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Postgraduate Admissions

18 courses offered in the Institute of Continuing Education

The Postgraduate Certificate in Advanced Clinical Practice (PHEM, Pre-Hospital Emergency Medicine) is a University of Cambridge award offered by the Institute of Continuing Education (ICE).  The course is aimed at clinicians currently employed in areas of practice across the UK including paramedics, specialist paramedics, nurses and other emergency services professional as the key providers of pre-hospital emergency medicine (PHEM).  Designed collaboratively by University of Cambridge, ICE, the Department of Pre-hospital and Retrieval Medicine at Cambridge University Hospitals NHS Foundation Trust, the Faculty of Pre-Hospital Care of the Royal College of Surgeons of Edinburgh, the College of Paramedics (CoP) and the Intercollegiate Board for Training in Pre-Hospital Emergency Medicine.  

 

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The Advanced Diploma in Research Theory and Practice in English - Business Management (International Pre-Master's) aims to develop students’ abilities in research methods and practices, their English language and academic literacy skills, and understanding of current and emerging themes in Business Management. In so doing, the course prepares students to undertake Master’s level study in higher education institutions in the UK, or elsewhere, in Business Management.

Applicants are advised that this course contains a substantial English language component (33%) and it is expected that students on this course need to enhance their English language skills in order to progress to Master's level study. The English language modules are taught simultaneously with the research and specialised topic modules. It is not currently possible for students to customise the modules based on their English language competency. Students with a higher level of English language acquisition or what is considered near native, would not benefit from this programme and are encouraged to consider applying for a postgraduate certificate.

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The Postgraduate Certificate in Learning Design and Teaching Innovation is designed for academic professionals teaching adults at FHEQ levels 4-8 in the public, private and not-for-profit sectors. It equips participants with the knowledge, skills, behaviours, and values necessary to promote innovative practice in learning design, teaching and assessment/evaluation in their specialist discipline in higher education.

The programme of study will enhance the career development and skills of the next generation of academic professionals by promoting disciplinary, pedagogical and technological skills appropriate to teaching in higher education.

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The Postgraduate Certificate in Learning Design and Teaching Innovation (Academic Professional Apprenticeship) is designed for academic professionals teaching adults at FHEQ levels 4-8 in the public, private and not-for-profit sectors. Participants intending to complete the Academic Professional Apprenticeship (Teaching Specialist Role) pathway are required to undertake the End Point Assessment (EPA) of the Institute for Apprenticeships and Technical Education after successful completion of the Certificate.

The programme equips participants with the knowledge, skills, behaviours, and values necessary to promote innovative practice in learning design, teaching and assessment/evaluation in their specialist discipline in higher education. The programme of study will enhance the career development and skills of the next generation of academic professionals by promoting disciplinary, pedagogical and technological skills appropriate to teaching in higher education.

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The Postgraduate Certificate in Medical Education has been designed collaboratively by the Institute of Continuing Education and the School of Clinical Medicine’s clinical deanery. The Postgraduate Certificate is a one-year, part-time master’s-level programme.

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The Postgraduate Diploma in Medical Education has been designed collaboratively by the Institute of Continuing Education and the School of Clinical Medicine’s Clinical Deanery.

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This programme is targeted at postdoctoral researchers and fellows with the aspiration and potential to achieve leadership positions in a variety of fields including: academic, commercial, public and not-for-profit organisations or self-started businesses and social enterprises. It supports participants to develop their research identity and the capability to lead independent research projects.

Course content will be delivered and facilitated by subject experts in a blended manner – i.e. a mix of face-to-face, online delivery and self-directed learning. Online content will be delivered through a dedicated Virtual Learning Environment (VLE) or through video-based remote meeting software platforms.

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The post graduate Certificate in Philosophy is a part-time Postgraduate Certificate equivalent to 60 credits at FHEQ level 7. It is undertaken over one year. Students are taught a range of general and subject-specific skills and techniques.

 

Delivery of the course is via three Units. The Units are structured chronologically—spanning philosophical thought, ancient to modern. The Units are also developmental—discussions in subsequent Units build on and respond to themes discussed in previous Units. The units cover the following three topics:  Ancient Greek Philosophy, Early Modern Philosophy and Existentialism. 

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The MSt in Population Health Sciences (PHS) is jointly run by the Department of Public Health and Primary Care, the MRC Epidemiology Unit and the MRC Biostatistics Unit, with contributions from colleagues across the University. The MSt PHS is a part-time postgraduate master's course that includes the academic disciplines of epidemiology, global health, health data science, infectious diseases, public health, and primary care research. 

The course is open to graduates and other qualified candidates (see entry requirements) who wish to pursue a research, practice or leadership career in population health sciences.

The course of study for the MSt in Population Health Sciences (PHS) consists of eleven taught modules and a dissertation. The MSt in PHS is a two-year part-time master's degree of the University of Cambridge. It can also be taken as an MPhil in Population Health Sciences which is a one-year full-time master's degree of the University of Cambridge.

Students study five core modules and subsequently select at least six additional modules, either following a designated pathway in one of the named specialisation themes (epidemiology, global health, health data science, infectious diseases, public health, and primary care research) or following a more personalised pathway. Students also complete a dissertation of no more than 15,000 words.

Applicants should note that due to pre-requisites and dependencies, and constraints of timetabling, the pathways followed by part-time students will be dependent on which of the specialisation themes they are following. An indication of how the modules can be spread over 2 years for each specialisation theme is provided in documentation on the website.

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This programme is targeted at postdoctoral researchers and fellows with the aspiration and potential to achieve leadership positions in a variety of fields including: academic, commercial, public and not-for-profit organisations or self-started businesses and social enterprises. It supports participants to develop their research identity and the capability to lead independent research projects.

Course content will be delivered and facilitated by subject experts in a blended manner – i.e. a mix of face-to-face, online delivery and self-directed learning. Online content will be delivered through a dedicated Virtual Learning Environment (VLE) or through video-based remote meeting software platforms.

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The importance of science communication is undeniable. Science and its related disciplines have a wide-ranging and profound impact upon the lives of individuals and scientists have a responsibility to communicate their work in a responsible, effective and engaging manner within the wider community.

This Postgraduate Certificate has been designed to meet the needs of scientists who wish to effectively communicate with the wider public, major funding bodies and Societies. The growing importance of effective and relevant science communication has been formally recognised by the House of Commons Science and Technology Committee in their recent “Science Communication and Engagement” report. Science Communicators need to adopt engaging, high quality and accessible methods that spark interest, maximise impact, and reach as wide an audience as possible. This requires appreciation of the theories of effective communication and engagement, the use of innovative and practical approaches, an understanding of the needs of the audience, and an awareness of the broader ethical and societal implications of the science. High quality training in science communication will provide these skills and expertise and fits with the underlying principles of the Concordat for Engaging the Public with Research.

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Science communicators are now dealing with often complex and sensitive problems, in public health, energy economics, climate politics and research funding, in the private and public sectors and at local and global scales. This present a great challenge to science communicators’ intellectual, social and practical skills. It requires a deep appreciation of the theories of effective communication and engagement, the thoughtful use of innovative and practical approaches, an understanding of the needs of the audience, and an awareness of the broader ethical and societal implications of the science. High quality training in science communication will provide these skills and expertise, and fits with the underlying principles of the Concordat for Engaging the Public with Research.

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Science communicators are now dealing with often complex and sensitive problems, in public health, energy economics, climate politics and research funding, in the private and public sectors and at local and global scales. This present a great challenge to science communicators’ intellectual, social and practical skills. It requires a deep appreciation of the theories of effective communication and engagement, the thoughtful use of innovative and practical approaches, an understanding of the needs of the audience, and an awareness of the broader ethical and societal implications of the science. High quality training in science communication will provide these skills and expertise, and fits with the underlying principles of the Concordat for Engaging the Public with Research.

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The Postgraduate Certificate in Teaching Creative Writing is a nine-month part-time Master’s level programme resulting in 60 credits FHEQ (Framework for Higher Education Qualifications) at Level 7.  

The programme is structured around three modules, and results in a 10,000 word portfolio of work. Each of the modules invites participants to engage in prior reading and research, class-based activities and independent, post-session work in response to key themes. Each module is designed with a focus on a different area of teaching creative writing, but each will work towards the same objective: that students will finish the module with enhanced knowledge of relevant existing pedagogical theory, acquired new practical skills for teaching/assessment/planning, and developed reflective awareness and innovation in their own teaching practice.

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37 courses also advertised in the Institute of Continuing Education

From the Faculty of Education

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From the Faculty of Philosophy

Artificial intelligence (AI) technology is rapidly developing and is increasingly being applied across sectors, posing significant ethical and societal challenges. There is therefore a national and global need to  adequately equip future leaders and decision-makers to address these challenges.

The Masters of Studies in AI Ethics and Society addresses this need. The MSt is an academically rigorous part-time programme aimed at professionals from business, public, and social sectors working with AI. The programme will provide students with the critical skills, knowledge and analytical abilities needed to identify and address ethical challenges as they arise in practice from the application of AI. The MSt will engage with the ethical and societal challenges of AI  and is thoroughly informed by the knowledge, theories and methods of established academic disciplines from philosophy to computer science.

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From the Institute of Criminology

The Master of Studies (MSt) in Applied Criminology and Police Management is a part-time course that takes place over two years starting in the spring. There are normally three teaching blocks in the first year: Block A (March/April), Block B (July) and Block C (September). The residential teaching blocks incorporate four key modules: Criminological Theory, Evidence-Based Policing, Leadership and Management, and Research Methods.

The modules cover a range of topics and use a range of delivery styles including seminars, lectures, symposia, practical exercises and project work. Reading lists are provided for each session, giving required and suggested further reading.

Students are allocated a personal supervisor with whom they can discuss any aspect of the course (essay choice, dissertation topic, time management, sources of information, academic development and support) on a one-to-one basis. Independent study time is incorporated into the teaching blocks.

Students have access to college library facilities as well as the Radzinowicz (Institute of Criminology), Squire (Faculty of Law), the Cambridge Judge Business School and University libraries. In the second year, supervision may pass to another member of staff who is better suited to supervise the dissertation topic and in some cases a separate subject-specific thesis advisor may also be allocated to work alongside the supervisor.

Student support materials are also available via a virtual learning environment (VLE).

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From the Institute of Criminology

Our Master of Studies (M.St.) programme in Applied Criminology, Penology and Management is a part-time, two-year programme that equips senior leaders, and future leaders, in criminal justice with skills and knowledge to reflect on existing policy and practice and build towards better practice in their respective fields of work. 

Developed originally in the 1990s, in partnership with Her Majesty’s Prison Service (HMPS), our M.St. programme has since broadened to welcome criminal justice professionals from probation and community justice, the voluntary and third sectors, and the legal community and allied professions such as psychologists and psychiatrists. We now also welcome colleagues beyond England and Wales, including from Scotland, Ireland, and further afield, for example, from Scandinavia, South Africa, the USA and Latin America. We take an inclusive approach to recruitment, which focuses on candidates’ motivations, skills, experience and potential. We warmly welcome applications to study from people who may have little previous experience of formal education, as well as people who have lived experience of criminal justice involvement or supervision. 

 

The content of our course reflects the diversity of the socio-political, professional and educational backgrounds of our students. We aim to equip students with cutting-edge knowledge of criminological theory and research, and provide high levels of academic support so that students can develop independent research skills to locate, interpret, analyse and evaluate research, and explore and apply it in their work as senior criminal justice professionals, including through an independent research dissertation in the second year of the course. Through an intensive programme of four eight-day and two five-day residential blocks in Cambridge, across two years of study, students are introduced to key criminological concepts, including legitimacy, compliance, desistance and deterrence, key criminal justice policy and practice debates, and key methodological skills, including qualitative and quantitative approaches, ethics, and insider research. Ideas are explored  ‘in context’, with course content designed to provoke reflection on some of the most urgent current challenges in criminal justice, including by reference to long-standing, ongoing debates and empirical knowledge in the field. We encourage students to think differently and broadly – historically, comparatively, and across the criminal justice system as a whole – about the contemporary nature and experience of criminal justice theory, policy and practice.

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From the Department of Architecture

The Master of Studies (MSt) in Building History is an academically rigorous yet practical course aiming to equip students for careers in historic building investigation, research, recording, assessment, management and interpretation. The MSt in Building History draws on expertise in both the academic and the professional spheres.

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From the Department of Medicine

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From the School of Clinical Medicine

This one-year course is open to all health care staff and includes modules on clinical research, clinical education and clinical leadership. It is designed for doctors, dentists, nurses and allied health professionals.

The course is taught part-time and is designed to be flexible and accessible to working healthcare professionals contributing towards research and professional development through reinforcement of Good Clinical Practice (GCP).

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From the Faculty of Education

The Master of Studies (MSt) in Coaching has been designed to address a gap in the market for experienced coach practitioners who wish to deepen their knowledge and understanding of evidence-based psychological models of coaching praxis, with academic modules in neuroscience, practical philosophy, systems theory and emerging trends in research – suitable for coaching in a range of contexts.

The Cambridge MSt differentiates from existing master’s programmes offered by other higher education institutions in the UK by focusing on (a) evidence-based models of psychological coaching; (b) professional applicability beyond specific sectors and domains, such as mentoring, education or career coaching, to include the full range of coaching
contexts; (c) an inter-disciplinary approach that challenges students to develop a wide ranging curiosity of thought and research; (d) advanced critical thinking and problem solving skills that results in robust academic writing and research output, commensurate with a world-leading institution.

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From the Department of Engineering

The Construction Engineering Master's (CEM) programme is a Master of Studies (MSt) course offered by the Department of Engineering in association with the Cambridge Judge Business School at the University of Cambridge.

The aim of the course is to develop and empower emerging leaders to transform the construction industry. This is an advanced leadership programme aimed at future leaders of the construction industry.

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From the Faculty of English

The Master of Studies (MSt) in Creative Writing is designed for postgraduate students who wish to develop high-level skills in creative writing both in fiction and non-fiction literature. Students will be guided in the production of creative work in a range of genres and styles and also in critical reflection on their own work and that of other writers. The MSt aims to facilitate students’ creative practice, whether for their own personal creative development as writers or for professional development. Students could include teachers of English at the primary or secondary level and those working in areas such as journalism, broadcasting, publishing and editing. The programme’s administration and teaching are undertaken by the Institute of Continuing Education (ICE) and its academic standards are monitored and assured by a subcommittee of the Degree Committee of the Faculty of English.

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From the Faculty of English

The Masters of Studies (MSt) in Crime and Thriller Writing is designed for postgraduate students who wish to develop high-level skills in crime or thriller fiction.  Students will be guided in the production of creative work and also in critical reflection on their own work and that of other writers. The MSt aims to facilitate students’ creative practice, whether for their own personal creative development as writers or for professional development. Students could include published novelists and writers wishing to change genre.  Students may also be those working in areas such as journalism, broadcasting, publishing and editing, as well as applicants from other professions. The programme’s administration and teaching are undertaken by the Institute of Continuing Education (ICE) and its academic standards are monitored and assured by a subcommittee of the Degree Committee of the Faculty of English.

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From the Department of Medical Genetics

The Postgraduate Certificate in Genomic Medicine is part of the suite of postgraduate courses in genomic medicine and designed to educate suitably qualified NHS healthcare professionals from across the multi-professional team to prepare for the future adoption of genomic technologies and the increasing use of genomic information as part of the diagnostic and treatment pathway.

The programme has been developed by the University of Cambridge Institute of Continuing Education and Cambridge University Hospitals in partnership with Wellcome Sanger Institute, Wellcome Genome Campus Advanced Courses and Scientific Conferences, and EMBL-European Bioinformatics Institute.

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From the Department of Medical Genetics

The Postgraduate Diploma in Genomic Medicine is part of the suite of postgraduate courses in genomic medicine and designed to educate suitably qualified NHS healthcare professionals from across the multi-professional team to prepare for the future adoption of genomic technologies and the increasing use of genomic information as part of the diagnostic and treatment pathway.

The programme has been developed by the University of Cambridge Institute of Continuing Education and Cambridge University Hospitals in partnership with Wellcome Sanger Institute, Wellcome Genome Campus Advanced Courses and Scientific Conferences, and EMBL-European Bioinformatics Institute. 

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From the Department of Medical Genetics

The MSt in Genomic Medicine is part of the suite of postgraduate courses in genomic medicine and designed to educate suitably qualified NHS healthcare professionals from across the multi-professional team to prepare for the future adoption of genomic technologies and the increasing use of genomic information as part of the diagnostic and treatment pathway.

The programme has been developed by the University of Cambridge Institute of Continuing Education and Cambridge University Hospitals in partnership with Wellcome Sanger Institute, Wellcome Genome Campus Advanced Courses and Scientific Conferences, and EMBL- European Bioinformatics Institute.

This is a part-time course designed to fit with the demands of full-time employment. The course is delivered through a combination of face-to-face sessions requiring attendance in Cambridge, self-directed learning and supported through a virtual learning environment [VLE].

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From the School of Clinical Medicine

Cambridge is a world leading centre for innovation in electronic patient and clinical trial data. This is underpinned by an extensive and vibrant community of clinicians, researchers, entrepreneurs, and commercial and public sector organisations. There is a recognised shortage of the appropriate technical and practical skills in the workforce to effectively utilise the opportunities presented by healthcare data.

This Postgraduate Certificate has been designed to provide an introduction to the research skills, governance and innovation needed to work successfully with healthcare data. In addition students will be equipped with the skills necessary to understand how healthcare data relates to populations, health conditions and clinical outcomes and learn how to work with healthcare data in an effective manner. 

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From the School of Clinical Medicine

Cambridge is a world leading centre for innovation in electronic patient and clinical trial data. This is underpinned by an extensive and vibrant community of clinicians, researchers, entrepreneurs, and commercial and public sector organisations. There is a recognised shortage of the appropriate technical and practical skills in the workforce to effectively utilise the opportunities presented by healthcare data.

This course has been designed to meet the skills gap in the management, handling and utilisation of healthcare data and to develop individuals confident in using healthcare date for innovative and/or commercial applications.

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From the School of Clinical Medicine

Cambridge is a world leading centre for innovation in electronic patient and clinical trial data. This is underpinned by an extensive and vibrant community of clinicians, researchers, entrepreneurs, and commercial and public sector organisations. There is a recognised shortage of the appropriate technical and practical skills in the workforce to effectively utilise the opportunities presented by healthcare data.

This course has been designed to meet the skills gap in the management, handling and utilisation of healthcare data and to develop individuals confident in using healthcare date for innovative and/or commercial applications.

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From the Faculty of History

The Master of Studies (MSt) in History provides students, having relevant experience at first-degree level, with the opportunity to carry out advanced research in history and to develop critical awareness and theoretical understanding of the associated skills and techniques that can be deployed. The MSt offers education and research training at master’s level. The taught elements of the syllabus, Part I, are offered during the first year in three intensive study blocks/modules, usually scheduled inside full term, each of which is examined by an assessed essay. Sessions are offered in research training, and essay and dissertation writing.

 

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From the Faculty of Architecture and History of Art

This two-year, part-time Master’s programme is designed for those who wish to study at postgraduate level and are keen to develop high-level skills in history of art and visual culture.

The MSt takes place over two years, running typically from September/October of the first year to June of the second. The taught elements of the syllabus, Year 1, are offered during the first year in three intensive study blocks, each of which is examined by an assessed essay to be submitted at the end of each term.

Year 1: During the first year, all students will be required to undertake six core modules, 2 per term, paired in numerical order:

  • Modules 1, 3 & 5: Thematic approaches to understanding art
  • Modules 2, 4 & 6: Research, Sources and Methods

 

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From the Faculty of Architecture and History of Art

The Master of Studies (MSt) in Interdisciplinary Design for the Built Environment (IDBE) is a transformative part-time master’s programme at the University of Cambridge for global practitioners working in the built environment. The master's was created by a powerful partnership between the University of Cambridge’s world-leading Architecture and Engineering Departments.  It is designed for professionals working in the built environment who want to deliver the kind of sustainable and resilient places and spaces which are crucial to our common future. Interdisciplinary awareness and related management skills are seldom part of standard architecture, engineering and other built environment qualifications. IDBE helps ambitious built environment professionals meet the increasing demands of their market, their sector and invigorate their personal development.

The learning approach is highly interactive and designed to encourage reflection and debate. Students are supported by a team of expert tutors and supervisors. The speakers, lecturers and facilitators are leading experts and practitioners from both academia and industry.  A key feature of the programme is the collaborative learning experience. The programme facilitates shared learning between peers, and networking with the extensive range of contributors, together providing a rich learning environment.

 

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From the School of Clinical Medicine

The MSt in Medical Education is part of the Institute of Continuing Education’s (ICE) award-bearing suite of postgraduate awards in Medical Education for educators, educational leaders and researchers.  The MSt builds on and provides progression from the very successful PG Certificate and PG Diploma courses in Medical Education. 

Increasingly, doctors, dentists and other healthcare professionals are seeking flexible career pathways that allow them to develop a portfolio of work in areas of specialty or interest– education being one of these. The part-time MSt in Medical Education has an emphasis on educational development and research activity, providing opportunities for participants to put their educational knowledge to use in their own context(s) of practice.  

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From the Institute of Criminology

Aims of the course

The Master of Studies (MSt) in Applied Criminology and Police Management (Degree Apprenticeship) aims to do the following:

  • prepare senior leaders in policing to apply the knowledge, skills and behaviours required for their complex and important work.
  • help senior police officers and analysts to master knowledge of the most important research and theory in applied criminology and policing management
  • develop the skills necessary to locate, evaluate, analyse and apply research to police operational strategies and tactics
  • manifest the behaviours needed for communicating and implementing results of research, conclusions and implementation plans in both written and oral form.

Learning resources include

·         the Radzinowicz Library, one of the world’s leading collections on crime, justice and policing

·         Leading academics in police research, globally renowned and cited for their discoveries about policing

·         Leading police executives from the UK recently or currently employed at the highest levels

·         The Cambridge system of residential colleges as both study centres and accommodations 30 days per year

·         A student body of police leaders from around the world

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From the Department of Architecture

The MSt in Architecture provides an alternative to the traditional full time route to qualifying as an architect where the fees are paid by the employer and the Apprenticeship Levy and students work throughout. Students must have completed ARB/RIBA Part I through a recognised degree course or apprenticeship. Students apply in their year-out through the architectural practice they are working for. The Cambridge course is mainly taught in short two-week residential courses held throughout the year which mix Master Classes, Lectures, Supervisions, Seminars and Studio work. The lectures are taught by experts from inside the University and from elsewhere. The Master Classes are taught by leading practitioners in their particular fields. The result is a unique course that seeks to prepare the student for the rapidly changing world of professional practice in the 21st century. 

The MSt is taken in conjunction with the Government’s Level 7 Architect Apprenticeship scheme. The Master of Studies (MSt) in Architecture (Degree Apprenticeship) is followed by its associated End Point Assessment (EPA), approximately six months later, and together provides a route to qualification via the Royal Institute of British Architects (RIBA) and Architect’s Registration Board (ARB)'s Part 2 professional qualifications. It takes advantage of the Government's co-funding, while continuing to work and gaining experience in practice throughout.

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From the Judge Business School

The Master of Studies in Entrepreneurship (MStE) is an academic programme focussed on developing impact on the world through the practice of entrepreneurship.

The MStE programme combines in-person and online teaching with hands-on workshops and seminars by industry practitioners and subject matter experts to provide the knowledge and skills to effectively  pursue one's entrepreneurial ambitions.  The combination of a rigorous academic curriculum and a learning-by-doing approach is facilitated by mentors, industry practitioners and peers,  providing a richer learning experience.  Our cohort ranges from nascent to experienced entrepreneurs and includes some intrapreneurs who reside in more established businesses but seek to instil more entrepreneurial actions into their companies.  Our nascent entrepreneurs seek to give their business the best chance of success by learning from those who have come before them.  Our more experienced entrepreneurs may have achieved substantial success already, yet still crave a deeper understanding of the drivers of success.  

Our students come from diverse backgrounds and have various objectives.  However, they are all connected by a common desire to learn from each other, take responsible action and contribute to a special community of entrepreneurs at Cambridge Judge Business School.

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From the Department of Medicine

The University of Cambridge Postgraduate Diploma in Clinical Medicine has been designed collaboratively by the University of Cambridge, Institute of Continuing Education, and the University of Cambridge, School of Clinical Medicine’s Clinical Deanery. The Postgraduate Diploma is a continuation of the Postgraduate Certificate in Clinical Research, Education and Leadership and provides a progression route to the one year Masters [MSt] in Clinical Medicine.  It is a one-year, part-time Master’s-level course resulting in 60 FHEQ Level-7 credits and the University of Cambridge award.

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From the Department of Architecture

The Postgraduate Certificate in Professional Practice in Architecture is awarded by the Institute of Continuing Education and administered by the Department of Architecture.

The Postgraduate Certificate is a one-year, part-time master’s-level programme resulting in 60 FHEQ Level-7 credits and an award from the University of Cambridge. There are three workshop sessions run in Cambridge over the academic year which means that students are not required to be away from their offices for long periods. The sessions cover the topics outlined in the ARB/RIBA Criteria for Part 3 courses. The course and the examination has validation from the ARB and the RIBA.

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From the Department of Land Economy

The Real Estate Master's Programme is a Master of Studies (MSt) course offered by the Department of Land Economy drawing on the multidisciplinary strength of the Department and the University.  It is aimed at experienced professionals and those identified as future leaders in the real estate industry and combines academic rigour with significant industry input. The course aims to equip participants with a broader knowledge of all aspects of the real estate industry, insight into a range of long-term themes and strategic issues in the market as well as developing a range of research and other skills.

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From the Judge Business School

The Master of Studies in Social Innovation is a part-time postgraduate programme for practitioners in the business, public and social sectors who wish to design and lead innovative solutions to pressing social issues. The programme will be delivered over two years by Cambridge Judge Business School through e-learning and residential weeks in Cambridge. 

In recognition of the fact that social innovation cuts across sectors and types of organisations, the programme is aimed at middle and senior-level leaders operating in all sectors of the economy – including corporate, public bodies, NGOs and social ventures – who wish to build on their experience and expertise to collaborate with others to create social change. 

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From the Cambridge Institute for Sustainability Leadership

The Master of Studies (MSt) in Sustainability Leadership is a full Master’s degree, delivered part time over two years for working professionals. It is part of the University of Cambridge Institute for Sustainability Leadership's (CISL) mission to empower individuals and organisations to take leadership to tackle critical global challenges.

It is fully accredited by the University of Cambridge, and is delivered as an interdisciplinary programme by CISL, in association with the Departments of Architecture, Engineering, Geography, Land Economy and the Cambridge Judge Business School.

Both academic excellence and practical application in a business context are prioritised in the competitive selection process, and in the design and delivery of the programme. Assessment is through short practical assignments and an extended research dissertation. 

The programme has been running since 2010, and attracts an exceptional calibre of senior and mid-career leaders from all across the world, and a range of business sectors. Applicants may wish to formalise their credentials as sustainability professionals, or gain a better understanding of how sustainability risks and opportunities apply to mainstream business functions. We likewise appeal to leaders from the not-for-profit or public sectors who wish to work together with the private sector to address sustainability challenges.

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From the Cambridge Institute for Sustainability Leadership

The Postgraduate Diploma in Sustainable Business (PG Dip) is a master's-level graduate programme. It is a flexible, practically applied option for continued professional development, exploring innovations in sustainable business.

Fully accredited by the University of Cambridge, it is equivalent to two thirds of a master’s, and is delivered by the University of Cambridge Institute for Sustainability Leadership (CISL), in partnership with other University departments including the Cambridge Judge Business School, and Institute for Manufacturing.

Students can take 2 years to complete this course.  Stage 1 comprises one of the Postgraduate Certificates in Sustainable Business, and Stage 2 provides participants with the opportunity to take a "deep dive" into emergent innovations and levers for change in a business context. Learning is highly collaborative and practical, underpinned by academic rigour.

The PG Dip is designed for senior and mid-career managers from around the world with at least three years' work experience. The programme attracts those pursing a flexible and practical approach to exploring sustainability leadership, with practical assignments. Applicants are drawn from a range of industrial sectors, as well as those from a not-for-profit or public sector background.

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From the Cambridge Centre for Teaching and Learning

This Postgraduate Certificate Programme in Teaching and Learning in Higher Education is part of the Institute of Continuing Education’s award-bearing programme at FHEQ level 7, offered to part-time students.

This Postgraduate Certificate Programme in Teaching and Learning in Higher Education is open only to University of Cambridge staff who teach / support the learning of Cambridge students. It is offered as a collaboration between the Institute of Continuing Education and the Cambridge Centre for Teaching and Learning; the course director is Dr Meg Tait (Head of the CCTL).

The programme is worth 60 credits at FHEQ level 7. It is made up of three units, taught over three terms. This programme is also designed with reference to the UK Professional Standards Framework (UKPSF). The UKPSF is the national benchmark against which most UK HE educational development programmes are accredited.

The programme is designed to enable participants to define and pursue their own independent enquiries, with appropriate tutor support and formative feedback. The programme design also encourages the formation of peer-learning networks within the programme, as a complementary source of collegial learning and support; in particular, this peer-to-peer learning is encouraged through reciprocal peer observation of teaching and through collaborating on giving and receiving formative feedback on draft assignments throughout the programme. The programme’s Virtual Learning Environment (VLE) provides access to core materials and structured activities which enable participants to develop their knowledge of influential theoretical perspectives and their understanding of how to pursue well designed lines of enquiry into teaching and learning in higher education.  

The course is structured around three modules, providing a core contact time of 60 hours (including structured activities on the programme’s Moodle (VLE) site, workshops and individual tutorials). A significant amount of independent study in preparation for modules and between modules is expected, including via supported self-study units on Moodle, and participants should expect to devote at least one day per week, on average, to their studies during the course of the programme. Participants will also draw on their work in teaching, assessment and preparation during the course of the programme. The programme is characterised by continuing formative feedback between peers (using a developmental framework) and from the participant’s tutor. The programme is assessed through a portfolio. 

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From the Faculty of English

The Master of Studies (MSt) in Writing for Performance is designed for postgraduate students who wish to develop high-level theoretical skills, and a vibrant and innovative creative practice within writing for a range of performance mediums. Writing for Performance is defined as scripts for theatre, film/TV, radio drama, comedy, or text for performance art/poetry/installations, and for digital platforms. The programme aims to facilitate experimental creative writing practices, while developing students’ ability to think conceptually about performance theories, histories, traditions and forms. Students could include those currently working, or wishing to work, in the creative industries. This might include teachers, publishers, dramaturgs, literary managers, journalists and broadcasters. The programme’s administration and teaching are undertaken by the Institute of Continuing Education (ICE) and its academic standards are monitored and assured by a subcommittee of the Degree Committee of the Faculty of English.

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From the Faculty of English

The Master of Studies (MSt) in Writing for Performance is designed for postgraduate students who wish to develop high-level theoretical skills, and a vibrant and innovative creative practice within writing for a range of performance mediums. Writing for Performance is defined as scripts for theatre, film/TV, radio drama, comedy, or text for performance art/poetry/installations, and for digital platforms. The programme aims to facilitate experimental creative writing practices, while developing students’ ability to think conceptually about performance theories, histories, traditions and forms. Students could include those currently working, or wishing to work, in the creative industries. This might include teachers, publishers, dramaturgs, literary managers, journalists and broadcasters. The programme’s administration and teaching are undertaken by the Institute of Continuing Education (ICE) and its academic standards are monitored and assured by a subcommittee of the Degree Committee of the Faculty of English.

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