| Postgraduate Study

The MPhil in Technology Policy is an intensive, nine-month professional practice master's programme designed for people with a background in science or engineering who are interested in developing the skills needed to meet the challenges of integrating technology, management, economics, and policy.

The MPhil in Technology Policy programme is designed to equip students with an understanding of the dynamic interface between business and government. Our aim is to provide a robust foundation in the political, institutional, and economic contexts within which technology policy operates, facilitated by the esteemed faculty at Cambridge Judge Business School. Students will develop advanced analytical skills and strategic insights applicable across various technology-driven sectors, including artificial intelligence and information and communications technology, defence and aerospace, energy and electricity, manufacturing, transport and logistics, pharmaceuticals, and healthcare.

In an era characterized by rapid technological advancements and complex regulatory environments, the programme seeks to bridge the often tenuous channels of communication between government and industry. Our core objective is to prepare graduates to navigate and influence the evolving landscape of technology policy effectively. This involves not only understanding and analysing policies but also being proactive in shaping them. Graduates will learn to advocate for evidence-based policy, principles-based regulation and innovative metrics and instruments that promote economic growth, human flourishing and sustainable development.

Learning outcomes

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.

Open Days

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.

Postgraduate Virtual Open Days - taking place in November each year, the Open Days focus on subject and course information.

For more information about upcoming events visit our events pages.

Cambridge Judge Business School also hosts Experience Days throughout the year. Please see Cambridge Judge Business School wide-events page for further information.

The course will enable students to:

develop their skills as a teacher of creative writing and strategies for their intended teaching contexts;
develop and/or extend their knowledge of the theories and practices of the teaching of creative writing;
develop their repertoire of teaching, course design and assessment methods appropriate to creative writing in their context;
develop a reflexive and critical awareness of their own teaching practice and to transmit what they have learned from their own experience of being a writer into a classroom setting.

Learning outcomes

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.

Continuing

n/a

Open Days

Please refer to the ICE Website for more information about our previous and upcoming events and Open Days. These are a great way of finding out more about our courses, including content and delivery, and hearing from our academics and students.

Recordings of these open events are also available to view on our YouTube channel.

Departments

This course is advertised in the following departments:

Faculty of Education

Professional and Continuing Education

The Postgraduate Certificate in Teaching and Learning in Higher Education gives participants opportunities to:

extend their understanding of how students learn,

extend their repertoire of teaching, learning and assessment methods,

develop a cogent personal philosophy of education drawing on understanding, use and critical awareness of scholarly approaches to evaluating teaching, learning and assessment, and reflective practice

In doing so, the programme aims to provide opportunities for its participants to address educational challenges and contribute to improvements in the education of students at Cambridge and at tertiary level more broadly. The programme is also designed to facilitate cross-disciplinary discussion of teaching, learning and assessment.

Learning outcomes

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.

Continuing

Credit awarded can be transferred into the degree programmes of some other higher education providers. The amount of credit which can be transferred into degree programmes varies from institution to institution and is always at the discretion of the receiving institution.

Open Days

For information about the Postgraduate Certificate in Teaching and Learning in Higher Education please see the website of the Centre for Teaching and Learning www.cctl.cam.ac.uk/pgctlhe.

The Postgraduate Virtual Open Day usually takes place in October/November. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the Postgraduate Open Day page for more details.

Departments

This course is advertised in the following departments:

Professional and Continuing Education

Cambridge Centre for Teaching and Learning

The Sustainable Energy Materials Innovation PhD course will train diverse cohorts in science and engineering to drive the materials innovations needed to accelerate the global energy transition.

This PhD course will comprise training elements alongside the PhD research Project. This interdisciplinary programme aims to train researchers to have a broad understanding of different energy technologies and how they interrelate.

The objectives of the course are to:

i) impart students with diverse research skills to work effectively in cross-sector materials development.

ii) prepare them for careers in research, industry, government, policy, and financial organisations.

iii) overcome traditional compartmentalised training, giving researchers a broad understanding of different energy technologies and how they interrelate.

iv) create an academic-industrial alumni network for cross-fertilisation and collaboration to continue well after students graduate.

Learning outcomes

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:

The physics, chemistry, materials science, and engineering aspects of different zero-carbon energy technologies.
The societal, economic, and political context of deploying these technologies.
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.

Open Days

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.

Postgraduate Virtual Open Days - taking place in November each year, the Open Days focus on subject and course information.

For more information about upcoming events visit our events pages.

Departments

This course is advertised in the following departments:

The Postgraduate Diploma in Sustainable Business is part of CISL's mission to empower individuals and organisations to take leadership to tackle critical global challenges.

More specifically, it aims to provide an academically grounded, highly participatory and applied forum for learning around topical sustainability issues, to help professionals develop:

a strong foundation in wider global social, environmental and economic trends, and the strategic business case for change;
strategies and suggestions for change based on the latest theoretical and practical developments shaping sustainable practices;
the knowledge, skills and confidence to critically engage with a range of strategies and tools for practical action; and
an ongoing capacity to work with others to co-create solutions to complex problems, and contribute to a wider community of learning and practice.

Learning outcomes

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

Continuing

Following completion of the PG Diploma, candidates can apply to the MSt Sustainability Leadership flexible route to achieve a full Masters. Students take 2 years to complete the additional Masters stage. Completion of a Masters through this flexible route takes a minimum of 5 years. Candidates can take breaks between each stage, but must complete all three stages within a maximum of 10 years.

Open Days

The Institute holds 'Meet the Directors' webinars periodically throughout the admissions periods. Please check the CISL events webpages for details of upcoming webinars.

The Postgraduate Certificate in Sustainable Business (PCSB) is part of CISL’s mission to empower individuals and organisations to take leadership to tackle critical global challenges.

More specifically, through combining academic foundations with leading business insights in a collaborative and practical approach to learning, participants will learn:

A robust knowledge of global social, environmental and economic trends, and how business can catalyse wider system-level change
How to develop the strategic business case for embedding sustainability in organisations and value chains
The critical skills and confidence to embed sustainability into business action
New approaches, tools and techniques for leading change in a specific context of interest
How to influence and engage key stakeholders to embed sustainability in a specific context

Learning outcomes

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

Continuing

Successful completion of the PCSB results in a Postgraduate Certificate awarded by the University of Cambridge. This carries 60 CATS points at Level M and is equivalent to one-third of a Master’s degree.

PCSB alumni who wish to continue their learning with CISL are welcome to apply for admission to the Master of Studies in Sustainability Leadership via either of two routes:

Continuous route: PCSB alumni are exempted from the first (of four) workshops and gain credit for the year 1 assignments.

Flexible route: PCSB alumni can apply to continue to the Postgraduate Diploma in Sustainable Business. Thereafter, PG Dip alumni can apply to continue to the final stage to achieve the Master of Studies in Sustainability Leadership flexible route. This route is longer in duration, but has a less intensive workload compared to PCSB and the continuous route.

Open Days

The Institute holds 'Meet the Directors' webinars periodically throughout the admissions periods. Please check the CISL events webpages for details of upcoming webinars.

The PGCert is part of the Cambridge Institute for Sustainability Leadership’s mission to empower individuals and organisations from the built environment to use leadership and collaboration to tackle critical global challenges facing our future.

This programme aims to:

Equip professionals for strategic decision making, inventive problem solving, and team leadership
Develop skills in effective collaboration and communication, particularly between clients, consultants, contractors, specialists and occupiers
Provide a strategic overview of the production of the built environment, including current challenges faced by the construction industry such as global climate change and sustainability.

The course is aimed at practising professionals with at least three years' work experience in the built environment since graduating and is for all those involved in the commissioning, design, construction and management of projects in the built environment. The course attracts students from a range of professions from across the sector including, but not limited to; architects, engineers, surveyors, asset managers, planners, landscape architects, project managers, facility managers, surveyors, urban designers, property developers and contractors, who wish to develop their understanding of and responses to the global challenges and opportunities facing the built environment. It is delivered by the Cambridge Institute for Sustainability Leadership.

The course is part-time and lasts for ten months. During that time, students spend two separate residential weeks studying in Cambridge as well as taking part in online modules. Each residential weeks comprises an intensive programme of formal lectures (from leading practitioners and university academics), workshops and seminars, and a design project in small interdisciplinary teams.

The programme explores how successful, sustainable built environment projects rely on the coordinated effort and visioning of multiple disciplines and professions, and it encourages the integration of skills between specialists from different background disciplines to improve project design.

The core modules are:

Leadership, professionalism and interdisciplinary practice
Sustainability and resilience
Innovation and technology
Design thinking
Research skills

Learning outcomes

Learning outcomes

Knowledge and understanding

Knowledge of design opportunities and challenges emerging within the wider built environment discourse.
Knowledge of assumptions, methods, design criteria and motivations of built environment stakeholders beyond each student’s home discipline.
Understanding of the positive and negative impacts of students’ personal attitudes, values and behaviours within a team setting
Understanding of team roles and team behaviour
Knowledge of the structure of the construction industry
Knowledge of recent research in the field of the built environment
Awareness of sustainability and climate change and the broad range of mitigation and adaptation strategies in the built environment

Skills and other attributes

Intellectual skills

A systematic understanding of the status of knowledge and the way in which techniques of enquiry and research are used to create and produce new knowledge in the discipline.
A critical awareness of current issues and new insights emerging at the forefront of the discipline and which inform advanced professional practice.
The ability to pursue a reasoned argument, including the critical evaluation of assumptions, abstract concepts and evidence in the making of judgments, together with
the ability to frame appropriate questions to achieve a solution – or identify a range of
solutions – to a problem.
A reflective attitude towards practice and learning, including awareness of the differing (and sometimes conflicting) motivations and values of professional colleagues from other disciplines, and the criteria and expectations of users and other stakeholders including society at large.
A positive approach towards continuing professional development including an independent and self-directed learning ability to advance knowledge and understanding.
An understanding of professional ethics including personal and professional responsibilities to individuals and to wider society as a whole.

Practical skills

An understanding of techniques and methods applicable to the discipline, including the theoretical and practical limitations on their use in professional practice.
Demonstration of originality and inventiveness in the application of knowledge and the solving of problems.
Effective planning and implementation of design project work at a professional level, including decision-making in complex and unpredictable situations.
An ability to deal with complex issues systematically and creatively, make sound judgements in the absence of complete data, and communicate conclusions clearly to specialist and non-specialist audiences.

Transferable skills

Knowledge of available information sources and their effective use and implementation.
Development of academic rigour in identifying and analysing evidence and presenting it in written argument.
Intellectual curiosity and an ability to pursue it systematically.
Negotiation skills, including effective communication and collaboration and a constructive attitude to identifying and resolving conflict if and when it arises.
Informal presentation skills (communication within design team)
Formal presentation skills (communicating with the media)
Problem solving in a context of multiple criteria
Team membership and leadership skills.
Knowledge of research methods and the criteria of significance, rigour and originality
The conduct of a research project, including the carrying out of a literature search, the identification of research objectives, the framing of research questions, the gathering and
analysis of data, the drawing of conclusions, and an appreciation of the significance of the resulting findings including their limitations.

Open Days

The Cambridge Institute for Sustainability Leadership runs 'Meet the Directors' virtual open day webinars throughout the admissions period. Visit the CISL website for dates and registration details.

Departments

This course is advertised in the following departments:

Cambridge Institute for Sustainability Leadership

The Sustainability Leadership for the Built Environment master’s is part of the Cambridge Institute for Sustainability Leadership’s mission to empower individuals and organisations from the built environment to use leadership and collaboration to tackle critical global challenges facing our future.

This programme aims to:

Equip professionals for strategic decision making, inventive problem solving, and team leadership
Develop skills in effective collaboration and communication, particularly between clients, consultants, contractors, specialists and occupiers
Provide a strategic overview of the production of the built environment, including current challenges faced by the construction industry such as global climate change and sustainability.

The master's is aimed at practising professionals with at least three years' work experience in the built environment since graduating and is for all those involved in the commissioning, design, construction and management of projects in the built environment. The course attracts students from a range of professions from across the sector including, but not limited to; architects, engineers, surveyors, asset managers, planners, landscape architects, project managers, facility managers, surveyors, urban designers, property developers and contractors, who wish to develop their understanding of and responses to the global challenges and opportunities facing the built environment. It is delivered by the Cambridge Institute for Sustainability Leadership in association with the Departments of Architecture and Engineering.

The master's is part-time and lasts for two years. During that time, students spend six separate residential weeks studying in Cambridge at three-or four-month intervals as well as taking part in online modules. Each of these residential weeks comprises an intensive programme of formal lectures (from leading practitioners and university academics), workshops and seminars, and a design project in small interdisciplinary teams.

The core modules are:

Leadership, professionalism and interdisciplinary practice
Sustainability and resilience
Innovation and technology
Design thinking
Research skills

The programme examines these modules across a diversity of contexts:

Living environments
Working environments
Moving environments
Heritage environments
Future urban environments

Learning outcomes

1. The changing global context, the case for a radical shift from current systems and professional paradigms, and the role of built environment professionals

LO1A: Understand, analyse, and evaluate structural dimensions of global economic, environmental and social pressures and trends from a systems perspective

LO1B: Articulate, analyse, evaluate, and establish the need for radical changes in current systems and professional paradigms to address sustainability and resilience related challenges and opportunities

LO1C: Understand, analyse, assess, and generate the relationship of built environment professional practice to this systemic change

2. Sustainability and resilience and the potential pathways for achieving them, and managing synergies and trade-offs

LO2A: Understand, analyse, and assess essential theoretical concepts in sustainability and sustainable development literature and conceptual frameworks

LO2B: Identify, analyse, and evaluate the role of high-level pathways and change theories in achieving desired outcomes through systems change

LO2C: Identify, analyse, evaluate, and generate responses to address synergies, tensions and trade-offs in delivering and maintaining the sustainability and resilience of built environments

3. The leverage points that can shape sustainable and resilient outcomes in built environments, and levers such as design, innovation, technology and socio-cultural actions that control and influence leverage points

LO3A: Understand, analyse, and assess theoretical concepts and practical examples of the use of levers and leverage points to effect change in built environment practice

LO3B: Identify, analyse, evaluate, and apply a broad and deep range of research and best practice using levers and leverage points in organisations and professional practice to manage systems in order to achieve positive impact

4. Insight, knowledge and research for the design, delivery, management, and use of sustainable and resilient built environments

LO4A: Identify, analyse, critically evaluate and apply a broader and deeper range of existing academic and practitioner knowledge and insights to address sustainability challenges and opportunities

LO4B: Generate advanced primary and secondary research in individual and group contexts to formulate critical responses to sustainability, resilience, and interdisciplinary practice challenges and opportunities.

5. Personal, team, organisational and professional leadership and effective action as an agent of change in diverse built environment contexts

LO5A: Identify, develop, assess, and apply advanced concepts that enhance the skills, knowledge and competencies that support effective leadership and teamworking

LO5B: Engage with, develop, critically evaluate, and apply concepts of leadership through reflective practice as a competency to improve personal and professional practice

LO5C: Identify, develop, and generate impact through individual contribution to effective action as an agent of change

LO5D: Identify, develop, and generate impact through interdisciplinary and collective collaborations to effect positive outcomes

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

LO6A: Create clear, concise and logically ordered written and verbal communications appropriate to an advanced academic level, and professional contexts

LO6B: Contribute to and generate effective and collaborative engagement with peers and wider networks as part of learning and practice communities

Open Days

The Cambridge Institute for Sustainability Leadership runs 'Meet the Directors' virtual open day webinars throughout the admissions period. Visit the CISL website for dates and registration details.

Departments

This course is advertised in the following departments:

Through a combination of interdisciplinary insights, academic analysis, practical business application, peer learning and personal reflection, the Master's aims to develop a community of leaders who have:

a wide awareness and deep understanding of the social, environmental, ethical and economic challenges and opportunities facing the world
the vision and ambition to drive business leadership to achieve real systems change
the knowledge, experience and ability to critically evaluate a range of strategic levers for change
the leadership capacity and confidence at a personal and organisational level to best use these levers to effect transformation

Learning outcomes

The list below indicates the expected learning outcomes of the programme. The learning outcomes for the PGCert and PGDip 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, analyse and evaluate structural dimensions of global economic, environmental and social pressures and trends from a multi-disciplinary and systems perspective
Articulate, analyse, evaluate and establish the need for radical shifts in current systems to address challenges and opportunities
Understand, analyse, assess and generate the case for business leading systemic change

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

Understand, analyse and assess conceptualisations of sustainability and key dimensions of a sustainable future, such as regeneration, inclusion, net zero carbon and resilience
Identify, analyse, evaluate and generate responses to address 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, evaluate and apply a broad and deep range of research and best practices on levers and leverage points for embedding sustainability within organisations
Identify, analyse evaluate and apply a broad and deep range of research and best practices on levers and leverage points that are applied beyond organisations for wider system change
Identify, analyse and evaluate pathways and apply a broad and deep range of 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, develop, assess and apply advanced concepts that enhance the thinking, values and practices that support effective personal and collective leadership
Identify, demonstrate, develop and generate impact through personal contribution to effective action as an agent of change

5. Sustainability insights, knowledge and research for specific contexts

Identify, analyse, evaluate and apply a broader and deeper range of existing academic and practitioner insights and knowledge to address sustainability challenges and opportunities in specific contexts
Generate advanced 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 an advanced academic level, and organisational contexts
Generate effective and collaborative engagement with peers and wider networks as part of a learning community

Open Days

The Institute holds 'Meet the Directors' webinars periodically throughout the admissions periods. Please check the CISL events webpages for details of upcoming webinars.

The Master’s in Sustainability Leadership is part of CISL’s mission to empower individuals and organisations to take leadership to tackle critical global challenges.

More specifically, through a combination of interdisciplinary insights, academic analysis, practical business application, peer-learning and personal reflection, it aims to develop a community of leaders who have:

a wide awareness and deep understanding of the social, environmental, ethical and economic challenges and opportunities facing the world;
the vision and ambition to drive business leadership to achieve real systems change;
the knowledge, experience and ability to critically evaluate a range of strategic levers for change; and
the leadership capacity and confidence at a personal and organisational level to best use these levers to effect transformation.

The following taught modules are delivered. They comprise both in-person teaching at residential workshops and online learning.

Module 1: Foundational concepts (for sustainability)
Module 2: Levers within organisations (for wider sustainability impact)
Module 3: Enabling levers for sustainability (for sustainability)
Module 4: Levers beyond organisations (for sustainability)
Module 5: Leadership for sustainability
Module 6: Academic skills

Learning outcomes

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

Understand, analyse and evaluate structural dimensions of global economic, environmental and social pressures and trends from a multi-disciplinary and systems perspective
Articulate, analyse, evaluate and establish the need for radical shifts in current systems to address challenges and opportunities
Understand, analyse, assess and generate the case for business leading systemic change

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

Understand, analyse and assess conceptualisations of sustainability and key dimensions of a sustainable future, such as regeneration, inclusion, net zero carbon and resilience
Identify, analyse, evaluate and generate responses to address 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, evaluate and apply a broad and deep range of research and best practices on levers and leverage points for embedding sustainability within organisations
Identify, analyse evaluate and apply a broad and deep range of research and best practices on levers and leverage points that are applied beyond organisations for wider system change
Identify, analyse and evaluate pathways and apply a broad and deep range of 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, develop, assess and apply advanced concepts that enhance the thinking, values and practices that support effective personal and collective leadership
Identify, demonstrate, develop and generate impact through personal contribution to effective action as an agent of change

5. Sustainability insights, knowledge and research for specific contexts

Identify, analyse, evaluate and apply a broader and deeper range of existing academic and practitioner insights and knowledge to address sustainability challenges and opportunities in specific contexts
Generate advanced 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 an advanced academic level, and organisational contexts
Generate effective and collaborative engagement with peers and wider networks as part of a learning community

Open Days

The Institute holds 'Meet the Directors' webinars periodically throughout the admissions periods. Please check the CISL events webpages for details of upcoming webinars.

Learning outcomes

Open Days

Learning outcomes

Knowledge and understanding

Skills and Other Attributes

Continuing

Open Days

Departments

Learning outcomes

Continuing

Open Days

Departments

Learning outcomes

Open Days

Departments

Learning outcomes

Continuing

Open Days

Learning outcomes

Continuing

Open Days

Learning outcomes

Open Days

Departments

Learning outcomes

Open Days

Departments

Learning outcomes

Open Days

Learning outcomes

Open Days

Postgraduate Admissions Office

About this site

University Policy and Guidelines

Study at Cambridge

About the University

Research at Cambridge