing a reflective essay on counselling and psychotherapy approaches and engaging in a range of role plays and simulated counselling and therapy sessions will enable you to gain in depth focus on theoretical underpinning of counselling and psychotherapy and insights in to practice in a simulated environment. You will engage in a range of simulated sessions using a selected counselling approach.
- Teacher: Charlotte Conn
- Teacher: Chathurika Kannangara
The module introduces students to a range of theoretical approaches and applications in counselling and psychotherapy . Module starts with a general introduction to counselling theories and psychotherapy and its practice in the field. Then it covers a range of selected topics within counselling and you will examine how counselling and psychotherapy has been applied when working with clients. Teaching of these topics is informed by recent research, clinical practice, and scholarly activity in this area. Writing a reflective essay on counselling and psychotherapy approaches and engaging in a range of role plays and simulated counselling and therapy sessions will enable you to gain in depth focus on theoretical underpinning of counselling and psychotherapy and insights in to practice in a simulated environment. You will engage in a range of simulated sessions using a selected counselling approach.
- Teacher: Charlotte Conn
- Teacher: Chathurika Kannangara
- Teacher: Aashiya Patel
- Teacher: Aashiya Patel
- Teacher: Susan Rabbitt
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- Teacher: Charlotte Conn
- Teacher: Jane Farebrother
- Teacher: Nic Fox
- Teacher: Chathurika Kannangara
- Teacher: Julie Prescott
- Teacher: Robyn Watson
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- Teacher: Charlotte Conn
- Teacher: Chathurika Kannangara
- Teacher: Julie Prescott
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- Teacher: Charlotte Conn
- Teacher: Chathurika Kannangara
- Teacher: Julie Prescott
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- Teacher: Robin Bailey
- Teacher: Charlotte Conn
- Teacher: Julie Prescott
- Teacher: Robin Bailey
- Teacher: Charlotte Conn
- Teacher: Abigail Taiwo
Positive Psychology Dissertation module is your final research project. This is a 40 credits module. The work associated to this module is completed at individual level with your chosen dissertation supervisor. It is students responsibility to arrange your supervision meetings on regular basis as per the supervisors and your availability. More details of this module and requirements will be available on module guide. Please refer to your module guide.
- Teacher: Robin Bailey
- Teacher: Jack Brimmell
- Teacher: Jerome Carson
- Teacher: Tara Chandler
- Teacher: Charlotte Conn
- Teacher: Robert Hurst
- Teacher: Chathurika Kannangara
- Teacher: Pauline Matthews
- Teacher: Aashiya Patel
- Teacher: Pedro Vital
Positive Psychology Dissertation module is your final research project. This is a 40 credits module. The work associated to this module is completed at individual level with your chosen dissertation supervisor. It is students responsibility to arrange your supervision meetings on regular basis as per the supervisors and your availability. More details of this module and requirements will be available on module guide. Please refer to your module guide.
- Teacher: Robin Bailey
- Teacher: Jack Brimmell
- Teacher: Jerome Carson
- Teacher: Charlotte Conn
- Teacher: Robert Hurst
- Teacher: Chathurika Kannangara
- Teacher: Abigail Taiwo
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- Teacher: Mel Greenhalgh
- Teacher: Jacqui Harrison
- Teacher: Mark Hill
- Teacher: Jillian Schofield
- Teacher: Nadhim Al-Talib
- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Michelle Lowe
- Teacher: Pauline Matthews
- Teacher: Sharon Preston
- Teacher: Pedro Vital
- Teacher: Nadhim Al-Talib
- Teacher: Gill Brown
- Teacher: Jerome Carson
- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Anne Keddie
- Teacher: Michelle Lowe
- Teacher: Pauline Matthews
- Teacher: Gill Brown
- Teacher: Jerome Carson
- Teacher: Tara Chandler
- Teacher: Pauline Matthews
- Teacher: Pedro Vital
- Teacher: Steven Barnes
- Teacher: Gill Brown
- Teacher: Jacqui Harrison
- Teacher: Clare Higgins
- Teacher: Mark Higgins
- Teacher: Michelle Lowe
- Teacher: Jo Luckhurst
- Teacher: Steven Barnes
- Teacher: Steven Barnes
- Teacher: Antonio Fidalgo
- Teacher: Jacqui Harrison
- Teacher: Mark Higgins
- Teacher: Michelle Lowe
- Teacher: Jo Luckhurst
- Teacher: Jerome Carson
- Teacher: Tara Chandler
- Teacher: Jo Luckhurst
- Teacher: Pauline Matthews
- Teacher: Pedro Vital
- Teacher: Nadhim Al-Talib
- Teacher: Steven Barnes
- Teacher: Antonio Fidalgo
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Michelle Lowe
- Teacher: Jo Luckhurst
- Teacher: Pedro Vital
- Teacher: Steven Barnes
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Jerome Carson
- Teacher: Tara Chandler
- Teacher: Richard Jagger
- Teacher: Dave Brown
- Teacher: Jacqui Harrison
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Monica Tudorache
- Teacher: Dave Brown
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Jo Luckhurst
- Teacher: Mark Pettigrew
- Teacher: Monica Tudorache
- Teacher: Tara Chandler
- Teacher: Mahwish Idrees
- Teacher: Pauline Matthews
- Teacher: Pedro Vital
- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Emad Shahrori
- Teacher: Tara Chandler
- Teacher: Abdi Hubsey
- Teacher: Richard Jagger
- Teacher: Agnieszka Kepa
- Teacher: Dara Mojtahedi
- Teacher: Pedro Vital
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- Teacher: Nadhim Al-Talib
- Teacher: Jacqui Harrison
- Teacher: Sabina Hulbert
- Teacher: Michelle Lowe
- Teacher: Pauline Matthews
- Teacher: Julie Prescott
- Teacher: Sharon Preston
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- Teacher: Mel Greenhalgh
- Teacher: Jacqui Harrison
- Teacher: Jacqui Harrison
- Teacher: Sabina Hulbert
- Teacher: Michelle Lowe
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- Teacher: Jacqui Harrison
- Teacher: Sabina Hulbert
- Teacher: Michelle Lowe
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- Teacher: Steven Barnes
- Teacher: Mel Greenhalgh
- Teacher: Jacqui Harrison
- Teacher: Michelle Lowe
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- Teacher: Steven Barnes
- Teacher: Jacqui Harrison
- Teacher: Michelle Lowe
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- Teacher: Steven Barnes
- Teacher: Antonio Fidalgo
- Teacher: Jacqui Harrison
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- Teacher: Steven Barnes
- Teacher: Jacqui Harrison
- Teacher: Monica Tudorache
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- Teacher: Steven Barnes
- Teacher: Mel Greenhalgh
- Teacher: Jacqui Harrison
- Teacher: Mark Hill
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
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- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
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- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Mark Hill
- Teacher: Richard Jagger
- Teacher: Richard Jagger
- Teacher: Susan Rabbitt
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
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- Teacher: Daniel Hale
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Richard Jagger
- Teacher: Dara Mojtahedi
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
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- Teacher: Ana Campos
- Teacher: Luan Carpes Barros Cassal
- Teacher: Daniel Hale
- Teacher: Jacqui Harrison
- Teacher: Keith Kenyon
- Teacher: Dara Mojtahedi
- Teacher: Heather Spooner
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- Teacher: Steven Barnes
- Teacher: Lianne Frankland
- Teacher: Philippa Iliff
- Teacher: Julie Prescott
- Teacher: Sharon Preston
- Teacher: Amy leigh Rathbone
- Teacher: Cassie Short
- Teacher: Antonia Svensson
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- Teacher: Steven Barnes
- Teacher: Jacqui Harrison
- Teacher: Clare Higgins
- Teacher: Michelle Lowe
- Teacher: Jo Luckhurst
- Teacher: Julie Prescott
- Teacher: Sharon Preston
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- Teacher: Steven Barnes
- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Mark Higgins
- Teacher: Richard Jagger
- Teacher: Joanna Lindsay
- Teacher: Jo Luckhurst
- Teacher: Sue Prynn
- Teacher: Gijsbert Stoet
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- Teacher: Steven Barnes
- Teacher: Jack Brimmell
- Teacher: Dave Brown
- Teacher: Gill Brown
- Teacher: Tara Chandler
- Teacher: Charlotte Conn
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Keith Kenyon
- Teacher: Jo Luckhurst
- Teacher: Aashiya Patel
- Teacher: Heather Spooner
- Teacher: Gijsbert Stoet
- Teacher: Charlotte Wall
- Teacher: Ahad Warsi
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- Teacher: Ayesha Adeel
- Teacher: Asma Begum
- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
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- Teacher: Jack Brimmell
- Teacher: Richard Jagger
- Teacher: Keith Kenyon
- Teacher: Jo Luckhurst
- Teacher: Mark Pettigrew
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
- Teacher: Lyndsey Vaughton
- Teacher: Ahad Warsi
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- Teacher: Loveena Arickswamy
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Heather Spooner
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- Teacher: Jack Brimmell
- Teacher: Dave Brown
- Teacher: Ana Campos
- Teacher: Tara Chandler
- Teacher: Verity Harrison
- Teacher: Robert Hurst
- Teacher: Mahwish Idrees
- Teacher: Richard Jagger
- Teacher: Keith Kenyon
- Teacher: Jo Luckhurst
- Teacher: Ntaniella Pylarinou
- Teacher: Linzi Robertson
- Teacher: Megan Robinson
- Teacher: Ammaarah Siddique
- Teacher: Ammaarah Siddique
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
- Teacher: Elisabeth Vargo
- Teacher: Ahad Warsi
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- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Al Quillope
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- Teacher: Jack Brimmell
- Teacher: Ana Campos
- Teacher: Luan Carpes Barros Cassal
- Teacher: Louise Helm
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Keith Kenyon
- Teacher: Ntaniella Pylarinou
- Teacher: Al Quillope
- Teacher: Emma Smillie
- Teacher: Heather Spooner
- Teacher: Elisabeth Vargo
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- Teacher: Nadhim Al-Talib
- Teacher: Tara Chandler
- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Mark Higgins
- Teacher: Sabina Hulbert
- Teacher: Richard Jagger
- Teacher: Gijsbert Stoet
- Teacher: Pedro Vital
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- Teacher: Steven Barnes
- Teacher: Jacqui Harrison
- Teacher: Clare Higgins
- Teacher: Richard Jagger
- Teacher: Richard Jagger
- Teacher: Joanna Lindsay
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- Teacher: Steven Barnes
- Teacher: Gill Brown
- Teacher: Susan Giles
- Teacher: Jacqui Harrison
- Teacher: Mark Higgins
- Teacher: Richard Jagger
- Teacher: Michelle Lowe
- Teacher: Emma Smillie
- Teacher: Pedro Vital
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- Teacher: Ayesha Adeel
- Teacher: Asma Begum
- Teacher: Gemma Cena
- Teacher: Susan Giles
- Teacher: Daniel Papworth
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- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: David Lightfoot
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- Teacher: Steven Barnes
- Teacher: Jack Brimmell
- Teacher: Tara Chandler
- Teacher: Susan Giles
- Teacher: Jacqui Harrison
- Teacher: Keith Kenyon
- Teacher: Michelle Lowe
- Teacher: Aashiya Patel
- Teacher: Sue Prynn
- Teacher: Emma Smillie
- Teacher: Gijsbert Stoet
- Teacher: Pedro Vital
- Teacher: Charlotte Wall
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- Teacher: Ayesha Adeel
- Teacher: Asma Begum
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
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- Teacher: Ayesha Adeel
- Teacher: Robin Bailey
- Teacher: Steven Barnes
- Teacher: Jack Brimmell
- Teacher: Dave Brown
- Teacher: Jerome Carson
- Teacher: Ashley Cartwright
- Teacher: Tara Chandler
- Teacher: Donna Claypool
- Teacher: Charlotte Conn
- Teacher: Elizabeth Hehir
- Teacher: Mark Hill
- Teacher: Mark Hill
- Teacher: Richard Jagger
- Teacher: Richard Jagger
- Teacher: Keith Kenyon
- Teacher: Jo Luckhurst
- Teacher: Pauline Matthews
- Teacher: Aashiya Patel
- Teacher: Megan Robinson
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
- Teacher: Pedro Vital
- Teacher: Nick Wadsworth
- Teacher: Charlotte Wall
- Teacher: Ahad Warsi
- Teacher: Dean Watson
- Teacher: Scott Whitfield
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- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Heather Spooner
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- Teacher: Jack Brimmell
- Teacher: Ashley Cartwright
- Teacher: Tara Chandler
- Teacher: Rhiannon Hanson
- Teacher: Elizabeth Hehir
- Teacher: Mahwish Idrees
- Teacher: Jo Luckhurst
- Teacher: Ntaniella Pylarinou
- Teacher: Linzi Robertson
- Teacher: Rahila Shah
- Teacher: Emma Smillie
- Teacher: Heather Spooner
- Teacher: Ahad Warsi
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- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
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- Teacher: Emily Adshead
- Teacher: Helen Bennett
- Teacher: Tara Chandler
- Teacher: Atinuke Dawodu
- Teacher: Rhiannon Hanson
- Teacher: Elizabeth Hehir
- Teacher: Abdi Hubsey
- Teacher: Mahwish Idrees
- Teacher: Jo Luckhurst
- Teacher: Jade McFarlane
- Teacher: Caroline Mead
- Teacher: Ntaniella Pylarinou
- Teacher: Rahila Shah
- Teacher: Emma Smillie
- Teacher: Monica Tudorache
- Teacher: Elisabeth Vargo
To enable the deeper exploration of key aspects of developmental and personality psychology, The development of an informed, critical evaluation of relevant research. This module also serves to develop employability skills with particular emphasis on the following: • Communication (D,A) • Organisation and Planning (D) • Flexibility and Adaptability (D) • Self-awareness (D) • Initiative (D) • Internationalisation (T) • Social, Public and ethical responsibility (T)
- Teacher: Dave Brown
- Teacher: Ashley Cartwright
- Teacher: Tara Chandler
- Teacher: Jacqui Harrison
- Teacher: Richard Jagger
- Teacher: Jo Luckhurst
- Teacher: Nuzat Rafiq
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
To enable the deeper exploration of key aspects of developmental and personality psychology, The development of an informed, critical evaluation of relevant research. This module also serves to develop employability skills with particular emphasis on the following: • Communication (D,A) • Organisation and Planning (D) • Flexibility and Adaptability (D) • Self-awareness (D) • Initiative (D) • Internationalisation (T) • Social, Public and ethical responsibility (T)
- Teacher: Jack Brimmell
- Teacher: Luan Carpes Barros Cassal
- Teacher: Charlotte Conn
- Teacher: Atinuke Dawodu
- Teacher: Jacqui Harrison
- Teacher: Mahwish Idrees
- Teacher: Chathurika Kannangara
- Teacher: Nefeli Koskina
- Teacher: Megan Robinson
- Teacher: Heather Spooner
- Teacher: Monica Tudorache
- Teacher: Ella Whitcomb-Khan
Abnormal Psychology aims to give students an overview of the field of mental illness. A main focus of the course is on helping students understand the reality of mental illness, from the perspective of the sufferer. This is achieved through the completion of a Case Study. The student has to choose a published article or book written by an individual with a specific mental health problem. After providing some background detail, the student then has to show how the person meets the DSM-V criteria for that condition. After this, they then have to show how Psychology research might help us understand and treat the person's condition. Lectures will cover the main areas of mental illness, ranging from schizophrenia and bipolar disorders to anxiety disorders and eating disorders. The Game attributes focussed on in the module are Effective Communicator and Lifelong learner. People with lived experience will contribute to the teaching and there will be a mini-mental health conference.
- Teacher: Jerome Carson
- Teacher: Mel Greenhalgh
- Teacher: Ian Harrison
- Teacher: Michelle Lowe
- Teacher: Sue Prynn
- Teacher: Gill Waugh
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- Teacher: Astrid Erentz
- Teacher: Paula Fahey
- Teacher: Laura O'Brien
- Teacher: Susan Rabbitt
You will study location photographic techniques (including architectural) through lectures, research, demonstrations, project development and production. Applying the photographic skills learned in previous modules, you will further develop your abilities with silver and digital processes, applied camera techniques including large format. You will also develop your awareness of contemporary and historical photographers and artists who apply (or have applied) similar techniques. Learning will include the pre-planning of shoots rather than spontaneous working and the critical analysis of your work alongside your peers.
Graduate Attributes: Global Citizen, Adaptable.
- Teacher: Rachel McHaffie
- Teacher: Mario Popham
- Teacher: Mario Popham
- Teacher: Keith Roberts
This module offers you insights into photography both as a global industry whilst also relating to the professional outputs that are taught within the practice-led modules you are studying. A key aim of the module is to prepare you for individual trajectory into photography as a profession in preparation for work related activities. The module will investigate a range of current photographic pathways through research visits, lectures and later individual discussion. This will allow for the development of an individually negotiated pathway. The module will encourage you to become familiar with current work-related opportunities related to your learning thus preparing you for industrial experience.
- Teacher: David Digby
- Teacher: Ian Glover
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
The aim of this module is to develop your knowledge and understanding of the wider concepts, debates and commentaries surrounding photography. Learning will focus on historical, contemporary and possible future developments within the sphere of photography whilst allowing you to prepare evidence of your own research as an underpinning element of your photographic journey. The module aims to develop conceptual thinking within historical and contemporary photographic discourse. Research and study skills are an integral part of the module and blended learning forms part of the delivery process, such as electronic checking of written work and participating in online discussions and research. Graduate Attributes: Effective Communicator, Self Aware
- Teacher: Ian Glover
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
Tutor: Laura Robertson
Semester 02 - Wednesday (10am-12pm) - Room T5-14
The aim of this module is to develop your knowledge and understanding of the wider concepts, debates and commentaries surrounding photography. Learning will focus on historical, contemporary and possible future developments within the sphere of photography whilst allowing you to prepare evidence of your own research as an underpinning element of your photographic journey. The module aims to develop conceptual thinking within historical and contemporary photographic discourse. Research and study skills are an integral part of the module and blended learning forms part of the delivery process, such as electronic checking of written work and participating in online discussions and research.
Graduate Attributes: Effective Communicator, Self Aware.
Image credit: Khalik Allah, Sapphire smoking, 2013, Magnum Photos
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
This module asks you to creatively engage with the technical and theoretical aspects of the photographic studio, focusing on developing your understanding and control of studio flash in making creative imagery. The module will address how diverse the photographic studio process has been and continues to be in the formation of images made within this environment, through focusing on key photographers. You will advance your photographic studio lighting skill and engage with different camera formats and industry software. You will respond to a variety of technically and creatively diverse tasks and assignments to produce a set of photographic images.
We embed practical and current industry trends that allow students to explore a dedicated pathway relevant to their career aspirations with a strong focus around employability and enterprise.
The module will help students to build on research to inform their wider practice and will also challenge their ability to set goals and to solve problems – developing critical awareness of their own work.
Module components are designed to be run in conjunction with other modules during semester 1 and utilise complimentary practical components that build on other modules taught alongside this one.
- Teacher: Tyrone Anderson
- Teacher: David Digby
- Teacher: Rachel McHaffie
- Teacher: Alan Wilkinson
Through this module you will begin to identify and engage with your career aspirations. You will learn about photographic careers within a global industry, context will be provided through the introduction of current industry working modes. A key aim of the module is to prepare you for an individual trajectory into photography (and related fields) as a profession and to prepare you for a work experience placement. The module will investigate a range of current photographic pathways through, lectures, research visits, guest speakers and group discussion. It will also act as a platform for you to market yourself in print and on the internet, and ask you to engage with a range of outward-facing opportunities including competitions, client-led briefs and meeting professional practitioners. This module will introduce you to legal and ethical considerations for professional photographers within a work-based setting, and facilitate the opportunity of working with others on a collaborative publication. Graduate Attributes: Enterprising, Collaborative
- Teacher: David Digby
- Teacher: Ian Glover
- Tutor: Laura Robertson
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Semester 02 - Tuesday (2-5pm) - Room T5-14
This module develops and consolidates your ability to undertake a major photographic research and writing project. You will agree a topic of your choice (appropriate to critical and contextual inquiry) relevant to photographic and associated practice, in conjunction with your supervisor. You will focus on the various approaches to research and the dialectic method. Attention will be paid to ethical research practices and that you are aware of the codes of practice including the utilisation of human participants, environmental and cultural concerns relevant to their topic. Research skills will be developed within the context of the subject area resulting in critical inquiry of an extended essay. It will emphasise the cultural, historical, theoretical and conceptual elements as necessary. Graduate Attributes: Effective Communicator, Life Long Learner.
Image credit:
Martin Luther King Day. St Petersburg, Florida, USA. 1990.- Teacher: Laura Pinnington
The Major Project module is a substantial piece of work that will enable you to demonstrate the extent of your achievement on the degree as a whole, integrating your ongoing personal research with the development of a body of practical work appropriate to your discipline. The final body of work should demonstrate your originality of ideas, independence of study, innovative use of materials and media and an appropriate, coherent, personal understanding of practice, underpinned by sound investigative research practice which fully contextualises the area you are planning to investigate. The final outcomes will be based on your proposal which will be developed and agreed upon in conjunction with your tutor/s.
- Teacher: Ian Glover
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
- Teacher: Mario Popham
- Teacher: Alan Wilkinson
In this module, you will develop an independent approach to researching and produce a visually led project. The module allows you to explore your interests and subject matter in depth within the context of your own discipline. You will be required to make informed personal observations, explore, and interpret themes, and make creative responses towards a defined subject matter. You will be encouraged to experiment and investigate different ways to produce visual work and apply critical review and feedback to inform your work. The module will also develop your advanced research skills, including research processes within theoretical and practice-led frameworks. You will be supported in your development by the introduction of various output strategies, such as the self-published artist's book, blog sites, video. You will also hear from industry professionals during study visits, guest speaker talks and portfolio reviews.
This module is designed to run alongside your other HE6 modules and will build and reinforce the learning from those modules. As well as this, the module enables you to take learning from your previous years on the course and asks you to apply this to your final year and projects.
During the module we will be running tutorials and crits as well as in class discussions to help you with your understanding of how you are progressing with learning on the module. We also encourage students to seek help with the drop-in sessions available before and after the module teaching, if there is any aspect of the module you are struggling with.
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
- Teacher: Alan Wilkinson
In this module, you will develop an independent approach to researching and produce a visually led project. The module allows you to explore your interests and subject matter in depth within the context of your own discipline. You will be required to make informed personal observations, explore, and interpret themes, and make creative responses towards a defined subject matter. You will be encouraged to experiment and investigate different ways to produce visual work and apply critical review and feedback to inform your work. The module will also develop your advanced research skills, including research processes within theoretical and practice-led frameworks. You will be supported in your development by the introduction of various output strategies, such as the self-published artist's book, blog sites, video. You will also hear from industry professionals during study visits, guest speaker talks and portfolio reviews.
This module is designed to run alongside your other HE6 modules and will build and reinforce the learning from those modules. As well as this, the module enables you to take learning from your previous years on the course and asks you to apply this to your final year and projects.
- Teacher: Rachel McHaffie
- Teacher: Laura Pinnington
- Teacher: Alan Wilkinson
Welcome to the BA (Hons) Education and Learning Programme
Welcome to the BA (Hons) Education and Learning Programme at the University of Bolton. Here you can get a first taste of what completing a degree in education and learning at the University of Bolton is like. The University of Bolton follows a unique philosophy which is in line with its Teaching Intensive Research Informed (TIRI) agenda. As such, the quality of teaching and the student experience is at the heart of everything we do. University should not just be a time for students to memorise facts. We believe that the time at university should be an experience that shapes students for their future. Thus, our overall focus is on creating a dynamic learning environment, in which students can engage with the fascinating subjects, learn valuable employability skills and become passionate professionals of the future.
On the following page, we have provided some valuable information for you about the study of this programme at the University of Bolton, including useful links, documents, videos, sample lectures, exercises and games.
We are delighted that you wish to study education and learning at the University of Bolton. We are proud of our track record of delivering quality programmes and will strive to make your studies as fulfilling and fruitful as possible.
- Teacher: Lisa Carter
- Teacher: Rose Childs
- Teacher: Clare Higgins
- Teacher: Sarah-Jane Keating
- Teacher: Andrew Lea
- Teacher: Hannah Lovatt
- Teacher: Georgia McCrone
- Teacher: Chris Spencer
Dear PGR students,
This is the Moodle for the Academic Writing for PGR students sessions which is part of your researcher development workshops programme.
Classes are Wednesdays 11.00am to 12.30 pm in Room D1 36
I will up-load the PPTs from the workshop sessions each week
Best wishes
Richard Bailey
- Teacher: Richard Bailey
These Moodle pages contain the workshop schedule, syllabus, materials and news for the PGR Student Skills Development Programme delivered remotely via Zoom by staff at the University of Bolton and external contributors. You are entitled to enrol on this course whether you are pursuing your research on- or off-campus, in an educational establishment, in your workplace, or privately, in the UK or overseas. There are links to official University documents and forms for Researchers, to other useful resources that support the programme, and to a much wider range of useful material for Researchers.
Each of the individual sessions in the programme contributes to a specific aspect of your professional development as a researcher. These aspects are indicated by reference to VITAE's Researcher Development Framework (RDF) - see About the Vitae Researcher Development Framework — Vitae Website - which we will introduce early on in the programme. The graphic below summarises the domains and subdomains of the RDF, so you will, for example, see different sessions labelled with the notation: A1, B3, C2, and so on.
Communication about the webinars and your Continuing Professional Development is sent via the news forum for this Moodle course to your University email address, so you should check your University email regularly. As well as attending the online webinars, you should interact with the workshop material provided in Moodle, preferably during the week scheduled in the calendar, seeking assistance and clarification from your supervisor as necessary.
You are advised to download the Zoom application for Windows, ioS, Android, or Mac, as appropriate to your device. See: Getting Started – Zoom Help Center. Access to the Zoom webinars for the topics below is from the link which is usually the first resource listed when you click on the 'date/time/topic/presenter' link. The Zoom link will also note the 'date/time/topic/presenter'.
Protocols when attending online webinars
Where students are required to engage in live sessions online, they are expected to:
- write their full name and student number in their Zoom/Teams profile in advance of the session;
- find a quiet workspace where they are less likely be interrupted for the duration of session – and/or wear a headset to reduce background noise disruption;
- ensure their appearance and surroundings are appropriate for the online classroom (or use an appropriate background picture);
- be prepared for the session and join punctually;
- keep their cameras on to show engagement with the session (and agree with the tutor beforehand if this is not possible);
- keep their microphones on mute when they are not speaking in the session to ensure background noise does not disrupt the session;
- stay seated, be present and participate during the live session, as well as in breakout room discussions;
- use the chat function to ask questions and raise points;
- ensure what they write in the chat is relevant to the session and courteous;
- use the hand up/wave icon if they wish to raise a point verbally.
This Moodle course is temporarily maintained by Dr Paul Birkett (p.birkett@bolton.ac.uk). The workshop topics and material, including presentations, handouts, videos, web links, further reading and exercises are available to interact with on this Moodle page.
- Teacher: Paul Birkett
- Teacher: Tara Chandler
- Teacher: Kathryn Cridland
- Teacher: Alicia Danielsson
- Teacher: Chris Grant
- Teacher: Russell Gurbutt
- Teacher: Jill Marsden
- Teacher: Boluwatife Oyesola
- Teacher: Sally Preece
- Teacher: Zahra Salimi
- Teacher: Sarah Telfer
- Teacher: Angela Tinwell
- Teacher: Richard Wyatt
- Teacher: Donna Zarei
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- Teacher: Rosemary Galway
- Teacher: Pat Robinson
- Teacher: Sarah Telfer
- Teacher: Amanda Turner
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- Teacher: Andrew Graham
- Teacher: Stephen Hardy
- Teacher: Simon Wiggins
- Teacher: Kate Bagshaw
- Teacher: Beccy Barnes
- Teacher: Shannon Howes
- Teacher: Richard Mcevoy-Crompton
- Teacher: Claire Minehane
- Teacher: Jack Myers
- Teacher: Will Strange
- Teacher: Sam Taylor
- Teacher: Natalie Woods
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- Teacher: Paul Brownbill
- Teacher: Johnny Goodwin
- Teacher: Claire Porter
- Teacher: Richard Sadler
- Teacher: Christoph Wagner
- Teacher: Andrew Wardle
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- Teacher: Emmeline Baker
- Teacher: Ian Caballero
- Teacher: Aby Cohen
- Teacher: Sarah Hatherley
- Teacher: Barbara Mulroy
- Teacher: Nina Paine
- Teacher: Richard Sadler
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- Teacher: Ian Caballero
- Teacher: Aby Cohen
- Teacher: Sarah Hatherley
- Teacher: Adam Hill
- Teacher: Nina Paine
- Teacher: Richard Sadler
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- Teacher: Edith Chimusoro
- Teacher: Christos Papanagnou
- Teacher: Zahra Salimi
- Teacher: Philip Southey
- Teacher: Sa Thin Wetsandornphong
The module provides students with an opportunity to undertake a substantial and independent piece of research. It allows students to synthesise their academic knowledge acquired from the taught MSc modules and to produce a document that demonstrates evaluative and critical discussion of an issue relevant to the degree topic. The dissertation module also aims to help students to develop their abilities in identifying a problem, establishing its significance, formulating a hypothesis or proposition, designing means of testing hypotheses, and evaluating the results.
- Teacher: Irfan Chhadat
- Teacher: Lawrence Ngoe
- Teacher: Iain Stalker
The module provides students with an opportunity to undertake a substantial and independent piece of research. It allows students to synthesise their academic knowledge acquired from the taught MSc modules and to produce a document that demonstrates evaluative and critical discussion of an issue relevant to the degree topic. The dissertation module also aims to help students to develop their abilities in identifying a problem, establishing its significance, formulating a hypothesis or proposition, designing means of testing hypotheses, and evaluating the results.
- Teacher: Irfan Chhadat
- Teacher: Iain Stalker
- Teacher: Sa Thin Wetsandornphong
The module provides students with an opportunity to undertake a substantial and independent piece of research. It allows students to synthesise their academic knowledge acquired from the taught MSc modules and to produce a document that demonstrates evaluative and critical discussion of an issue relevant to the degree topic. The dissertation module also aims to help students to develop their abilities in identifying a problem, establishing its significance, formulating a hypothesis or proposition, designing means of testing hypotheses, and evaluating the results.
- Teacher: Irfan Chhadat
- Teacher: Imtiaz Mostafiz
- Teacher: Nafisa Nalbandh
- Teacher: Lawrence Ngoe
- Teacher: Hakeem Owolabi
- Teacher: Iain Stalker
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Denis Hyams-Ssekasi
- Teacher: Peter Moran
- Teacher: Nurun Nahar
- Teacher: Imran Akhtar
- Teacher: Farag Edghiem
- Teacher: Imran Akhtar
- Teacher: Farag Edghiem
- Teacher: Imran Akhtar
- Teacher: Mildred Brown-Houston
- Teacher: Denis Hyams-Ssekasi
- Teacher: Lawrence Ngoe
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- Teacher: Edith Chimusoro
- Teacher: Paul Liato
- Teacher: Lesego Selotlegeng
- Teacher: Dora Sikana
- Teacher: Sa Thin Westandornphong
- Teacher: Sa Thin Wetsandornphong
- Teacher: Alex Chanza
- Teacher: Vincent Kaitano
- Teacher: Huynh Thanh
- Teacher: Imran Akhtar
- Teacher: Irfan Chhadat
- Teacher: Denis Hyams-Ssekasi
- Teacher: Sarath Menon
- Teacher: Imran Akhtar
- Teacher: Lawrence Ngoe
The purpose of this module is to enable students to develop their professional skills and experience of working in sport and physical activity development settings. With tutor support, students will establish and achieve a relevant work placement within an approved placement provider organisation, to analyse and evaluate how an organisation(s) approaches and addresses sport and physical activity development challenges.
- Teacher: Craig Hobbs
- Teacher: Anika Leslie-Walker
- Teacher: Mark Moran
- This module aims to provide students with the experience of independently designing, carrying out an appropriate research study of their choice, culminating in the writing of a dissertation, composing a research portfolio and dissemination of their findings. In turn, students will investigate one significant research issue or problem, under the supervision of a tutor, associated with the inter-related disciplines of; physical activity and health, sport development, sports coaching and sport business management.This module serves to develop employability skills, in line with the university's Graduate Attribute Matrix for Employability (GAME), with particular emphasis on the following attributes: Resilient, Effective Communicator and Lifelong Learner.
- Teacher: Craig Hobbs
- Teacher: Anika Leslie-Walker
- Teacher: Hector Mackie
- Teacher: Mark Moran
The Dissertation module is distinctively different to the modules you have so far undertaken. It is not class-room based and neither is it taught; instead you will be conducting a piece of original research in the field of sport development and coaching. It is a double module with a value of 40 credits and accounts for one third of your final year work.
Most universities include a final dissertation module. It provides the opportunity for a student to demonstrate capacities for independent learning, self-organization, commitment, research capability and an extensive knowledge of in this case, sport development and coaching – all of which are highly sought characteristics by employers.
You will undertake a series of workshops. These will introduce you to the module and explain the research process. You will also be expected to work independently under the guidance of your Dissertation Supervisor. This involves making appointments for regular meetings with your Supervisor to review your progress and plan future action. Your Supervisor will set deadlines for the submission of various elements of your dissertation, for example a completed draft of the Literature Review or the preparation of a schedule of field research.
Please note that it is your responsibility to contact your supervisor to arrange a meeting.
- Teacher: Anika Leslie-Walker
- Teacher: Claire Mulvenna
The Dissertation module is distinctively different to the modules you have so far undertaken. It is not class-room based and neither is it taught; instead you will be conducting a piece of original research in the field of sport development and coaching. It is a double module with a value of 40 credits and accounts for one third of your final year work.
Most universities include a final dissertation module. It provides the opportunity for a student to demonstrate capacities for independent learning, self-organization, commitment, research capability and an extensive knowledge of in this case, sport development and coaching – all of which are highly sought characteristics by employers.
You will undertake a series of workshops, that will introduce you to the module and explain the research process. You will also be expected to work independently under the guidance of your Dissertation Supervisor. This involves making appointments for regular meetings with your Supervisor to review your progress and plan future action. Your Supervisor will set deadlines for the submission of various elements of your dissertation, for example a completed draft of the Literature Review or the preparation of a schedule of field research.
* Please note that it is your responsibility to contact your supervisor to arrange a meeting.*
- Teacher: Andy Baldwin
- Teacher: Craig Hobbs
- Teacher: Anika Leslie-Walker
- Teacher: Mark Moran
The Dissertation module is distinctively different to the modules you have so far undertaken. It is not class-room based and neither is it taught; instead you will be conducting a piece of original research in the field of sport development and coaching. It is a double module with a value of 40 credits and accounts for one third of your final year work.
Most universities include a final dissertation module. It provides the opportunity for a student to demonstrate capacities for independent learning, self-organization, commitment, research capability and an extensive knowledge of in this case, sport development and coaching – all of which are highly sought characteristics by employers.
You will undertake a series of workshops, that will introduce you to the module and explain the research process. You will also be expected to work independently under the guidance of your Dissertation Supervisor. This involves making appointments for regular meetings with your Supervisor to review your progress and plan future action. Your Supervisor will set deadlines for the submission of various elements of your dissertation, for example a completed draft of the Literature Review or the preparation of a schedule of field research.
* Please note that it is your responsibility to contact your supervisor to arrange a meeting.*
- Teacher: Craig Hobbs
- Teacher: Anika Leslie-Walker
- Teacher: Mark Moran
The Masters Project enables the student to combine knowledge and skills attained in earlier modules. All projects involve investigation and research; some will involve substantial practical work while others will be mainly research based. The purpose of the module is to allow the student to demonstrate the ability to perform independent but guided academic activity and demonstrate mastery of a specialist topic. The topic chosen for the project must be relevant within the context of the name of the pathway.
- Teacher: Thaier Hamid
- Teacher: Francis Morrissey
The Masters Project enables the student to combine knowledge and skills attained in earlier modules. All projects involve investigation and research; some will involve substantial practical work while others will be mainly research based. The purpose of the module is to allow the student to demonstrate the ability to perform independent but guided academic activity and demonstrate mastery of a specialist topic. The topic chosen for the project must be relevant within the context of the name of the pathway.
- Teacher: Thaier Hamid
- Teacher: Nick Wadsworth
- Teacher: Dean Watson
- Teacher: Ella Whitcomb-Khan
- Teacher: Jack Brimmell
- Teacher: Dean Watson
- Teacher: Scott Whitfield
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- Teacher: Jack Brimmell
- Teacher: William Crossen
- Teacher: Nick Wadsworth
- Teacher: Dean Watson
- Teacher: Ella Whitcomb-Khan
- Teacher: Jack Brimmell
- Teacher: Casper Farrimond
- Teacher: Ana-Cristina Tuluceanu
- Teacher: Nick Wadsworth
- Teacher: Dean Watson
- Teacher: Scott Whitfield
- Teacher: Jack Brimmell
- Teacher: Casper Farrimond
- Teacher: Dean Watson
- Teacher: Scott Whitfield
- Teacher: Kate Bagshaw
- Teacher: Beccy Barnes
- Teacher: Richard Mcevoy-Crompton
- Teacher: Jack Myers
- Teacher: Ryan Young
This platform fosters collaboration, knowledge exchange, enhanced publication skill, and meaningful connections.
- Teacher: Alicia Danielsson
- Teacher: Saston Arthur Kanthonga
- Teacher: Jessica Barba
- Teacher: Stuart Conran
- Teacher: James Greenwood
- Teacher: Calico Heslop
- Teacher: Natasha Milner
- Teacher: Claire Minehane
- Teacher: Edwin Priest
- Teacher: Lexi Reeves
- Teacher: Olivia Reynolds
- Teacher: Maxine Toland
- Teacher: Kate Walter
- Teacher: Natalie Woods
- Teacher: Tom Clegg
- Teacher: Jessica Law
- Teacher: Adam Naylor
- Teacher: Andy Schofield
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- Teacher: Jon Guy
- Teacher: Adam Naylor
- Teacher: Zen Omar
- Teacher: Andy Schofield
The module will develop the understanding of the underpinning science and research surrounding therapeutic modalities and develop the skills to make effective use of a variety of therapeutic modalities in the treatment of musculoskeletal injury. This module provides the learner with the key graduate attributes: self aware; collaborative.
- Teacher: Catherine Mistry
- Teacher: Dave Rannard
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- Teacher: Adam Hargreaves
- Teacher: Steve Rawes
- Teacher: Sean Sankey
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- Teacher: Adam Hargreaves
- Teacher: Mark Moran
- Teacher: Steve Rawes
- Teacher: Sean Sankey
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- Teacher: David Astbury
- Teacher: Julian Coleman
- Teacher: Alicia Danielsson
- Teacher: Chris Grant
- Teacher: Angela Nuttall
- Teacher: Jill Provan
- Teacher: Satya Shah
- Teacher: Sam Taylor
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Mohammed Abdel-Haq
- Teacher: Emir Camdzic
- Teacher: Julian Coleman
- Teacher: Chris Grant
- Teacher: Sabri Mohammad
- Teacher: Satya Shah
- Teacher: Sa Thin Wetsandornphong
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- Teacher: Louise Ashby
- Teacher: Julian Coleman
- Teacher: Romana Hashmi
- Teacher: Adam Isherwood
- Teacher: Kwame Asamoah Kwarteng
- Teacher: Satya Shah
- Teacher: Jessica Storey
- Teacher: Sa Thin Wetsandornphong
September 2020,
This module looks at key database driven technologies that are part of the architecture of commercial software applications and systems, looking at data warehousing, data mining, SOA (Service-Oriented Architectures), business intelligence, distributed databases and cloud computing. Students will critically evaluate these technologies and research new/emerging developments in database technologies such as Big Data, spatial data, NOSQL databases and Security. Further skills development in the use of Maria DBMS, SQL, Postgres , MongoDB and Neo4j Students will be exposed to core Big Data analytics concepts and models, the current technology landscape, and topical application scenarios using a variety of simulation environments and open datasets.
- Teacher: Sunaina Anand
- Teacher: Anthony Basiel
- Teacher: Devon Bennett
- Teacher: Suneth Fernando
- Teacher: Jenitta Fletcher
- Teacher: Aamena Hanif
- Teacher: Jabir Hassan
- Teacher: Noaman Islam
- Teacher: Rajeev Nath
- Teacher: Ramona Nedelea
- Teacher: Kawther Rekabi
- Teacher: Kusumlata Sheoran
- Teacher: Maja Skibinska
- Teacher: Saktima Thattanah
A dynamic approach to teaching will be used in this module centred around lectures, tutorials and practical classes and workshops. You will also be given guided self-study tasks and will be required to supplement this with independent study and research. Lectures: The main theoretical content will be delivered through a programme of lectures. During the follow-on practical classes and workshops, exercises will be distributed enabling you to both reinforce and evolve your appreciation of the material covered. Practical classes and workshops: Throughout the development of your solutions to the exercises, you will be encouraged to discuss your work with colleagues or the lecturer and even work in small groups if deemed appropriate. Throughout the practical laboratory and activity sessions, you will be strongly encouraged to investigate, manipulate and extend the material provided to underpin the underlying concepts and principles of the module
- Teacher: Francis Morrissey
A dynamic approach to teaching will be used in this module centred around lectures, tutorials and practical classes and workshops. You will also be given guided self-study tasks and will be required to supplement this with independent study and research. Lectures: The main theoretical content will be delivered through a programme of lectures. During the follow-on practical classes and workshops, exercises will be distributed enabling you to both reinforce and evolve your appreciation of the material covered. Practical classes and workshops: Throughout the development of your solutions to the exercises, you will be encouraged to discuss your work with colleagues or the lecturer and even work in small groups if deemed appropriate. Throughout the practical laboratory and activity sessions, you will be strongly encouraged to investigate, manipulate and extend the material provided to underpin the underlying concepts and principles of the module.
- Teacher: Aamir Abbas
- Teacher: Francis Morrissey
A dynamic approach to teaching will be used in this module centred around lectures, tutorials and practical classes and workshops. You will also be given guided self-study tasks and will be required to supplement this with independent study and research. Lectures: The main theoretical content will be delivered through a programme of lectures. During the follow-on practical classes and workshops, exercises will be distributed enabling you to both reinforce and evolve your appreciation of the material covered. Practical classes and workshops: Throughout the development of your solutions to the exercises, you will be encouraged to discuss your work with colleagues or the lecturer and even work in small groups if deemed appropriate. Throughout the practical laboratory and activity sessions, you will be strongly encouraged to investigate, manipulate and extend the material provided to underpin the underlying concepts and principles of the module.
- Teacher: Francis Morrissey
Undergraduate Project -2022/2023 - Long-thin module.
Individual project -Research and critical application of Computer Science theory as well as software artefact development skills.
- Teacher: Loraine Annie
- Teacher: Aba Asghar
- Teacher: Romana Hashmi
Undergraduate Project -2022/2023 - Long-thin module.
Individual project -Research and critical application of Computer Science theory as well as software artefact development skills.
- Teacher: Aba Asghar
- Teacher: Thaier Hamid
- Teacher: Romana Hashmi
- Teacher: Fathima KS
- Teacher: Ibtisam Mogul
Undergraduate Project -2022/2023 - Long-thin module.
Individual project -Research and critical application of Computer Science theory as well as software artefact development skills.
- Teacher: Loraine Annie
- Teacher: Aba Asghar
- Teacher: Romana Hashmi
Undergraduate Project -2022/2023 - Long-thin module.
Individual project -Research and critical application of Computer Science theory as well as software artefact development skills.
Zoom Class Link
Topic: SWE6010 UG P1 - Fathima S
Time: From Sep 20, 2023 05:00 PM London - Every week on Wednesday
Join Zoom Meeting
https://us06web.zoom.us/j/81994153224?pwd=MWRxNzFVYm5saEE0eVJvRVhtRERQQT09
Meeting ID: 819 9415 3224
Passcode: 367823
Mandatory Study Skills
Topic: Study Skills - Romana H
Time: From Sep 21, 2023 02:00 PM London - Every week on Thursday
Join Zoom Meeting
https://us06web.zoom.us/j/84446687080?pwd=VmlYRzd5V3M3OURDaXgxL0pHZWdoZz09
Meeting ID: 844 4668 7080
Passcode: 702516
- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Fathima KS
- Teacher: Nuwan Kuruwitaarachchi
Undergraduate Project -2022/2023 - Long-thin module.
Individual project -Research and critical application of Computer Science theory as well as software artefact development skills.
Zoom Class Link
Topic: SWE6010 UG P1 - Fathima S
Time: From Sep 20, 2023 05:00 PM London - Every week on Wednesday
Join Zoom Meeting
https://us06web.zoom.us/j/81994153224?pwd=MWRxNzFVYm5saEE0eVJvRVhtRERQQT09
Meeting ID: 819 9415 3224
Passcode: 367823
Mandatory Study Skills
Topic: Study Skills - Romana H
Time: From Sep 21, 2023 02:00 PM London - Every week on Thursday
Join Zoom Meeting
https://us06web.zoom.us/j/84446687080?pwd=VmlYRzd5V3M3OURDaXgxL0pHZWdoZz09
Meeting ID: 844 4668 7080
Passcode: 702516
- Teacher: Loraine Annie
- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Nuwan Kuruwitaarachchi
This module provides students with the strong understanding of research methods, techniques and approaches that are required to conduct worthwhile and effective research at a post graduate level. Students are guided as they establish research questions, critically appraise existing literature and design a research project that could constitute their major MSc project.
- Teacher: Adam Isherwood
- Teacher: Celestine Iwendi
- Teacher: Andrew Parker
- Teacher: Mohammad Shah
- Teacher: Bren Tighe
- Teacher: Louise Ashby
- Teacher: Adam Isherwood
- Teacher: Francis Morrissey
- Teacher: Andrew Parker
- Teacher: Mohammad Shah
- Teacher: Bren Tighe
- Teacher: Anchal Garg
- Teacher: William Haddock
- Teacher: Celestine Iwendi
- Teacher: Francis Morrissey
- Teacher: Andrew Parker
- Teacher: Bren Tighe
- Teacher: Anchal Garg
- Teacher: Celestine Iwendi
- Teacher: Francis Morrissey
- Teacher: Andrew Parker
- Teacher: Bren Tighe
- Teacher: Francis Morrissey
- Teacher: Shivang Shukla
- Teacher: Bren Tighe
- Teacher: Celestine Iwendi
- Teacher: Ibtisam Mogul
- Teacher: Ibtisam Mogul
- Teacher: Francis Morrissey
- Teacher: Bren Tighe
- Teacher: Russell Gurbutt
- Teacher: Celestine Iwendi
- Teacher: Ibtisam Mogul
- Teacher: Francis Morrissey
- Teacher: Bren Tighe
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- Teacher: Gemma Cena
- Teacher: Abdi Hubsey
- Teacher: Rehna Kalam
- Teacher: Renuka Nyayadhish
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- Teacher: Celestine Iwendi
- Teacher: Ibtisam Mogul
- Teacher: Francis Morrissey
- Teacher: Jo Patel
- Teacher: Bren Tighe
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- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Fathima KS
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- Teacher: Aba Asghar
- Teacher: Romana Hashmi
- Teacher: Fathima KS
- Teacher: Nuwan Kuruwitaarachchi
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- Teacher: Carolyn Deacon
- Teacher: Rebecca Ford
- Teacher: Chrissie Hepworth
- Teacher: Heather Kennedy
- Teacher: David Maxted
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- Teacher: Elvis Amoakwa
- Teacher: Carolyn Deacon
- Teacher: Rebecca Ford
- Teacher: Chrissie Hepworth
- Teacher: Heather Kennedy
- Teacher: David Maxted
- Teacher: Natasha Shabbir
The main focus of this module is the development of research skills and knowledge to underpin the use of research to inform social work practice. With reference to the concepts of evidence-based practice, practice effectiveness, practice governance and ethical principles, students will discuss the relationship between health and social care policy and responsibility for practice. The module will provide an overview of the methods of quantitative and qualitative research. This includes data collection and analysis appropriate to the research method. The strengths and limitations of quantitative and qualitative approaches to research in health and social care will be considered. Students will critically appraise both qualitative and quantitative research publications and identify and discuss the facilitators and barriers to the application of research in practice.
- Teacher: Elvis Amoakwa
- Teacher: David Maxted
At this stage of your learning and practice experience, you will have started to develop a more sophisticated understanding of how you can integrate practice experience with Social Work theories and models. This module will support you to further your critical reflection skills and recognise how this impacts Social Work practice. This module will support you by linking each of the module components in the form of case studies and reflective journals.
The module will help you by drawing from contemporary theory, practice, and learning resources with the use of case examples, examples of practice, and the use of relevant research. This module will further expand your critical analysis of Social Work practice. This module will support you to be more analytical and critical within your practice and learning in other modules.
Finally, you will demonstrate your Critical Reflective Practice through the use of a 15-minute poster presentation on a Social Work topic of your choice.
- Teacher: Elvis Amoakwa
- Teacher: Jason Batty
- Teacher: Carolyn Deacon
- Teacher: Heather Kennedy
- Teacher: Martina Kirlew
- Teacher: David Maxted
- Teacher: Stephen Moyo
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- Teacher: Beccy Barnes
- Teacher: Nicola Shaw
- Teacher: Kathryn Thomasson
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- Teacher: Zahrah Ali
- Teacher: Steven Barnes
- Teacher: Steven Barnes
- Teacher: Tara Chandler
- Teacher: Charlotte Conn
There are two parts to this module - Theory and Context, and Theory and Practice.
Theory and Context - you will be introduced to the critical, contextual, historical and conceptual dimensions of textiles and surface pattern design and the wider art and design context; reviewing aspects of visual and material culture relating to areas including environmental design, sustainability and ethics. You will also explore aspects of business and professional practice, building up knowledge of the wide and varied areas of employment within the creative industries. Personal and academic development planning will be a key feature of this part of the module, supported by individual academic / personal tutoring sessions.
Theory and Practice – you will respond to a current live / collaborative or independent design brief, applying research skills acquired through the theory and context part of the module; and practical skills acquired within other practice-based modules. Emphasis will be placed on research, innovation, experimentation, exploration of the brief, and working out potential solutions applying a variety of methods and media to reach a final outcome.
Indicative Content
- Introduction to key concepts and themes within a textiles context: including textile, interior and fashion history, culture and society.
- Careers and employability research - Designer Maker / Designer for Industry / Freelance Designer / Textile Artist.
- Global markets, sustainability and ethical practice
- Personal development planning and academic tutoring
- Academic and Professional Writing: Writing for different purposes, email, review, editorial, opinion piece, critical evaluation and analysis, reflection and critiquing work with competence in various academic contexts
- Research visits to galleries, archives and showrooms
- Design project – application of skills and knowledge, responding to a design brief
- Working in collaboration with others.
- Professional practice of designing, making and exhibiting.
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Leanne Lewis
The module will introduce you to contemporary research and writing practice, critical, contextual, historical and conceptual dimensions of textiles and surface design alongside the wider art and design contexts; reviewing aspects of visual and material culture and archive retrieval, whilst encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication, branding, marketing and design terminology; and the investigation of career directions for textiles graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. Through exploring both historical and contemporary contexts of textiles you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. You will have the opportunity to apply research skills acquired throughout the module to a practical, design-led micro brief. Emphasis will be placed on responding to and reinterpreting historical and archival references for a contemporary context. You will work collaboratively to explore applied and digital print processes for textile and surface design purposes.
Graduate Attributes: Effective Communicator, Enterprising, Lifelong Learning, Self-aware.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Faye Power
The module will introduce you to contemporary research and writing practice, critical, contextual, historical and conceptual dimensions of textiles and surface design alongside the wider art and design contexts; reviewing aspects of visual and material culture and archive retrieval, whilst encouraging the development of writing across various academic channels. Additionally, this module will introduce you to design communication, branding, marketing and design terminology; and the investigation of career directions for textiles graduates. It is designed to enhance communication skills, research skills, critical analysis and writing skills. Through exploring both historical and contemporary contexts of textiles you will build the relevant skills and knowledge to support your practice and provide underpinning knowledge and skills relevant for the remainder of your study at HE. You will have the opportunity to apply research skills acquired throughout the module to a practical, design-led micro brief. Emphasis will be placed on responding to and reinterpreting historical and archival references for a contemporary context. You will work collaboratively to explore applied and digital print processes for textile and surface design purposes. Graduate Attributes: Effective Communicator, Enterprising, Lifelong Learning, Self-aware.
As an introduction, you will be guided through a timeline of moments, events and influences that informed textiles and surface design and will develop an understanding from which they can explore these themes in further detail.
The components of this module work together in building understanding of academic research and writing skills whilst also allowing the development of subject specific content knowledge. Through lectures and seminar discussions, research tasks individually and in groups, through skills sessions you will build a weekly understanding of critical theory and how to utilise the research and skills developed along the way. The design-led micro brief offers students the opportunity to respond to topics introduced through the lecture series, and apply their critical and contextual research to a creative project.
The module builds from its foundation at week 1 the students understanding and awareness of both the subject knowledge and specific key skills; academic research, academic writing and critical awareness and analysis, this culminates in formal written submissions that allow students to demonstrate their understanding and skills development in a written submission and in doing this, they will consolidate and strengthen both their critical theory knowledge and academic skills, which they will build upon each academic year. Through the creative brief students will have the opportunity to apply knowledge of textile techniques and processes gained through the Material Practice modules, consolidating knowledge and building confidence in textiles workshops which will support individual development as they progress through the programme.
- Teacher: Donna Claypool
- Teacher: Kathryn Cridland
- Teacher: Leanne Lewis
- Teacher: Mark Parker
- Teacher: Faye Power
This module supports the development and understanding of the practice of the designer maker and introduces you to notions of sampling and experimentation with materials. You will develop skills in textile sampling exploring a range of processes for the development of an innovative and professional body of work. Issues which affect contemporary craft and design led practice will be investigated, such as the impact of national and international economics, ethics, ecology, the global environment and sustainability. This module aims to allow you to explore individual ideas in response to starting points and take ownership for your own learning and development.
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Faye Power
This module supports the development and understanding of the practice of the designer maker and introduces you to notions of sampling and experimentation with materials. You will develop skills in textile sampling exploring a range of processes for the development of an innovative and professional body of work. Issues which affect contemporary craft and design led practice will be investigated, such as the impact of national and international economics, ethics, ecology, the global environment and sustainability. This module aims to allow you to explore individual ideas in response to starting points and take ownership for your own learning and development
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Faye Power
This module supports the development and understanding of the practice of the designer maker and introduces you to notions of sampling and experimentation with materials. You will develop skills in textile sampling exploring a range of processes for the development of an innovative and professional body of work. Issues which affect contemporary craft and design led practice will be investigated, such as the impact of national and international economics, ethics, ecology, the global environment and sustainability. This module aims to allow you to explore individual ideas in response to starting points and take ownership for your own learning and development
- Teacher: Donna Claypool
- Teacher: Faye Power
You will explore the creative potential of computer aided design and multi-disciplinary processes towards a collection of 2 & 3 dimensional forms for a variety of surfaces such as paper, fabrics, ceramics or glass. These may include small scale products or designs for the commercial market, or for specific locations/environments. Emphasis will be based on extended visual research for surface design in relation to criteria as outlined in the design brief. This may be linked to an external project or competition as appropriate.
- Teacher: Donna Claypool
- Teacher: Tom Sutton
You will explore the creative potential of computer aided design and multi-disciplinary processes towards a collection of 2 & 3 dimensional forms for a variety of surfaces such as paper, fabrics, ceramics or glass. These may include small scale products or designs for the commercial market, or for specific locations/environments. Emphasis will be based on extended visual research for surface design in relation to criteria as outlined in the design brief. This may be linked to an external project or competition as appropriate.
- Teacher: Donna Claypool
- Teacher: Tom Sutton
You will explore the creative potential of computer aided design and multi-disciplinary processes towards a collection of 2 & 3 dimensional forms for a variety of surfaces such as paper, fabrics, ceramics or glass. These may include small scale products or designs for the commercial market, or for specific locations/environments. Emphasis will be based on extended visual research for surface design in relation to criteria as outlined in the design brief. This may be linked to an external project or competition as appropriate.
- Teacher: Donna Claypool
- Teacher: Tom Sutton
Through the module you will explore visual, practical, technical and intellectual challenges inherent in using computer aided design appropriate to the wider textiles and surface design industry. You will learn technical skills and explore the creative and innovative potential of the computer whilst also investigating and acknowledging recognised processes as employed within both the design and production process. You will explore practices used by professionals to produce creative outcomes and materials in support of developing your own self-promotional identity. Research will encompass current contemporary practice and new media and how this is employed within the creative industry.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Tom Sutton
Through the module you will explore visual, practical, technical and intellectual challenges inherent in using computer aided design appropriate to the wider textiles and surface design industry. You will learn technical skills and explore the creative and innovative potential of the computer whilst also investigating and acknowledging recognised processes as employed within both the design and production process. You will explore practices used by professionals to produce creative outcomes and materials in support of developing your own self-promotional identity. Research will encompass current contemporary practice and new media and how this is employed within the creative industry.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Laura Potter
- Teacher: Laura Potter
- Teacher: Tom Sutton
Through the module you will explore visual, practical, technical and intellectual challenges inherent in using computer aided design appropriate to the wider textiles and surface design industry. You will learn technical skills and explore the creative and innovative potential of the computer whilst also investigating and acknowledging recognised processes as employed within both the design and production process. You will explore practices used by professionals to produce creative outcomes and materials in support of developing your own self-promotional identity. Research will encompass current contemporary practice and new media and how this is employed within the creative industry.
- Teacher: Rick Bovill
- Teacher: Donna Claypool
- Teacher: Mark Parker
- Teacher: Tom Sutton
- Teacher: Kerry Walsh
- This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of textiles and surface design. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations. You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Research and study skills are an integral part of the module and workshops will focus on developing academic practice. Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice. Graduate Attributes: Effective Communicator, Global Citizen.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Faye Power
- This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of textiles and surface design. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations.
- You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Research and study skills are an integral part of the module and workshops will focus on developing academic practice. Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice.
- Graduate Attributes: Effective Communicator, Global Citizen.
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Faye Power
This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of textiles and surface design. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations. You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Research and study skills are an integral part of the module and workshops will focus on developing academic practice. Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice.
Graduate Attributes: Effective Communicator, Global Citizen.
This module builds from previous critical theory modules at HE4 and directly reflects the learning and knowledge built by the cohort throughout their studies, specifically related to the context of textiles and surface design; it purposely encourages you to develop and expand your knowledge of the contexts of textiles and surface design and the key issues that link directly to the subject. Whilst allowing you to develop understanding of the links between academia and practice.
Components of the module are designed to enable progress from week 1 – 15, lectures and seminars are designed to develop critical thinking and awareness, skills sessions encourage you to apply such skills to your academic writing skills to present research in an appropriate format. Workshops and tutorials are a key component of the module and offers opportunity for tailored feedback to your response to the essay question selected.
This module enables you to consolidate skills and to convey your understanding of academic research and writing skills via a piece of academic writing. Through lectures and seminar discussions, research tasks individually and in groups, through skills sessions you will build a weekly understanding of their personal research area and how to utilise the research and skills developed along the way.
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Mark Parker
- Teacher: Faye Power
- Teacher: Nicola Shaw
- Teacher: Tom Sutton
This module encourages you to extend your knowledge beyond that of HE4 and deepen your understanding of the critical debates relevant to contemporary practice, which affect our readings of textiles and surface design. Through a series of lectures, seminars and workshops you will explore the meanings, functions and intentions of practice within a dynamic set of theoretical considerations. You will be encouraged to explore a variety of related and interrelated exhibitions, events and undertake visits to galleries, museums and archives as part of this module and during independent study time. This module aims to encourage depth of enquiry, to cultivate contemporary research and writing practice, across various academic channels. Research and study skills are an integral part of the module and workshops will focus on developing academic practice. Assessed components encourage you to develop and consolidate knowledge, to engage in extended research and make links between and across fields of practice. Graduate Attributes: Effective Communicator, Global Citizen.
- Teacher: Martin Benes
- Teacher: Leanne Lewis
The purpose of this module is to empower you with the ability to manage your own advanced project as preparation for the final major project, consolidating knowledge and skills gained at level 5 and to develop confident and original thinking.
During this module you will have the opportunity to explore and develop a body of personally relevant folio based design work, supported by contextual and critical research in your chosen area. This may relate to national international global developments issues or events which might support the module. This may include sustainability and environmental concerns, innovation and practice. A broad range of areas will be presented to you and you are encouraged to expand on these to develop your own ideas and concepts.
This module will also enable you to further your critical knowledge, understanding of contemporary design practice and application of advanced studio based design skillst owards competition entry and/or external exhibitions. It also enables you to build up a relevant portfolio of work for potential sale or employment opportunities after graduation.
- Teacher: Donna Claypool
- Teacher: Rachel Dawson
- Teacher: Faye Power
- Teacher: Tom Sutton
The module is designed to enhance and consolidate your communication, research, and critical writing skills. The discipline involves the study of cultural and creative processes that goes beyond the history of textiles and theories of art and design. You will focus on extending various aspects of theoretical knowledge through the exploration of a self-selected research project and as a result this will strengthen your critical analysis and investigation skills. You will discuss and analyse historical, cultural, social and/or political contexts, which affect our readings of fashion, craft, design and textiles. You will experience learning in different environments with attention given to one-to-one research tutorials tailored to the specific needs of the student.
In addition group seminars and workshops will provide support for academic study skills and online forums and access to digital resources will support you throughout the module. You will be actively encourage to conduct independent study visits to relevant galleries, museums and archives in order to review and retrieve primary research (text and image). In addition you will be encouraged to attend events and conferences that support your academic development and construction of theoretical knowledge. Graduate Attributes: Effective Communicator, Confident.
Module Tutor: Leanne Lewis
Email: Lewis.leanne@hotmail.com
Zoom Tutorials or Telephone Tutorials Available: Monday 12-2 Wednesday 12-2
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
Design Studies 3: Research in Context
- Teacher: Helena Britt
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Faye Power
- Teacher: Tom Sutton
The module is designed to enhance and consolidate your communication, research, and critical writing skills. The discipline involves the study of cultural and creative processes that goes beyond the history of textiles and theories of art and design. You will focus on extending various aspects of theoretical knowledge through the exploration of a self-selected research project and as a result this will strengthen your critical analysis and investigation skills. You will discuss and analyse historical, cultural, social and/or political contexts, which affect our readings of fashion, craft, design and textiles. You will experience learning in different environments with attention given to one-to-one research tutorials tailored to the specific needs of the student. In addition group seminars and workshops will provide support for academic study skills and online forums and access to digital resources will support you throughout the module. You will be actively encourage to conduct independent study visits to relevant galleries, museums and archives in order to review and retrieve primary research (text and image). In addition you will be encouraged to attend events and conferences that support your academic development and construction of theoretical knowledge. Graduate Attributes: Effective Communicator, Confident.
This module builds from previous critical theory modules and directly reflects the learning and knowledge built by the cohort throughout their studies, specifically related to the context of textiles and surface design; it purposely encourages you to develop their personal area of research which directly responds to their needs and interests and to enable links between academia and practice.
Components of the module are designed to enable progress from week 1 – 15, lectures and working research groups support and enable critical thinking and awareness, skills sessions encourage you to apply such skills to their academic writing skills to present research in an appropriate format. Workshops and tutorials are a key component of the module and offers opportunity for tailored feedback to their personal research areas.
This module enables students to consolidate skills developed and to convey their understanding of academic research and writing skills whilst via a piece of academic writing. Through lectures and seminar discussions, research tasks individually and in groups, through skills sessions students will build a weekly understanding of their personal research area and how to utilise the research and skills developed along the way.
- Teacher: Donna Claypool
- Teacher: Leanne Lewis
- Teacher: Mark Parker
- Teacher: Faye Power
- Teacher: Tom Sutton