Postgraduate Science and Health Courses

The programme has been designed with flexibility in mind by enabling students to:

• Access course material at a time and a place that is convenient to them;

• Register Full-time or Part-time (Part-time students must complete all modules within a maximum period of four years);

• Tailor their education and training by offering exit routes at MSc (90 ECTS credits), Diploma (60 ECTS credits) and Certificate (30 ECTS credits).

This course has been designed to:

• Update and upgrade the knowledge, understanding and skills of graduates who are interested in pursuing or are currently working in the Biopharmaceutical industry.

• Retrain graduates working in related disciplines, by providing advanced level modules in the theory, analysis design and practical methodology of the rapidly evolving subjects that are associated with this sector.

The aims of the programme are:

• To open up advanced career opportunities for graduates of traditional mathematics courses

• To give specialists in other numerate disciplines (e.g. engineers, scientists or economists) the opportunity to deepen their understanding of mathematics and to master powerful modern mathematical techniques

To achieve these aims it is intended:

The course involves three main strands: Astrophysics, Relativity, and Computational Science and Data Analysis. All topics are covered in the first semester of the course, laying the foundations for development of these topics in the second semester. The course allows students to specialise in either General Relativity or Astrophysics.

This course is a one-year, intensive, full-time MSc, which has been fully accredited by the Psychological Society of Ireland. Classes are timetabled for between 20-30 hours per week each semester. This course covers the key mandatory areas of psychology including:

The 90-credit programme is offered on both a one-year full-time and two-year part-time basis.

One-year, full-time

The full-time commitment is between two and two and a half days on campus per week (Monday and Tuesday*) for one year. In addition, all students are expected to attend a week-long Spring School on the DCU Glasnevin campus, usually held in March*.

Two-year, part-time

The Professional Diploma in Clinical Supervision provides a comprehensive, university-accredited training in the dominant theoretical approaches, conceptual models and modes of clinical supervision, taking an integrative, relational and evidence-based approach to supervision practice. It comprises two modules and the indicative content is as follows:

This course will: 

Our strategic aim for this programme is to provide the first Irish Level 9, taught programme in Sexuality and Sexual Health Education. The objectives are to:

Our strategic aim for this programme is to provide the first Irish Level 9, taught programme in Relationships and Sexuality Education for people with Intellectual Disability. The objectives are to:

The programme comprises of both research and taught elements. Modules 1 - 4 comprise modules (60 ECTS) that critically reflect on theories and practice of sport performance, develop an advance understanding of research methodologies and skills, and provide students an opportunity to relate this knowledge and understanding to their own applied and professional context. Module 5, the DProfElite (Sport) Thesis (180 ECTS), involves the completion of a research project and thesis. 

To initiate and lead practice developments in your area.

To demonstrate clinically effective practice through critical engagement.

To demonstrate advanced research skills, which enable you to appraise research design and effective practice, and develop the requisite research knowledge and skills to implement best practice.

To engage in effective intra and inter professional working with healthcare colleagues.

To advance practice in your profession and designated area through effective leadership and innovation.

To initiate and lead practice developments in your area.

To demonstrate clinically effective practice through critical engagement.

To demonstrate advanced research skills, which enable you to appraise research design and effective practice, and develop the requisite research knowledge and skills to implement best practice.

To engage in effective intra and inter professional working with healthcare colleagues.

To advance practice in your profession and designated area through effective leadership and innovation.

To initiate and lead practice developments in your area.

To demonstrate clinically effective practice through critical engagement.

To demonstrate advanced research skills, which enable you to appraise research design and effective practice, and develop the requisite research knowledge and skills to implement best practice.

To engage in effective intra and inter professional working with healthcare colleagues.

To advance practice in your profession and designated area through effective leadership and innovation.

To initiate and lead practice developments in your area.

To demonstrate clinically effective practice through critical engagement.

To demonstrate advanced research skills, which enable you to appraise research design and effective practice, and develop the requisite research knowledge and skills to implement best practice.

To engage in effective intra and inter professional working with healthcare colleagues.

To advance practice in your profession and designated area through effective leadership and innovation.

Using a flexible and blended mode of delivery, students engage in both face to face and virtual learning environments. In addition to seminars from multidisciplinary practitioners, participants engage in group and simulated learning experiences that are further enhanced by learning in practice. Students are allocated an academic and practice supervisor with expertise in their chosen practice area, who provides support, guidance, and forms part of a tripartite team, in developing and assessing a practice portfolio.

Using a flexible and blended mode of delivery, students engage in both face to face and virtual learning environments. In addition to seminars from multidisciplinary practitioners, participants engage in group and simulated learning experiences that are further enhanced by learning in practice. Students are allocated an academic and practice supervisor with expertise in their chosen practice area, who provides support, guidance, and forms part of a tripartite team, in developing and assessing a practice portfolio.

The objectives of the course are to enable candidates to acquire: