University of Buckingham Virtual Learning Environment

The programme is aimed at individuals who are working in, or who have previously worked in, an area of public policy practice (for example, a think tank, charity, in journalism, in the civil service or a central bank, or as a political researcher). The format of teaching and research provides a structured, but flexible, framework making this the ideal way to combine doctoral studies with professional life.

The programme leads to the qualification “Doctor of Public Policy and Political Economy” and will be an important qualification for those wishing to advance a career in any area of public policy or advance an academic career. We also welcome students later in life who, as well as studying for the qualification, will be able to share their experience with other students at the study weekends.

The delivery of the programme will be a mixture of online provision and seminars at the study weekends held at the Vinson Centre.
Over the first five months of the programme, the students will share a series of weekly webinars held for the MA students in Political Economy (by research), in collaboration with the Institute of Economic Affairs, a leading UK economic think tank and educational charity. These webinars, spread over one and a half terms, will cover all the major schools of political economy.

Academic Integrity Quiz

This is your (Module Name) Examination – June 2022

Scheduled on Saturday 11th June  from 10:00am to 10:00pm BST. 

Candidates must submit their work within 12 hours from the published examination commencement time; late submissions will not be accepted. 

1. Please write/type your answers in a single file, clearly noting the question number to which the answer refers. Upload your answer file to the TurnItIn link below. 
2. Include simple in-text references (APA style in-text citations author/date), but do not include footnotes, bibliographies or reference list at the end.
3. Please remember to save and backup your work (on a USB drive) frequently.
4. All examinations will be marked anonymously; do not put your name or student number on the answer file.
5. Students with a GF reference should note it on their answer file.
6. Unless otherwise specified all exam answers must be submitted through TurnItIn on a .doc or .docx file. It is your responsibility to check for and keep the TurnItIn digital receipt; this is evidence of your submission in case of query.
7. You must allow sufficient time for TurnItIn to process your submission; to avoid any potential delay it is recommended that you start the upload process at least 30 minutes before the submission portal closes.
8. By completing and submitting your exam answers you are agreeing that you have read the University of Buckingham’s Academic Misconduct Policy and Procedures | University of Buckingham and that your submitted work complies with Regulations, does not contain any plagiarised material and is entirely your own work.

It is commonplace to claim that we live in an information age, and that the emergence of the Knowledge-Based Economy has changed the rules of the game forever. Indeed, one glance at the list of the most valuable companies in the world indicates that quite often it is the ownership and possession of knowledge and know-how that makes or breaks a company nowadays. It is Intellectual Property law that governs the legal protection of such intangible assets. In recent years Intellectual Property law issues have themselves become more tightly interwoven with issues in commercial law, computer and Internet regulation, communications and Media law, and the regulation of medicine.

Intellectual Property rights (“IPRs”) must continually adapt to developments in technology, while also conforming with general theories of competition and property law. As an Intellectual Property Law LLM student you will pursue a range of topics, such as Copyright, Trademarks, Patents and Trade Secrets, set within a legal field that has been one of the hottest and most interesting for the last several decades. It is international and comparative in nature, taking into account the many standardization initiatives within the European Union and World Trade Organization as well as the impact of EC competition law. Whether you wish to practice exclusively within the area of Intellectual Property or whether your preferred area of practice would be such as Corporate law, M&A, Media etc’, the knowledge our Industrial and Intellectual Property course will give you will prove invaluable in most commercial legal settings.

Welcome from Jane Tapsell (Pro-Vice Chancellor, Academic and Student Experience)

Learning and Teaching has always been at the heart of everything we do at Buckingham, and we want the Learning and Teaching community at Buckingham to be a vibrant and active one. During 2019, we will be working as a university community to embrace positive learning more fully, embedding this firmly into our culture and ethos.

To help us to grow and develop this, we have established the Monday Morning sessions.  These sessions will run throughout 2019, covering a range of topics raised at School Learning and Teaching Committees and Senate which seem particularly relevant to Buckingham at the moment.

We want these sessions to be interactive, providing an opportunity for staff from all areas of the University community (both academic and non-academic) to share new ideas and thoughts, as well as good practice and innovations in the sector. 

We hope this Moodle space will help to make this happen. 

Jane

This part-time course is designed to offer a unique method of study combining the convenience of distance learning with weekly attendance at seminars for tailored guidance and support.  The degree course follows a traditional academic year and term structures.  The year starts in late September with examinations taking place the following June.  Teaching takes place Wednesday evenings. Two subjects are covered each evening and subjects rotate on a pre-set timetable.  Seminar groups are interactive with ample opportunity to explore any areas of difficulty.  All materials are provided for the course.

The Buckingham LLB degree allows students to become confident, competent lawyers, able to practise almost anywhere in the world. With an English ‘qualifying law degree’ from Buckingham a student will be recognised by the Solicitors Regulation Authority (formerly the Law Society) and the Bar Standards Board as qualified to be exempt from the academic stage of training for entry into the legal profession. Every LLB programme at Buckingham (whether single honours or combined honours) provides our graduates with this qualification

Given the increasing role of digital media in all walks of life, the volatility of global politics, and full-scale assaults on the values and independence of traditional journalism, there has never been a more important time for universities to work with the industry not just to train but educate and inspire the best writers, designers and investigators.

Buckingham's new MA Digital News and Media by Research or Professional Practice is designed to achieve this aim by encouraging you to propose, research and complete a substantial project (the equivalent of a research dissertation) in Digital News or Digital Media to the highest of industry and academic standards.

This Master of Education programme is a two year full-time particularly targeted at those teachers looking to develop their professional knowledge and practice.  It is a blended programme that takes account of the latest research on Educational Leadership and applies this to the existing educational landscape.  It is written for those teachers who are either currently in leadership roles and for those who aspire to leadership.  It is open to teachers from all educational contexts and cohorts.  Assessment will consider and enhance the applicant’s ability to develop their own arguments, evaluate and analyze the material they cover and reflect upon these concepts in relation to their own context.  The backbone of the programme is the development of the practitioner as researcher through the development in research methodology.  The focus of the two year programme will be a research dissertation based in their own context and bringing together the theory with application, organization, analysis of data and exploration of the implications for their own educational context.  The MEd will bring together the academic rigour of Level 7 writing with the relevant application to their own leadership journey.

The importance of trauma and its enduring effects, in the context of poor outcomes for service users, has led to significant interest in developing specialist trauma interventions, as well as ‘trauma informed’ frameworks and models of care.

Developing trauma informed services have become a key strategic and clinical aim within the NHS and healthcare sector based on the specialist trauma services increasing awareness of trauma and the needs of people requiring specialised care with traumatic backgrounds.

The Practitioner in Psychological Trauma MSc has been developed in partnership with the Centre of Developmental and Complex Trauma, St Andrew’s Healthcare and is currently completing accreditation by the British Psychological Society (BPS) to provide a robust, clinically focused MSc. It provides health professionals the theoretical understanding and professional competences to provide psychological services to those who require specialised trauma care. The MSc operates within a framework of understanding the idiosyncratic care needs of service users in order to provide an integrated and holistic approach to specialist trauma care whilst equipping students with skills to develop trauma informed practice within their organisations and team.

As a taught, part time MSc, offered over two years. The structure and content of the MSc follow the level three ‘trauma expert’ competencies outlined by the British Psychological Society for working with people with psychological trauma related needs.

Throughout the course, emphasis is placed on the importance of increasing core skills of self-awareness, including an awareness of one’s own professional and academic needs, as well as promoting self-care and accessing appropriate supervision. In recognition of the challenges of working with traumatised and complex populations, students are assigned a personal tutor who will offer support during the course, with a minimum of two meetings per semester. Group reflective practice and support sessions also run throughout the MSc. To support the developing research competencies and completion of the dissertation components of the MSc, the Centre of Developmental and Complex Trauma, St Andrew’s Healthcare research portfolio and its wider research network is available to students.

Teaching will be delivered at the Centre of Developmental and Complex Trauma, St Andrew's Healthcare, Northampton in their postgraduate education centre. The dedicated post-graduate teaching centre provides an exceptional learning space with large lecture and seminar rooms, student resource centre, break out areas, a kitchen, relaxation area and study rooms.

The Leading Teacher Development Module developed by David Weston and The Teacher Development Trust will provide a route into the evidence-informed leadership of teacher development. It will draw on expertise from across the sector and TDT’s work with hundreds of schools to help you ensure that the professional development you are planning is mapped to evidence and has a positive impact on pupil outcomes. You will have the opportunity to collaborate and share your reflections with like-minded professionals and course leaders throughout the course.

This module comprises four units that will draw on both practical experience and the use and application of professional research.  In the first unit, students will critically evaluate and synthesise relevant literature on teacher development design and leadership to inform subsequent module tasks. In the second unit, students will devise a work-based enquiry to explore the current effectiveness of teacher professional development in their setting. Students will then apply change management principles and flexible evaluation methods to design a teacher development project for the following academic year. In the final unit, students will critically reflect on their professional learning experience. Study in this module culminates in a 6,000-word professional portfolio which will be formally assessed. This module takes two terms to complete.

Written and designed by Tom Bennett, the UK Department for Education’s behaviour advisor for schools, the aim of this module is to provide participants with a better understanding of the factors that influence student behaviour in educational settings, and then be able to use that understanding in school settings. It will draw upon a historical perspective of what we mean by good behaviour, and then delve into a critical philosophical understanding of these concepts. Next, it investigates the social, personal and contextual factors that commonly influence behaviour. This is looked at broadly throughout populations, as well as at an individual level. It also explores what levers and strategies are commonly used to guide classroom behaviour, and critically examines how successful these are, and in what circumstances.

This module draws upon a combination of academic studies into these processes, drawn from multiple fields e.g. psychology, sociology, history, as well as practical research and experience drawn from field environments and real school settings. It considers behaviour in a variety of circumstances, age ranges and classroom types. Participants are expected to thoroughly explore how evidence-informed approaches of behaviour management are actually implemented in real classrooms.

It is delivered through a combination of readings, video lectures, online resources and quizzes, and video interviews with field experts, and assessed through an investigative journal (15%) and a final report of 5,000 words (85%).

The Leading Teacher Development Module developed by David Weston and The Teacher Development Trust will provide a route into the evidence-informed leadership of teacher development. It will draw on expertise from across the sector and TDT’s work with hundreds of schools to help you ensure that the professional development you are planning is mapped to evidence and has a positive impact on pupil outcomes. You will have the opportunity to collaborate and share your reflections with like-minded professionals and course leaders throughout the course.

This module comprises four units that will draw on both practical experience and the use and application of professional research.  In the first unit, students will critically evaluate and synthesise relevant literature on teacher development design and leadership to inform subsequent module tasks. In the second unit, students will devise a work-based enquiry to explore the current effectiveness of teacher professional development in their setting. Students will then apply change management principles and flexible evaluation methods to design a teacher development project for the following academic year. In the final unit, students will critically reflect on their professional learning experience. Study in this module culminates in a 6,000-word professional portfolio which will be formally assessed. This module takes two terms to complete.

•              Provide students with first-hand experience of carrying a piece of independent research (under supervision) from planning through data collection to analysis and write-up.

•              Enable students to obtain detailed knowledge about their chosen research topic.

•              Enable students to develop academic skills by using particular appropriate research techniques.

•          Provide an opportunity for students to give a conference style presentation on their research findings.

• Provide students with first-hand experience of carrying a piece of independent research (under supervision) from planning through data collection to analysis and write-up.
• Enable students to obtain detailed knowledge about their chosen research topic.
• Enable students to develop academic skills by using particular appropriate research techniques.
• Provide an opportunity for students to give a conference style presentation on their research findings