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Postgraduate Education in Environmental Assessment

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MA in Environmental Impact Assessment and Management (MAEIAM) established 1996 ... UK: good first degree in relevant subject (2i Honours) ... – PowerPoint PPT presentation

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Title: Postgraduate Education in Environmental Assessment


1
  • Postgraduate Education in Environmental
    Assessment
  • The Manchester Perspective
  • Adam Barker
  • School of Environment and Development
  • University of Manchester

2
  • 1. Context
  • MA in Environmental Impact Assessment and
    Management (MAEIAM) established 1996
  • 1 year full-time or 32 months part-time
  • Developed by Chris Wood and Carys Jones to extend
    portfolio of EIA Centre
  • Currently hosted by School of Environment and
    Development (SED) within merged University
    structure

3
  • 2. Aims
  • To provide an integrated programme of studies to
    equip students to undertake the planning and
    management tasks associated with each stage of
    the EIA process
  • b) To provide an opportunity for students to
    pursue particular aspects of EIA in greater depth
    by choice of assignments
  • 3. Entry requirements
  • UK good first degree in relevant subject (2i
    Honours)
  • International Equivalent to above plus TOEFL 600
    OR ELTS 6.5

4
4. Course structure
5
  • 5. Admissions
  • Europe Ireland, Greece, Cyprus, Luxembourg,
    France, Italy
  • Overseas China, Thailand, Malaysia, Japan,
    Australia, US, Jamaica

6
  • 6. Employment

Destinations Consultancy 55, Local Government
16, Central Government 9, Research 13, NGOs 7
7
  • 7. Core strengths
  • Well established international product
  • Attractive as conversion course for
    non-specialist
  • Social science emphasis
  • Research led teaching
  • Strong links with regional practitioners in
    public and private sector
  • Good career prospects following graduation
  • Course funding from European Social Fund

8
  • 7. Challenges
  • Modest student numbers by comparison with School
    average (MPLAN40 students pa)
  • Reliance on small number of teaching staff
  • Competition from other established products
  • Potential market saturation
  • Lack of funding beyond ESF
  • Extra resources for engaging new markets (e.g.
    South East

9
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