(MSc) Master of Science
Global Public Health
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Masters
Full-time
MSC L439JS
04/09/2023
Details
Professional accreditation
None
Admission criteria
We will consider applicants with a 2:2 honours degree, or international equivalent, in a medical, health, social care or social sciences discipline.
Applicants with a 3rd class degree, or a 2:2 degree in any other discipline, will be considered where they can demonstrate at least 2 years’ relevant experience in the field of health policy and systems, or in the development sector working on health and care issues, or in a healthcare setting. This will be assessed based on information provided at the application stage (for example, in a CV, reference, or other proofs of employment).
IELTS (International English Language Testing System) code
IELTS 6.5 overall with a minimum component score of 5.5
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
- Intersectional Inequalities and Determinants: To be eligible for this qualifier, you must take HS856.
- Policy and Systems: To be eligible for this qualifier, you must take HS959.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Prof Theodore Schrecker
Professor of Global Health Policy
Population Health Sciences Institute, Newcastle UniversityDr Masoud Mohammadnezhad
Associate Professor of Public Health
University of Bradford
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
The course aims align with key University agendas linked to the decolonising the curriculum movement and the commitment to increasing inclusion, tackling racism and other structural forms of discrimination. As the world becomes more attuned to the consequences of social injustice the study of global health provides students with a useful, practical pathway into both analysing and addressing the roots of social injustice. By applying an intersectionality framework to address issues of inclusion and diversity in both course design and in the classroom the course will prepare students to actively engage with the intellectual and social movement elements of the decolonising and inclusion agendas. The transformative, intersectional approach will be infused throughout the proposed course which will set it apart from other MPHs and MScs in Global Health.
The course offers an innovative, challenging programme of study, which provides students with the knowledge and skills to engage in critical analysis, planning and decision making to improve population health at global and national levels.
Upon completion of this programme students will be able to:
- Apply theoretical concepts from diverse disciplines, including the social sciences (political science, sociology and anthropology) and the health policy and systems field, to analyse contemporary global public health issues.
- Understand the social, economic, political, commercial, and ecological determinants of health and engage in public health advocacy to address these.
- Critically appraise public health and social policies for their underlying evidence, assumptions and values, and the context of formulation and implementation.
- Examine global and national level disparities in mental and physical health and use diverse cutting-edge equity frameworks to understand and tackle these.
- Apply a range of research methods to answering important public health questions.
- Evaluate and support the development and implementation of evidence-informed and rights oriented local, national and global public health policies and programmes.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: A fundamental theoretical knowledge and critical understanding of the determinants of physical and mental healthand the gaps and uncertainties in the evidence base related to it.
A2: A fundamental critical knowledge and understanding of factors that drive decision-making and priority setting in global public health.
A3: Fundamental critical understanding of the interaction between the wider globalisation process on health policy and systems and on the health of individuals and societies.
A4: Fundamental critical understanding of who governs global public health and how; including the ability to develop and sustain critiques of governance policies and mechanisms.
A5: A fundamental critical understanding of how wider inequalities (based on class, gender, sexuality among others) and systems of oppression interact to shape people's life chances and ability to thrive.
A6: A fundamental theoretical and practical critical understanding of intersectionality theory and how its application contributes to addressing issues of inclusion and diversity that are necessary for realising the promises of "health for all" and "leaving no one behind".
A7: A fundamental critical understanding of the value of interdisciplinary research and analysis of global public health policy, systems and governance.
A8: A fundamental critical and reflective understanding of the different forms of knowledge (scientific, experiential, political, professional, organisational and cultural) that contribute to global public health policy and practice.
A9: A fundamental theoretical knowledge and understanding of the importance, use and misuse of different types of evidence in developing public health policies and systems.
Learning methods
A1-A9 are achieved through diverse instructional methods (interactive lectures, intensive seminars, flipped classroom); critical reflection methods (lived experience seminars, peer feedback and supervision); personalised learning (writing blogs and essays) and participatory and experiential methods (externships, group-based learning, presentations, photovoice project).
A flexible and inclusive approach to learning and teaching informs the design of this course and its modules. In addition, by adopting a mix of learning and teaching methods it aims to ensure that every student is able to fulfil their individual potential.
Assessment methods
A1-A9 are assessed through a combination of essays, academic blogs, editorial, policy briefs, written exams, individual presentations, group and individual projects and a dissertation (which many include an externship).
The course offers a degree of flexibility vis a vis pathways students can take and each module will offer students choice regarding the subject of essay topics, blog posts etc. to ensure that they develop both the knowledge and understanding for the course as well as for their own specific areas of interest.
B: Intellectual and cognitive skills
B1: Adopt an inquiring, reflective, analytic, evaluative approach to all aspects of global public health practice, policy, education and leadership.
B2: Critically appraise and synthesise evidence from a variety of disciplines and contexts in order to construct and sustain both oral and written arguments.
B3: Engage in research activity to develop evidence-based solutions to global public health challenges that enhance health equity.
B4: Analyse complex problems from a variety of disciplinary perspectives.
B5: Engage in collaborative, productive, respectful iterative exchanges with internal and external peers/colleagues to develop creative equity enhancing solutions to complex global or national public health challenges.
B6: Advance a decolonised approach to the study of global health
Learning methods
B1-B5 are achieved through intensive seminars, personal and group learning activities, in class debate and discussion on critical, current issues in global public health, lived experience seminars and workshops, scenario-based inquiry, simulated practice, supported and independent self-directed learning and externships.
Assessment methods
B1-B4 are assessed through a combination of essays, short blogs, written exams, individual oral presentations, groups and individual projects and a dissertation (which many include an externship).
B5 is assessed through oral presentations, group projects and an externship.
The focus on inclusion and diveirsity that informs this course will allow for a diversity of global public health topics to be addresed in essays, through group and individual projects and externships
C: Practical skills
C1: Develop and demonstrate research skills (including qualitative and quantitative methods) and presentation related skills.
C2: Develop and demonstrate analytical skills (informed by statistics, epidemiology and critical reflexive methods in Social Science) related to analysing evidence from a number of perspectives.
C3: Develop and demonstrate intercultural understanding and the ability to work productively with others.
C4: Demonstrate the ability to take initiative and work independently.
C5: Actively seek and value feedback from peers, faculty and others to inform personal development and professional activities.
Learning methods
C1-C2 are achieved through instructional methods including interactive lectures; personalised learning (assignments, writing blogs, essays) and participatory and experiential methods (externships, group-based learning, presentations, photovoice project).
C3-C5 are achieved through instructional methods (intensive seminars, flipped classroom); critical reflection methods (lived experience seminars, peer feedback and supervision); personalised learning (writing blogs and essays) and participatory and experiential methods (externships, group-based learning, presentations, photovoice project).
Assessment methods
C1-C2 are assessed through various written and oral assignments (including blogs, essays), in class tests, a dissertation and exams.
C3-C5 are assessed externships, group-based learning activities, presentations and the photovoice project.
D: Key skills
D1: i) Develop skilled, relationship-based, context-appropriate communication when interacting with others in and outside the classroom, ii) Listen to, read be respectful of and acknowledge alternative perspectives, iii) Communicate persuasive and engaging arguments in oral, visual and written form in academic and professional settings, iv) Develop skills to communicate with a wide range of stakeholders across sectors (academia, policy, civil society)
D2: Demonstrate proficiency in digital technologies by: i) Using the the Internet for research and communication, ii) Accessing information via the library, iii) Use appropriate data analysis packages, and iv) Employing innovative audio-visual presentation tools and techniques.
D3: Demonstrate applied health numeracy by: i) Interpreting statistical and epidemeological information, ii) Employing basic statistics to analyse data, iii) Using software packages to organise data and support data analysis.
D4: i) Identify and critically analyse a diversity of pressing global public health challenges by employing and integrating knowledge from multiple disciplinary perspectives, ii) Apply an intersectionality lens to critically analyse global, national and local health equity challenges, iii) Apply critical thinking and reflexivity in examining and addressing problems emerging from theory and practice.
D5: i) Motivate and contribute to effective team work, ii) Appreciate diversity of perspectives (disciplinary, sectoral, geographical) and skills in classroom, and their contribution to learning, iii) Demonstrate a strong awareness of personal limitations and biases, iv) Take responsibility for one's own work, v) Respect and promote inclusivity and diversity inside and outside the classroom.
D6: i) Demonstrate a commitment to continuing to advance knowledge, understanding and skills in line with identified learning needs, ii) Identify and develop innovative policy analysis, iii) Identify, conceptualise, develop and communicate innovative policy solutions.
Learning methods
D1 is achieved in group work exercises (including presentations) lived experience seminars, externships, essay-writing, blog-writing and the photovoice project.
D2 runs through the entire course and is further developed in research skills modules and public health epidemeology.
D3 is achieved during research skills modules and public health epdiemeology where students will engage in practical exercies.
D4 is achieved throughout the course where a diverity ofanalytical frameworks and skills are taught and practiced.
D5 is achieved using collaborative group work activities, interactive seminars, externships and class discussions across all modules, especially intensive seminar modules.
D6 is achieved through feedback on coursework, ongoing academic and peer support, constructive input on formative assigments.
Assessment methods
D1, D4 and D6 are assessed using essays, written exams, oral presentations, a dissertation and externships.
D2 and D3 are assessed using essays, oral presentations, a dissertation and exams.
D5 is assessed using group work and presentations, a photovoice project and externships.