The aim of the course is to equip leaders as agents of change to transform the construction industry.

The course is a two-year part-time degree designed for professionals in the construction and infrastructure development sector. Candidates should have exhibited clear progression within their career and have already attained a leadership role or have been identified as potential leaders in their organisations. The course will enhance technical knowledge and managerial skills with the expectation that those completing the course return to their respective companies ready to redefine the way in which infrastructure serves society. The part-time format of the course permits students to continue with their professional careers while studying.

Course Themes

The course focuses on the following themes:

• the built environment;
• design for value;
• research, innovation and digital transformation;
• advances in construction technology and materials;
• advances in construction management;
• finance, planning and procurement;
• the future of construction (including thought leadership and policy development)

Sustainability, digitalisation, zero net carbon emissions, leadership, innovation, whole-life performance and systematic thinking are topics interwoven throughout the course. The course is continually evolving in order to stay current and meet the needs of participants.

Students are first given an understanding of the current context and challenges faced by the construction industry. They then critically evaluate the latest research in design, management, and construction techniques and processes. The programme encompasses a broad view of the construction industry from the high-level financing requirements of mega-projects through to innovations in analysis, design and materials technology. Throughout the course, students are given leadership, presentation and communication training that will give them the skills and confidence to develop and deliver their own vision of the future of the construction industry.

The Cambridge Masters in Conservation Leadership is a ground-breaking course that equips students with the applied leadership and management skills needed to create positive change in conservation. A unique feature of the course is its delivery by a collaboration between the University of Cambridge and ten leading conservation organisations, which together comprise the Cambridge Conservation Initiative. The Masters in Conservation Leadership is designed for applicants with at least three years of relevant professional experience and clear leadership potential.

The curriculum of this 11-month, full-time degree combines taught modules with hands-on experiential learning through a group consultancy and an individual professional placement hosted by a conservation organisation. The course aims to train students to address the challenges of biodiversity conservation in an integrated and interdisciplinary manner. The goal is not only to develop conservationists with greater awareness of the complex drivers of biodiversity loss, but to develop the ability to act and lead effectively. This includes the development of applied conservation leadership skills across three levels; Leading Self (e.g. personal resilience, self-awareness, career planning), Leading People and Organisations (e.g. strategic planning, human resources, fundraising, project management) and Leading Systems (i.e. how to bring about change in the wider world through incentives, communication, governance and other tools). The course develops the leadership skills of its students by promoting their capacity to understand the links among the drivers of biodiversity loss, and to think innovatively about conservation solutions across organisational and political boundaries and economic sectors. All students also receive 1:1 professional mentoring from a senior conservation leader selected on the basis of their fit to the needs of each student.

The programme aims to:

• develop the ability of its students to think creatively about conservation problems and solutions across disciplinary, organisational and political boundaries and economic sectors;

• foster and to develop the leadership potential of its students by promoting their capacity to understand the links among the drivers of biodiversity loss and, by developing their confidence and maturity of judgement, to lead the implementation of conservation more effectively than hitherto.

In particular, the programme will:

• Address the challenges of conservation in an integrated and interdisciplinary manner, focused on an understanding of the root causes of ecosystem change and biodiversity loss.

• Equip conservation leaders with the strategic skills that they need for effective action by their organisations.

• Offer professional management and leadership skills including strategic planning, finance and HR management/planning, innovation, and the management of change.

• Develop communication skills such as advocacy, lobbying and presentation, as an integral part of the learning programme.

• Provide participants with first-hand exposure to conservation leadership challenges in the real world by working in group consultancy and individual professional placements alongside conservation professionals.

• Provide participants with experiential learning through interaction with leaders in conservation organisations, businesses and governments across a wide range of sectors from around the world.

• The course is based in the David Attenborough Building, where it has its own dedicated teaching space, offering students outstanding facilities and constant access to world-leading conservation practitioners and researchers.

• Graduates join the highly active University of Cambridge Conservation Leadership Alumni Network, comprising alumni from 92 countries. Alumni receive ongoing support from the course team, and a fund is available to support alumni projects. Alumni are already making a global impact for conservation.

The PhD is the primary research degree that can be taken in the Department of Computer Science and Technology. The PhD is a three to four-year full-time (five to seven-year part-time) programme of individual research on a topic agreed upon by the student and the department, under the guidance of a staff member as the student's Supervisor.

All research students are admitted to read for the PhD degree on a probationary basis and will be registered for the Certificate of Postgraduate Study (CPGS) in the first instance. During this year, students may do some additional coursework and will write a research report that is likely to form the foundation of the eventual PhD thesis. The CPGS will involve four components:

• research skills training
• practical work
• research report of no more than 10,000 words
• attendance at research workshops and research seminars

At the end of the third term and on completion of the CPGS, students whose performance indicates that they would be able to complete a PhD in a reasonable time will be upgraded to PhD status. A student who is not upgraded to PhD status and who has completed three terms of study will normally be awarded the CPGS alone. They will not submit a thesis for the PhD degree.

All research students are strongly encouraged to contribute to teaching in the department, for which some training will be provided. Research students will submit a log of teaching activities annually at the end of June.

Students are expected to complete the substance of their research by the end of their third year, submitting their thesis then or within a few months.

Applicants wishing to apply to undertake a PhD on a part-time basis should refer to the department's admissions advice for potential part-time students.

Linguistics at Cambridge is unique in the United Kingdom in that the study and research in theoretical and applied linguistics are integrated within a single academic unit. We provide great variety and flexibility in course contents, as well as subject-specific training and diversity of intellectual interactions.

The PhD in Computation, Cognition and Language is a doctoral track for students who conduct basic and applied research in the computational study of language, communication, and cognition in humans and machines. This research is interdisciplinary in nature and draws on methodologies and insights from a range of disciplines that are now critical for the further development of language sciences, including (but not limited to) Linguistics, Cognitive Science, Computer Science, Engineering, Psychology and Neuroscience. Irrespective of the discipline from which the applicant is progressing into the PhD in CCL, substantial background in linguistic theory is required. A variety of PhD topics that fall within this remit are accepted. Our current primary areas of research are:

• natural language processing
• computational and corpus linguistics
• computational models of human language acquisition and processing
• information extraction, mining, and presentation
• multilingual technology
• educational and assistive technology
• text data technology for health
• computational digital humanities
• computational approaches to the analysis of speech
• digital forensic speech analysis

In British universities, the PhD is traditionally awarded solely on the basis of a thesis, a substantial piece of writing which reports original research into a closely defined area of enquiry. The completion of the PhD thesis is generally expected to take three to four years, and most funding is based on this assumption. It is also possible to pursue a part-time route, and the expected timeframe is usually four to seven years.

While the PhD is not a taught course, students will benefit from the availability of courses and seminars offered both within the MMLL Faculty and by other departments concerned with language science in Cambridge (e.g., Computer Science and Technology, Education, Engineering, Psychology, MRC Cognition and Brain Sciences Unit). All research students also benefit from a programme of professional training run at various levels within the University and enabling cross-disciplinary interactions. The programme includes seminars and workshops on, for example, giving conference papers, publishing, writing applications and interviews, developing teaching skills, and acquiring specialist linguistic training. If you wish, you are likely to be given the opportunity to lead small group teaching for Colleges. There may also be opportunities to gain some experience in teaching at the Faculty level.

The development of new materials lies at the heart of many of the technological challenges we currently face, for example creating advanced materials for energy generation. Computational modelling plays an increasingly important role in the understanding, development and optimisation of new materials.

This four-year doctoral training programme on computational methods for material modelling aims to train scientists not only in the use of existing modelling methods but also in the underlying computational and mathematical techniques. This will allow students to develop and enhance existing methods, for instance by introducing new capabilities and functionalities, and also to create innovative new software tools for materials modelling in industrial and academic research.

The first year of the doctoral training programme is provided by the existing MPhil course in Scientific Computing, which has research and taught elements, as well as additional training elements. The final three years consist of a PhD research project, with a student-led choice of projects offered by researchers closely associated with the CDT. (https://ljc.group.cam.ac.uk)

This four-year Doctoral Training Programme on computational methods for material modelling aims to train scientists not only in the use of existing modelling methods but also in the underlying computational and mathematical techniques. This will allow students to develop and enhance existing methods, for instance by introducing new capabilities and functionalities, and also to create innovative new software tools for materials modelling in industrial and academic research.

The first year of the doctoral training programme is provided by the existing MPhil course in Scientific Computing, which has research and taught elements, as well as additional training elements.

The MPhil in Scientific Computing is administered by the Department of Physics, but it serves the training needs of the Schools of Physical Sciences and Technology. The ability to have a single master’s course for such a broad range of disciplines and applications is achieved by offering a range of lecture courses on high performance computing and advanced scientific models and algorithms for numerical simulation at continuum and atomic-scale levels.

In this way, it is possible to generate a bespoke training portfolio for each student without losing the benefits of a cohort training approach. This course will offer a degree of flexibility in allowing each student to liaise with their academic or industrial supervisor to choose a study area of mutual interest.

The final three years consist of a PhD research project, with a student-led choice of projects from those offered by researchers closely associated with the CDT. Visit the Centre for Scientific Computing website for more details; https://www.csc.cam.ac.uk/academic-programmes/cdt-cmms/

The MPhil in Computational Biology course is aimed at introducing students in the biological, mathematical and physical sciences to quantitative aspects of modern biology and medicine, including bioinformatics. The course was developed by the Cambridge Computational Biology Institute (now C2D3 Computational Biology) and is run by the Department of Applied Mathematics and Theoretical Physics.

The course is intended for mathematicians, computer scientists and others wishing to learn about the subject in preparation for a PhD course or a career in industry. It is also suitable for students with a first degree in biosciences as long as they have strong quantitative skills (which should be documented in the application).

Core modules include bioinformatics, scientific programming with R and genomics. All students joining this course are required to attend an introductory course in molecular biology (usually scheduled at the start of the academic year, just before formal lectures commence). Courses are delivered in association with several departments from across the University and neighbouring institutes. The course concludes with a three-month research project in a university or industrial laboratory.

The Masters in Cognitive Neuroscience programme is a research-intensive course hosted by the MRC Cognition and Brain Sciences Unit, one of the world's leading centres for cognitive neuroscience. The Masters consists of seminar-style teaching on advanced topics in cognitive neuroscience, cutting-edge methods and bioinformatics training, and independent, self-directed scientific research projects and essays. The programme combines rigorous theoretical instruction with hands-on practical experience, ensuring that you develop the essential skills to drive forward your own independent research, and make meaningful contributions to the study of cognitive neuroscience.

The educational aims of the course are to:

give students with relevant experience at first-degree level the opportunity to carry out focused research in the discipline under close supervision; and

give students the opportunity to acquire or develop skills and expertise relevant to their research interests.

The course will also:

provide a strong foundation in the core principles of cognitive neuroscience - delving into topics such as neuroimaging techniques, neural networks, cognitive neuropsychology, computational modelling, and neurobiology of mental health conditions;

enable hands-on training in cognitive neuroscience methods and advanced analyses;

allow flexibility for students to explore their specific research interests via independent projects and journal clubs;

train students in academic scientific writing and presentation.

As a student in our programme, you will benefit from the vibrant academic and scientific community across the University of Cambridge. You will have access to state-of-the-art research facilities, including cutting-edge imaging technologies and advanced computational resources.

The overall aims of the MSt degree are to:

• develop high levels of expertise as advanced practitioners of coaching through engagement with current theoretical and methodological approaches and by learning through practice and reflection on that practice;
• facilitate students’ advanced coaching practice and to encourage originality and experimentation with evidence based creative approaches suitable to a range of contexts;
• use contemporary theory and philosophy to develop and enhance students’ advanced coaching practice through engagement with psychologically informed approaches;
• identify, encourage and consolidate the individual, authentic strengths within students’ coaching knowledge and practice through an inter-disciplinary approach;
• facilitate the critical exploration and evaluation of different psychologically informed approaches to advanced coaching practice;
• encourage engagement with and analysis of current and future developments within the field of coaching;
• develop the students’ inherent curiosity and advanced critical thinking and research skills relevant to advanced practitioners in contemporary and future coaching scenarios in a range of contexts;
• create a learning environment that is both safe and challenging and within which students can feel safe to explore and experiment with new approaches, honestly reflect on their development and freely provide and receive feedback on their professional practice to enable the development of their authentic and unique coaching identity fit for the future of coaching.

The programme's aim is to:

• provide professionally relevant teaching and learning informed by research in an integrated clinical and teaching environment;
• create an international cohort of consultants, GPs, dentists and other healthcare professionals able to pursue and develop their roles in the rapidly changing and challenging environment of clinical medicine;
• develop the confidence within this cohort to lead service improvement for safe and high-quality patient care, with the required knowledge, skills and capability to have a positive personal impact on the work of others in the clinical team and wider service;
• develop clinicians with an understanding of teaching, professional development and assessment in the field of clinical medicine;
• develop clinicians with an understanding of research methodologies and ethical considerations relevant to clinical medicine;
• encourage participants to develop as reflective practitioners with the emotional intelligence, resilience and astuteness required to be effective clinical leaders;
• encourage a commitment to intellectual challenge and evidence-based clinical practice informed by the latest conceptual and theoretical knowledge of medical education, research methods, ethics and clinical leadership and governance.

Please ensure you check the Department of Clinical Neurosciences website for up-to-date information on projects and funding.

Postgraduate training is very different from undergraduate courses. It is based on individual needs and abilities, and is designed to help you to think clearly, originally and practically, and to prepare you for leadership in science. We teach our postgraduate students how to plan and carry out cutting-edge research. Cambridge is an amazing place to learn how to do research. Visiting speakers and collaborators come from all over the world, and there are simply too many seminars for one person to attend! We have a careful system of monitoring the individual progress of each student; everyone has both a principal supervisor and associated adviser, and there are weekly student-led seminars.

Research training within the Department has several essential components, the first and foremost being the research project itself, with which you will make a significant scientific contribution. This will give you experience and training in a variety of experimental and/or clinical research techniques, but will also teach you how to organise research, plan experiments, and read and digest the scientific literature relevant to your research work. Most research groups have weekly or fortnightly meetings in which all members discuss each other's work.

However, other skills are also important. You will be required to attend seminars and round-tables, and you will have the opportunity to go to scientific meetings both in the UK and abroad. These bring you into direct contact with prominent and active scientists in your field from around the world.

You will also give scientific talks yourself. Audiences for such talks are often quite large, and the discussion of your paper is often very lively. You will also be expected to attend courses, that either directly relate to your research (for example, they might teach you a specific skill or expand your theoretical knowledge) or teach you general skills that are important for a well-qualified scientist to know (for example, how to write a scientific paper, use databases, or interact with the media). There are a large number of these courses, many of them run by the Postgraduate School of Life Sciences. The Department also has its own series of seminars.

We expect our postgraduate students to publish in high-quality journals, and nearly all of them do so.