Upon successful completion of the Masters course, students will have:

• Developed a broad understanding of modern therapeutic techniques, and knowledge of the literature
• Been exposed to a number of approaches to therapeutic sciences and trained in critical thinking in the area
• Cultivated critical thinking skills to identify paradigms driving change within the therapeutic sciences landscape
• Developed key skills required for a career in world-leading therapeutics development, such as collaboration and teamwork; maintaining strong principles whilst being flexible and realistic; decisiveness in ever-changing scenarios with blurred boundaries and; mediation skills to promote knowledge sharing, ensure stakeholder ownership and foster innovation
• Demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in the field
• Improved knowledge of a broad range of interdisciplinary areas to inform their choice of future careers
• Undertaken training in academic- or industry-relevant transferable research skills including the critical evaluation of current research and research techniques and methodologies
• Gained real-world insights into the implementation of business and entrepreneurial concepts, practices, and tools to facilitate project success in areas of therapeutic sciences
• Implemented project management knowledge, processes, lifecycle and the embodied concepts, tools and techniques in order to achieve project success

The course will also instil:

• Systems thinking to identify paradigms driving change
• A vision rooted in highly ethical and moral patient-focused standards
• Decisiveness in ever-changing scenarios with blurred boundaries
• Strong principles whilst being flexible and realistic
• Mediation skills to promote knowledge sharing, ensure stakeholder ownership and foster innovation
• Collaboration and working together
• The ability to take risks and share the rewards

The course will be delivered by academic and industry specialists and involve a combination of formal lectures, interactive sessions, group activities, case studies and e-learning.

On completion of the Advanced Diploma students should have:

• made the transition from another discipline, usually in the humanities, and acquired a grounding in the key concepts and methods in the subject;
• acquired advanced understanding in up to four sub-disciplines of the subject;
• acquired detailed knowledge of a specific topic, either in a chosen sub-discipline, or of an interdisciplinary character, and of basic principles of scholarly research, through the writing of a dissertation; and
• had the opportunity to acquire a basic or advanced proficiency in a scriptural language of a major religious tradition and in the interpretation of scriptural texts.

On completion of the MPhil, students should have acquired:

• an introduction to research methods and skills appropriate to a chosen sub-discipline of the subject, such as will serve both: as a preparation for more advanced research or as offering skills of value to potential employers
• more advanced and specialised knowledge of some fundamental issues and literatures at the forefront of research in that sub-discipline
• the ability to construct a substantive, if preliminary, contribution to research on a particular issue within that sub-discipline through the writing of a thesis

PhD students spend most of their time working on their own research. The student's Supervisor will assess any required skills, such as languages, and training may be provided by the Faculty or the Language Centre.

Other learning and development opportunities are available through the research skills sessions run by the Faculty in the Michaelmas and Lent terms and courses run by the University. Students should attend and contribute to one of the Faculty's senior seminars. Students also run their own seminars and reading groups. Students are given the opportunity to supervise and give lectures for undergraduates.

By the end of the course, students should have met the following learning outcomes :

• Interdisciplinary Understanding: Provide a comprehensive, dynamic understanding of the interactions between technology, business, and government, emphasizing the institutional and political frameworks that shape policy decisions.
• Analytical Proficiency: Develop advanced analytical skills to assess and interpret policy impacts on various technology-rich sectors, utilizing economic and strategic frameworks. Knowledge of a range of key concepts and tools such as systems thinking, microeconomics, the role and power of government, the importance of the law and regulation, complexity, decision-making under uncertainty, project valuation and strategic thinking.
• Strategic Insight: Equip students with the ability to devise and implement strategic interventions that influence policy-making and corporate processes and outcomes. Interact with, and to learn from, real decision-makers and real cases.
• Proactive Policy Advocacy: Teach students to proactively identify and advocate for innovative policy solutions, emphasizing alternative metrics and instruments that foster economic growth, human flourishing and environmental sustainability.
• Leadership and Influence: Prepare graduates to assume leadership roles in bridging the divide between government and industry, fostering collaboration and integrity, and driving impactful policy changes as they develop softer skills such as negotiations, communications and teamwork.
• Global Perspective: Incorporate a global outlook on technology policy, recognizing the international dimensions of policy challenges and the importance of cross-border cooperation and regulation and learning from other jurisdictions. Exposure and interaction with policy makers from UK, European and international science and technology policy.

By the end of the Postgraduate Certificate in Teaching Creative Writing students should be able to demonstrate the following learning outcomes:

Knowledge and understanding

• Knowledge of recent research into the teaching and learning of creative writing;
• Understanding of appropriate methods for teaching, learning and assessment of creative writing at different levels;
• Development of appropriate personal qualities and professional attitudes, including the skills specific to the teaching of creative writing, including empathy, discretion and how to provide supportive critical feedback.

Skills and Other Attributes

Intellectual skills

• Ability to critically evaluate current research into teaching and learning methods;
• Ability to design a course for different needs and levels;
• Ability to critically evaluate one's own teaching style and effectiveness of syllabus design and, where appropriate, that of other practitioners.
• An awareness and appreciation of, the wider context of creativity in education settings

Practical skills

• Possession of a wide variety of practical teaching skills, including small- and large-group teaching skills, workshopping; some understanding of the nature of online support for teaching and student’s guided self-reflection;
• Knowledge of assessment design appropriate to different levels;
• Ability to inspire by sharing personal and professional experience of the writing craft as a means to build students’ confidence;
• Ability to create a safe and productive environment in which to learn about and share creative writing.

Other transferable skills

• Effective and independent team-working;
• Ability offer effective feedback to peers and students;
• Presentation skills;
• Awareness of the place of creativity in pedagogy
• Effective communication skills, in person and online.

By the end of the Postgraduate Certificate in Teaching and Learning in Higher Education students should be able to demonstrate the following learning outcomes:

Knowledge and understanding

How students learn, both generally and within their subject / disciplinary areas;

appropriate methods for teaching, learning and assessment in the subject area and at the level of the academic programme;

the implications of quality assurance and quality enhancement for educational practice;

practical understanding of how research and enquiry are used to create and interpret knowledge in higher education;

appropriate personal qualities and professional attitudes, including empathy and collegiality and commitment to inclusive and equitable educational practice and an appreciation of the wider context in which higher education operates.

Skills and other attributes

- intellectual skills

Ability to critically evaluate current research and advanced scholarship in higher education theory and practice;

ability to reflect critically on individual continuing professional development needs within teaching and independently to identify ways of fulfilling those needs;

ability to deal with complex issues both systematically and creatively, making sound judgements in the absence of complete data;

- practical skills

Ability to making informed judgements about using a wide variety of teaching, learning and assessment methods in order to contribute towards students' learning;

designing and using evidence-informed approaches, including the outcomes from research, scholarship and continuing professional development in order to develop integrated approaches to educational practice.

- other transferable skills

The course is designed specifically for teachers in higher education and equips them with a range of skills transferable on a daily basis to complex situations in higher education, as well as an ability to exercise initiative and take decisions in complex and unpredictable situations. These skills are equally applicable in a wide range of careers within higher education and beyond.

Knowledge and Understanding

The PhD in Sustainable Energy Materials Innovation course has training, research, and innovation elements. Graduates of the course will have developed knowledge and understanding in the following broad areas:

1. The physics, chemistry, materials science, and engineering aspects of different zero-carbon energy technologies.
2. The societal, economic, and political context of deploying these technologies.
3. Critical evaluation of energy materials sciences and technologies.

By the end of the PhD, successful students will have produced original research work making a significant contribution to knowledge in the area of sustainable energy materials innovation.

Skills and other attributes

At the end of the first year, the student will have developed skills to understand energy materials devices across different technologies including the ability to perform life-cycle and environmental assessments.

The list below indicates the expected learning outcomes of the programme. The learning outcomes for the PGCert are included to show the progression between CISL’s portfolio of qualifications.

1. The changing global context, the case for a radical shift from current systems, and the role of business

Understand and analyse global economic, environmental and social pressures and trends from a multi-disciplinary and systems perspective

Articulate and analyse the need for radical shifts in current systems to address challenges and opportunities

Understand and analyse the case for business leading systemic change

2. A sustainable future, and the potential synergies, tensions in achieving it

Understand and analyses conceptualisations of sustainability and key dimensions of a sustainable future, such as regeneration, inclusion, net zero carbon and resilience

Identify and analyse synergies and tensions between dimensions of a sustainable future

3. Potential levers, leverage points and pathways to achieve change both within and beyond organisations to achieve sustainability

Identify, analyse and apply research and best practices on levers and leverage points for embedding sustainability within organisations

Identify, analyse and apply research and best practices on levers and leverage points that are applied beyond organisations for wider system change

Identify and analyse pathways and apply change theories and innovations within and beyond an organisation and at a wider system level

4. Personal and collective leadership and effective action as an agent of change

Identify, demonstrate and develop the thinking, values and practices that support effective personal and collective leadership

Identify, demonstrate and develop personal contribution to effective action as an agent of change

5. Sustainability insights, knowledge and research for specific contexts

Identify, analyse and apply existing academic and practitioner insights and knowledge to address sustainability challenges and opportunities in specific contexts

Generate further sustainability-relevant research in an individual and group context

6. Communication and engagement, individually and collaboratively, to advance the sustainability agenda

Create clear, concise and logically ordered written and verbal communications appropriate to academic and specific organisational contexts

Contribute further to effective and collaborative engagement with peers and wider networks as part of a learning community

1. The changing global context, the case for a radical shift from current systems and the role of
business

Understand global economic, environmental and social pressures and trends from a multi-disciplinary and systems perspective

Articulate the need for radical shifts in current systems to address challenges and opportunities

Understand the case for business leading systemic change

2. A sustainable future, and the potential synergies, tensions in achieving it

Understand conceptualisations of sustainability and key dimensions of a sustainable future, such as regeneration, inclusion, net zero carbon and resilience

Identify synergies and tensions between dimensions of a sustainable future

3. Potential levers, leverage points and pathways to achieve change both within and beyond organisations to achieve sustainability

Identify and apply research and best practices on levers and leverage points for embedding sustainability within organisations

Identify and apply research and best practices on levers and leverage points that are beyond organisations for wider system change

Identify pathways and apply change theories and innovations within and beyond an organisation and at a wider system level

4. Personal and collective leadership and effective action as an agent of change

Identify and demonstrate the thinking, values and practices that support effective personal and collective leadership

Identify and demonstrate personal contribution to effective action as an agent of change

5. Sustainability insights, knowledge and research for specific contexts

Identify and apply existing academic and practitioner insights and knowledge to address sustainability challenges and opportunities in specific contexts

Generate sustainability-relevant research in an individual and group context

6. Communication and engagement, individually and collaboratively, to advance the sustainability agenda

Create clear, concise and logically ordered written and verbal communications appropriate to entry-level academic and specific organisational contexts

Contribute to effective and collaborative engagement with peers and wider networks as part of a learning community