External summary

Educational aims of programme

Within the context of conservation education and training, many existing opportunities are specific to one element or another:  topics such as biodiversity, sustainability, wildlife conservation, ecosystem health or human development.  With this programme we aim to draw together all of these interrelated threads and present them as equally important components.  We believe that without understanding these individual elements and the many links between them, it is not possible to pursue a holistic approach to the management of global health in its broadest context.

In keeping with this multi-disciplinary approach, the programme draws together expertise from the University of Edinburgh's Global Health Academy, the School of Biomedical Science, the Royal Zoological Society of Scotland, with the support of the International Union for Conversation of Nature (IUCN) and partner global associates.

At the end of this programme of study we expect our graduates to:

Programme outcomes: Knowledge and understanding

Knowledge and understanding are developed throughout the programme by presenting students with a wide range of current academic literature and online resources.  Peer-reviewed journal articles are key to the development of an evidence-based understanding of the theory and practice of conservation.  Online fora are used to encourage students to discuss the key themes presented in reading materials, and to debate their merits and limitations.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

Students are regularly asked to research topics of interest, either as part of assessed written work or as a contribution to online discussion.  Students are introduced to a variety of research skills that will assist in their effective retrieval, interpretation and combination of relevant resource materials and these skills are assessed at least once in each course.

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

Although the programme provides an abundance of academic literature, it is always presented in a way that encourages critical thinking.  Students are encouraged to question all that they read and to assess the relative merits of source information and the discussion fora often include questions related to the integrity and reliability of presented material.  Students are free to express their own thoughts and analyses of the information they gather, developing their confidence and ability to critically appraise the work of others.

Programme outcomes: Graduate attributes - Skills and abilities in communication

Through the various assessed and non-assessed activities within the programme there is the opportunity to develop skills in a range of communication skills.  Students are often asked to produce formal written pieces of work to demonstrate they can communicate at the appropriate level and in a scientific style.  This is of course key to their development as academics in the field of conservation.  They may also be asked to produce powerpoint presentations, short reviews, assessments of websites and web pages, and to present information to different audiences.  Skills in debate and discussion are also developed through the engagement with online fora, some of which are assessed, and personal reflection is encouraged where appropriate.

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

The vast majority of our students are combining their studies with full-time work.  As a result, they must quickly develop the motivation and ability to keep up with the demands of the programme around their various other commitments.  Although teaching is concentrated around 5 week blocks, students must manage their time within this period to keep up with weekly lecture materials as well as working towards assignment deadlines.  It could be argued that students can only achieve this if they are well organised and motivated, and the organisation of each teaching block demands that students are both of these things.

Programme outcomes: Technical/practical skills

In terms of the technical and practical skills that have not been addressed elsewhere, students can expect to have confidence in:

Students will have the opportunity to design their own programme of study reflecting their individual professional, academic or personal interests.

They will also have been exposed to a number of software packages, depending on their course choices, which will support statistical, epidemiological and geographical analysis.

Programme structure and features

The MSc in Wildlife, Diversity and Ecosystem Health is an online distance learning programme of part time study which runs over 3 years.  The overall structure of the programme is outlined in the following table:

*Written dissertation (either current or historical dissertation, casebook or portfolio)

See the Degree Programme Table for more details.

Advanced Standing:

Applicants with relevant postgraduate learning who wish to transfer credits to the programme can apply for Accreditation of Prior Learning (APL) will be considered on a case by case basis subject to approval by the College Postgraduate Studies Committee.  Under University regulations the maximum amount of credit which can be transferred is 60 credits. 

Progression requirements:

Students will be required to complete 60 credits of core and elective courses within a 12 month period in order to be awarded a Postgraduate Certificate in Wildlife, Diversity and Ecosystem Health. A Diploma in Wildlife, Diversity and Ecosystem Health will be awarded after 2 years of study and the accumulation of 120 credits from years one and two.

For students to be awarded an MSc in Wildlife, Diversity and Ecosystem Health, they will have successfully completed years one and two with the accumulation of 120 credits before the production of a Written Reflective Element worth 60 credits in the third year of this programme.

In terms of progression within the programme to Diploma level:

In terms of progression within the programme to MSc level:

Achievement of 40% in each taught element, but failure to achieve 50% or more in the same will result in award of Diploma or Certificate award.

For students completing their final years, achievement of 50% or more will result in a Masters award, failure to achieve this level will result in the Diploma award. Note: exceptional students who maintain an average of 70% through-out the time on the programme may be awarded a Masters with distinction.

Teaching and delivery methods:

All courses are taught by distance learning, using the virtual learning environment Learn 9 as the delivery platform. The programme combines independent study, online peer discussion, reflective learning, interactive tutorials, written assignments and critical reviews to develop an understanding of the important concepts and principles of Biodiversity, Wildlife and Ecosystem Health.  Students access courses in Learn 9 using the MyEd student portal – the gateway to web based services including access to the library, email and the online programme in Biodiversity, Wildlife and Ecosystem Health. Course materials are protected by secure username and password access.

The Programme Director will maintain and run this MSc with the assistance the Global Health Academy Educational Team.  Discussion boards will be facilitating by e-tutors who will be expected to maintain a regular online presence to guide and assist students throughout the programme.  Experts from within the field of Biodiversity, Wildlife and Ecosystem Health will also make regular contributions, both challenging and guiding the learning experience of the student. 

Learning outcomes and assessment:

All assessed items are clearly linked to the learning outcomes set for each course.  The mode of assessment is determined by the course content and is chosen to best assess the content within that course.  A variety of assessment modes is employed to test a wide range of student skills and abilities and each student is exposed to a number of different styles in both formative and summative assessment.

Teaching and learning methods and strategies

Teaching and Learning strategies employed at the University of Edinburgh consist of a variety of different methods appropriate to the programme aims. The graduate attributes listed above are met through a teaching and learning framework (detailed below) which is appropriate to the level and content of the course.

Teaching and Learning Activities

As a student of the University of Edinburgh our online learners have full access to all online resources offered; this includes IT support and the e-journals held within the Edinburgh University Library.

Assessment methods and strategies

Courses taken in the first two years on programme require the student to submit written assignments and take part in online discussion boards. Written assignments make up 60% of the mark for each course with the remaining 40% coming from online assessment. Written assessments are generally essays on a relevant topic but could also be the production of a poster or presentation. Online discussions that are assessed involve students discussing relevant issues related to course work.

Career opportunities

The Biodiversity, Wildlife and Ecosystem Health MSc programme is a part time programme with most students already in full time employment. Those enrolled in the programme often highlight their studies to their employer and use it as an opportunity to advance their career. Many students have also gone onto further education and have enrolled in PhD programmes at international universities.

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