Gerontology investigates the relationships between generations and the interconnections between our older and younger selves. Insights are taken from social policy, demography, sociology, biology, healthcare sciences, psychology and economics. The MSc Global Ageing and Policy (DL) programme specialises in ageing and its policy implications in China, South-east Asia and sub-Saharan Africa and an applied understanding of policy and programme evaluation worldwide.
The programme aims to provide you with:
* critical appreciation of the key theoretical perspectives within Gerontology and their application in the analysis of specific issues concerning ageing and the lifecourse
* understanding of contemporary debates within Gerontology concerning the lives of older people, their families and society, in both developed and developing countries
* specialised learning of ageing and its policy implications in less developed regions of the world
* competence in qualitative or quantitative research methods and their application to key research questions
* critical skills in the evaluation of policies and programmes in ageing societies
* ability to design and conduct independent research within Gerontology using appropriate research methods
* preparation for a career in the field of Gerontology and applied health and social sciences
The distance learning programme employs a variety of teaching and learning methods, including audio-recorded recorded lectures, tasks related to the lectures, contributions to informal group discussion and independent study.
* A variety of assessment methods are employed, which include essays, oral presentations, exercises, research reports and the dissertation.
* All programme modules have their own page on Blackboard from which students are able to access materials (lecture slides and recordings, coursework details, references, module updates and comprehensive support and guidance on how to use online resources that are key to the programme).
* Distance learning students develop their skills in written and oral presentation through a variety of interactive online resources and software programmes.
Full-time students take three modules per semester, six in total by the end of the second semester. The dissertation is submitted by the end of September of that year.
Students on the part-time programme take two compulsory modules and one option module in each year of the studies. The dissertation is conducted in the second year and normally submitted by the end of December in year two. Please contact us for further details.
* Global Perspectives in Gerontology (DL)
* Demographic Change, Ageing and Globalisation (DL)
* Policy Evaluation for Ageing Societies (DL)
* Quantitative Research Methods (DL)
* Qualitative Research Methods (DL)
* Ageing, Health and Well-Being (DL)
* Poverty and Social Protection Around the World (DL)
* Mental Health & Ageing (DL)
* Ageing in sub-Saharan Africa: Research and Policy (DL)
* Ageing in China and South-east Asia (DL)
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information can be found in the programme handbook (or other appropriate guide or website).
Universities in the United Kingdom use a centralized system of undergraduate application: University and College Admissions Service (UCAS). It is used by both domestic and international students. Students have to register on the UCAS website before applying to the university. They will find all the necessary information about the application process on this website. Some graduate courses also require registration on this website, but in most cases students have to apply directly to the university. Some universities also accept undergraduate application through Common App (the information about it could be found on universities' websites).
Both undergraduate and graduate students may receive three types of responses from the university. The first one, “unconditional offer” means that you already reached all requirements and may be admitted to the university. The second one, “conditional offer” makes your admission possible if you fulfill some criteria – for example, have good grades on final exams. The third one, “unsuccessful application” means that you, unfortunately, could not be admitted to the university of you choice.
All universities require personal statement, which should include the reasons to study in the UK and the information about personal and professional goals of the student and a transcript, which includes grades received in high school or in the previous university.
* ESRC DTC scholarships
* Gerontology Masters Scholarships
CRA is an exciting interdisciplinary research and teaching centre, bringing together national and international experts devoted to cutting-edge research in the fields of ageing, the life course and social policy.
We wish to attract strong, high calibre applicants to our postgraduate programmes in Gerontology.
We are therefore pleased to confirm two scholarships for UK/EU applicants, for entry in September 2014. The scholarships will cover 50% of the tuition fees of our programmes and will be awarded to the most exceptional applicants.
* Two scholarships for MSc Global Ageing and Policy (DL), University of Southampton
* Fifteen Commonwealth scholarships for MSc Gerontology (DL), University of Southampton
As a University community we will change the world for the better through our research, education, innovation and enterprise.
We are committed to further improve our position as a leading research university of international standing, distinguished by our enterprise. We aspire to be a place of opportunity and inspiration that attracts talented staff and students regardless of their background.
To realise our ambition, we have set ourselves 17 strategic initiatives to complete by 2015. These will transform the University. We are committed to achieve the following:
- a step change in the scale and performance of our research in ways that fully exploit our capabilities and infrastructure
- transformation in the structure, quality and flexibility of our educational programmes to offer our students a distinctive Southampton educational experience
- tangible economic impact through our international leadership in enterprise, knowledge transfer and business engagement
- significant social impact locally and globally through public debate, community outreach and cultural engagement.
Knowing our students
Student feedback and evaluation is important to improving the quality of our learning and teaching environment. We seek feedback from our students in a variety of ways, for example, through regular evaluation of units, student satisfaction surveys, focus groups, and student representation on committees. We also receive feedback through our student complaints mechanism.
We seek to make links between the different methods of obtaining feedback in order to maximise the usefulness of information received from students. We also seek to improve coordination of feedback and evaluation, for example, to ensure that comments on services and facilities are fed through to relevant providers. At the same time, we make sure that our students are aware of the value of their feedback.
Programme approval, monitoring & review
Proposed new programmes of study are drawn up on the basis of best practice in each academic subject, taking into account national guidelines such as the Framework for Higher Education Qualifications in England, Wales and Northern Ireland and relevant Subject Benchmark Statements, and in line with University standards and guidance. We also ensure that we comply with the requirements of Professional Statutory and Regulatory Bodies where this is relevant to the programme area.
We review our programmes at least every five years, to ensure their currency in the light of developing knowledge in the discipline(s), their the effectiveness in achieving tated aims and the success of students in attaining the intended learning outcomes, to identify areas for improvement/enhancement and to provide assurance to external stakeholders of the currency of our curricula. We use an external adviser as part of both programme approval and review to give an independent perspective.
Where appropriate we engage in joint approval and review processes with Professional Statutory and Regulatory Bodies.