2021/22 Part-time Postgraduate course
Master of Science
Faculty of Life and Health Sciences
School of Health Sciences
This course is taught online so you can study where you want, when you want.
This fully online course will enable physiotherapy graduates to enhance their professional development and global employability.
This course, for qualified physiotherapists, will enhance your knowledge so you can confidently step forward in your career and continue to provide healthcare to the highest standards. Taught exclusively online, you can study from anywhere in the world, at any time, so you can fit your learning around your current professional and personal life.
The course modules are varied giving you a wide knowledge base and helping to spark interest for future development. They include entrepreneurial leadership for those interested in managing new ventures within the the health and social care sector, Professional Development in Practice to develop your leadership skills in preparation for supervision/mentoring roles and Global Healthcare Perspectives tackling the clinical role of physiotherapy in disaster management and reviewing international standards of practice. You will also learn strategies to motivate and empower patients to manage their long term conditions as well as developing research skills to inform your future clinical practice.
Learning with an international outlook you will have the opportunity to collaborate with Occupational Therapy colleagues and get peer support from colleagues outside your normal place of work. By adding to your expertise, the course will help you to gain accreditation for CPD purposes and enhance your employment opportunities. This course is for you if you want to improve your confidence and enhance quality of health and social care services.
Sign up to register an interest in the course.
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All students have to successfully complete the following 7 compulsory modules for the award of MSc in Professional Development in Physiotherapy.
Modules (All Credit Level 7)
1. Long Term Conditions (30 Credit Points)
2. Professional Development in Practice (15 Credit Points)
3. Research Evidence in Health Science (15 Credit Points)
4. Global Healthcare Perspectives (30 Credit Points)
5. Entrepreneurial Leadership (15 Credit Points)
6. Research Project Preparation (15 Credit Points)
7. Research Project/Dissertation (60 Credit Points)
The PgDip Professional Development in Physiotherapy (120 Credits) is an optional exit route after completion of modules 1 to 6.
The PgCert Professional Development in Physiotherapy (60 Credits) is an optional exit route after completion of modules 1, 2 & 3.
Strategy for Business Development
Strategy consists of the analysis and decisions an organisation undertakes in order to create and sustain competitive advantage. Understanding these interrelated processes is crucial for creating and developing organisations. This module explores these decisions areas from a range of contemporary perspectives and contexts.
Creativity and Innovation
This module introduces students to an exploration of creativity and innovation within the discipline of business and management. The changing understanding of creativity is explored as well as personal approaches to creative problem solving. The broad nature of Innovation is examined - especially in terms of organizational culture / climate and new business models. The role of innovation in gaining strategic advantage is introduced.
Innovation in Practice
The module covers Innovation in Practice through a Business Process Innovation from both theoretical and practical perspectives. It introduces students to the crucial value creating processes within organisations. Moreover, the nature of business models is examined and creative approaches to new business models explored. Business Process Innovation is evaluated in different organisational contexts - both large and small organisations as well as in different sectors of the economy.
This module seeks to provide students with an appreciation of the processes of firm internationalisation and the key issues that affect marketing decisions in an international and global context. Firm level processes and activities are considered within the context of the global business environment. Students will be given the opportunity to assess opportunities for internationalisation and the barriers that must be addressed.
This module has been developed in association with Harvard Business School and is closely based on the Harvard Business School "Microeconomics of Competitiveness" (MOC) adapted to include a regional focus. The module explores not only theory and policy, but also the organisational structures, institutional structures, and change processes required for sustained improvements in competitiveness from a range of perspectives on a regional, national and international basis.
The module seeks to expose students of business development and innovation to the range of research methods, consultancy skills, and project management techniques available. Students will acquire appropriate knowledge and understanding of the various research and project management methodologies for the purposes of developing an applied management project proposal and project plan in preparation for undertaking a postgraduate management project.
Building on extant knowledge of the entrepreneurial process this module examines key aspects of entrepreneurial business development in theory and practice. The module builds on the knowledge gained in the earlier modules.
This module examines the digital marketing context. When the tools of marketing change, marketing strategies must change too. The focus of this module is on small firms as they attempt to navigate the digital transition from offline to online marketing.
The Management Project enables students to develop research, consultancy and project management skills developed in the research and consultancy skills module. The research and consultancy skills module provides the learning and foundation students require in order to apply the practical and theoretical concepts encountered on the business development and innovation programme to a "live" management issue. In doing so they choose appropriate research methodologies, gather data and make conclusions and resource-based recommendations to the host organisation in a reliable and valid manner.
Full time or part time options are available. Students can enrol on the programme on a Full time (over 1 year; 3 semesters) or Part time basis (over 3 years; 6 semesters).
Student engage on a weekly basis in online learning completing tasks and collaborating with peers.
This course is using the online environmnet to enable the student to engage in learning using a varied suite of digital interactive learning tools which will promote student engagement, communication and collaboration within an international and peer supported learning community.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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This online module explores the diversity of healthcare systems worldwide and the need for capacity building in many countries worldwide. Issues such as the clinical/practice role of occupational therapy and physiotherapy in disasters and catastrophic emergencies, professional body and international standards and quality assurance are explored.
Professional licensure requirements and professional body accreditation are discussed from a global perspective.
This module will enable the student to increase their knowledge and understanding of the pathophysiology process of various long term conditions. Strategies to motivate and empower patients to manage their condition will be explored alongside the role of family and carers. Best practice will be discussed and justified by critical evaluation of literature.
The module seeks to build the student's awareness of "entrepreneurial leadership" and to provide a framework for engaging with and assessing the viability of an innovative project/new venture or the development of an existing one within the health and social care sector. It aims to give the student insights to the opportunities and challenges associated with establishing and managing the development of a new or existing venture, allowing them to audit their personal, entrepreneurial potential.
This module provides the opportunity for students to engage in professional development to enhance their working knowledge and application of effective learning, teaching and supervisory methods. This will develop their leadership skills in preparation for taking on a supervisory/mentoring role with students and junior staff in the future.
The aim of the module is to develop research design skills to enable students to produce a working research proposal for the Masters project.
This 15 credit point, online module runs twice per academic year and offers health professionals an opportunity to develop their understanding of a range of research methodologies commonly used within healthcare. They will use this understanding of clinical research methods to develop skills in critically appraising and synthesising literature in order to inform and advance the quality of care and service delivery. For those students proceeding to the Masters award, the module will complement the 'Preparation for Project' module and provide a foundation for the Masters project.
The aim of this project module is to engage the student in an independent piece of research activity under the guidance of a supervisor from the School of Health Sciences. It is expected that this research will add to the student's knowledge and perhaps inform future teaching, clinical practice or further research. The research activity will be allied to that carried out in the Centre for Health and Rehabilitation Technologies (CHaRT) within the Institute for Nursing and Health Research (INHR).
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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(a) have gained a second class honours degree or better in Physiotherapy from a University of the United Kingdom or the Republic of Ireland, or from a recognised national awarding body, or from an institution of another country which has been recognised as being of an equivalent standard.
(b) be eligible for the Health and Care Professions Council or equivalent
(c) provide evidence of competence in written and spoken English (GCSE grade C or equivalent) and for non-native English speakers, IELTS 7.0 (with no contributing band at less than 6.5) or, as an alternative to (a) and/or (b)
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.5.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Typically we require applicant for taught programmes to hold the equivalent of a UK first degree (usually in a relevant subject area). Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus. We consider students who have good grades in the following:
Typically, we require applicants for taught programmes to hold the equivalent of a UK first degree.
Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus.
The comparable US qualifications are as follows:
UK 2:1 Degree - Bachelor degree with a cumulative GPA of 3.0 out of 4
UK 2:2 Degree - Bachelor degree with a cumulative GPA of 2.6 out of 4
|Level 12 English Lang in HSD|
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Completion of this course will equip you with the necessary skills, understanding and confidence to live, work and study in international contexts, increasing your professional development and employability.
There is no work placement / study abroad involved within this course provision.
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Fees illustrated are based on 21/22 entry and are subject to an annual increase.
Correct at the time of publishing. Terms and conditions apply.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.
Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.
We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.
There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.
Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.
Please contact the course team for more information.
Admissions contact regarding application process:
Course Director: Dr Fidelma Moran