In this module you will explore the fundamentals of project management and its application in different contexts. It will examine the characteristics of projects, such as sources of complexity and uncertainty, that can impact the successful delivery of projects. Additionally, you will review various techniques used to manage projects and their associated risks effectively. The module aims to provide you with a more comprehensive understanding of what projects are, the different types of project management processes, and how they can be effectively implemented. By gaining this knowledge, you will have better insight into existing projects, allowing you to critically review potential issues that may arise in order to develop successful solutions. Furthermore, by learning about specific theories and models related to project management, you will gain an improved ability to evaluate current trends in the field and make informed decisions regarding future projects.
Project management is an integrated approach to achieve non-routine business objectives. This module aims to introduce the ideas, techniques and tools of project management as used in practice. Students will be equipped with both knowledge and understanding of definition and characteristics of projects, their context, the business environment, scope management, stakeholder engagement, risk management, project leadership, project strategy, technology in projects, conditions for project success, project dynamics, and agility in projects.
The global and rapid growth of managing by projects in every sector, industry, and company type has led to the development of pan-sector theories and bodies of knowledge in project management. The specific nature of projects as temporary and unique activities has implications on managing people, organizational and functional aspects of projects in any organization. The module familiarize you with the contemporary approaches to managing and leading these aspects, besides the opportunities and challenges of projects in organizations. You will also be exposed to the traditional theories, their critiques and applicability.
The specific nature of projects as temporary and unique activities has implications on managing project teams and the human aspects of project-based organisations. The module introduces different aspects and approaches to managing and leading projects and project-based organisations and resolving the potential challenges. The specific issues and challenges of managing large international projects and programmes will inevitably be part of the discussions.
The global and rapid growth of managing by projects in every sector, industry, and company type has led to the development of pan-sector theories and bodies of knowledge in project management. However, there are specific concerns in managing different types of projects, for instance, large, major or complex projects, especially those with international features. These issues are widespread and embedded in modern project management theories and practice. Therefore, the aim of the module is to familiarise students with the specific nature of projects and the general principals of project management, their attributes, and particular challenges and concerns of such projects will be addressed throughout the sessions. Furthermore, the implications of managing projects and managing organisations by projects will be explored, including the distinction between projects and operations. The broad and varying perspectives of project management’s traditional and contemporary theories, their critiques and applicability will also be illustrated through lectures and discussions.
Project risk management has evolved significantly over many years, but there are conflicting views about what constitutes best practice. This course provides an overview of best practice as outlined in the course text with a critical comparison of alternative views found in practice and discussed in the literature, including guidelines and standards.
This module will provide you with guidance and support throughout the writing of your dissertation. From discussing your initial ideas of your dissertation through the process of actually writing the document, this module will provide you with the information and support required from both the teaching staff and your allocated dissertation supervisor.
The BSc dissertation project is designed to allow students to do an in-depth study of an area in demography that they are particularly interested in, and to enable them to demonstrate skills and knowledge acquired throughout their undergraduate career. Projects can take several forms, including a quantitative exploration or analysis of demographic data; a case study of a society or population; an application of a particular demographic technique; or the analysis of a particular demographic phenomenon in a given country or region. In the course of the BSc project and preparing the dissertation, the students are expected to develop the following cognitive skills: independent thought, devising appropriate methods of analysis, data collection and interpretation, clarity of argument, understanding of the chosen topic area, and presentation of technical information.
This module builds on the Professional Planning module in semester 1 to provide you with the opportunity to evaluate your practice in preparation for the transition to working within the creative industries. You will be required to analyse potential areas of employment or further study and locate your developing practice in relation to recognised or emerging areas within graphic communication. You will select and package work produced over the last year for presentation and prepare appropriate tools to communicate your position as an emerging practitioner. The promotional outcomes for this module will be underpinned by an industry facing report which allows you to critically evaluate industry practitioners' promotional activities within contemporary graphic communication and the relationship of own outcomes to these professional practices.
This module builds on the Professional Planning module in semester 1 to provide you with the opportunity to evaluate your practice in preparation for the transition to working within the creative industries. You will be required to analyse potential areas of employment or further study and locate your developing practice in relation to recognised or emerging areas within Illustration. You will select and package work produced over the last year for presentation and prepare appropriate tools to communicate your position as an emerging practitioner. The promotional outcomes for this module will be underpinned by an industry facing report which allows you to critically evaluate industry practitioners' promotional activities within contemporary Illustration and the relationship of own outcomes to these professional practices.
This module introduces the fundamental principles of aircraft propulsion, and covers air-breathing and rocket propulsion systems. The module focuses on the analysis and determination of thrust and performance criteria for propulsion systems such as ramjets, turbo-jets, turbo-fans and rockets.
In this module you will begin to develop creative, practical and theoretical ideas for your Final Project. You will explore the possibilities for this project through a series of prototypes, some individual and some team-based. These will be a mixture of ‘paper’ models of, say an app design or an installation, and more fully realised and implemented elements, including for example working code, responsive sensors or functioning web platforms. User- and play-testing will be used throughout to assess, evaluate and iterate your ideas and the module builds on the UX and HCI approaches already established. You will also identify and apply a research problematic to your developing ideas, drawing on theoretical enquiry to set and address important questions for creative / technological production today.
This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Clinical Ethics & Law (CEL) module; and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the CEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences. Our educational principles 1.We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching). 2.We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge). 3.We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains. Overall Structure of the course2 days Orientation and introduction, mostly in a group of 50 with some small group activity. •6 weeks of clinical placement in a geographic “hub” where: •About 50% of time will be spent in a specific clinical team. •There will be a ½ day tutorial session a week in a group of 7 to 12. •There will be opportunities for exposure to the activity of other clinical teams. •1 week of Family psychiatry (Child and Adolescent Mental Health and Systems): groups of 9 to 14. •Students are expected to keep a learning log •There are extensive curricular resources available on Blackboard •One day of assessment and a day of closure.
This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year. The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or they have had fewest learning experiences. Our educational principles 1. We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching). 2. We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge). 3. We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains. Overall Structure of the course: •Orientation and introduction sessions •Clinical placement in a geographic “hub” where: •About 50% of time will be spent in a specific clinical team. •There will be a ½ day tutorial session a week in a group of 7 to 12. •There will be opportunities for exposure to the activity of other clinical teams. •Students are expected to keep a learning portfolio •There are extensive curricular resources available on Blackboard •One day of assessment and a day of closure.
This module examines different sub-topics in psycholinguistics which help to understand what the relationship between language and the human mind might be.
In this module you will further your knowledge and skills necessary to deliver psychologically skilled cancer care in line the NICE guideline ‘Improving supportive and palliative care for adults with cancer’, to provide timely and sensitive care based on theory and evidence i.e., Level 2 psychological support (NICE 2004). You will develop an in-depth understanding of assessing psychological wellbeing, and of planning and delivering psychologically-informed care. You will learn how to deliver low-intensity interventions including psychological information and psychoeducation for patients and families, support people to self-manage and adjust to life situations, problem solving and managing crises. You will develop an understanding of the importance of psychologically informed care within the multidisciplinary team (MDT), and of how to support people affected by cancer to access additional services when they require specialist psychological care. You will also be supported to develop skills as a reflective practitioner, including self-awareness and the importance of utilising psychological supervision. The module runs at FHEQ level seven, it is a masters level course. However, the training we offer also aligns with NICE guidance for level two psychological support (NICE 2004) and builds on your previous experience. Consequently this module is aimed at clinicians that can demonstrate significant clinical experience in cancer care e.g., clinical nurse specialists. This module has been developed in collaboration with Wessex Cancer Alliance. NICE (2004) Improving supportive and palliative care for adults with cancer https://www.nice.org.uk/guidance/csg4
This module will explore the role of health psychologists in promoting health, designing and delivering health and illness related interventions. We will consider key factors and processes in the delivery of health care, including health promotion, and care for primary care, community-based and tertiary (hospital-based) patients and their families. This will include an examination of intra- and inter-personal influences on patient behaviour and health outcomes. We will critically examine and learn to apply major frameworks for intervention development and evaluation. Sessions will provide relevant theoretical and empirical background and will enable opportunities for the development of problem-solving, team-work and communication skills.
This module relates specifically to HCPC Standard of Proficiency set 12 as it provides the context to develop understanding the key concepts of the knowledge base relevant to the profession. Practice learning is an essential aspect of training to allow you to experience and understand the role of the practitioner psychologist across a range of settings and services. Placements are an arena for exploring theory and for gaining experience across the range of Children’s Services, including schools. Placement learning is designed to enable progression towards independent work across all three years and is able to offer you extended placements with three Services. This is the first module of 3 related ones (Psychology in Practice 1, 2 and 3) and runs alongside Consultation, Assessment and Intervention. It offers the opportunity to develop and apply the knowledge and skills taught on the programme to professional practice in a school context. One of the pre-requisites for PSYC8043, PSYC8044, PSYC8045 and PSYC8046
This module relates specifically to HCPC Standard of Proficiency set 12 as it provides the context to develop understanding the key concepts of the knowledge base relevant to the profession. Practice learning is an essential aspect of training; it provides the context to develop understanding the key concepts of the knowledge base relevant to the profession across a range of settings and services. Placements are an arena for exploring theory and for gaining experience across the range of Children’s Services, including schools. At Southampton placement learning is designed to enable progression towards independent work across all three years and is able to offer you extended placements with three Services. This is the 2nd module of 3 related ones (Psychology in Practice 1, 2 and 3) and runs alongside Consultation, Assessment and Intervention. It offers the opportunity to develop and apply the knowledge and skills taught on the programme, and in Year 1 within schools to professional practice in a wider Local Authority context. Year 2 progresses to you spending 130 days in term time in a host local authority, supported by a supervision co-ordinator who is in touch with the University’s requirements and has the experience and authority to oversee a varied and graduated programme; a programme driven by the competencies you have acquired in year one. Casework and project work opportunities may be offered by other educational psychologists in the Service, but formal supervision is provided by the supervision co-ordinator. During the placement, time is also given to the exploration of a specialist area to provide some diversity of experience. One of the pre-requisites for PSYC8044 and PSYC8046
