MSc Safety, Health And Environmental Management
01 Sep 2027 - 31 Aug 2033
| Course Leader | Angela Morris |
|---|---|
| Course Team | Alan Protheroe, Trevor Price |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
QAA Benchmarks
Educational Aim
Develop advanced, practice-led problem-solving capabilities to address complex real-world SHE challenges.
Foster professional autonomy, leadership, and ethical responsibility in managing safety, health, and environmental risk.
Promote inclusive, collaborative, and interdisciplinary learning that values diverse experiences, backgrounds, and perspectives.
Advance digital fluency and innovation in SHEM-practice through the effective use of contemporary tools, technologies, and data.
Cultivate the ability to generate impactful, research-informed solutions that contribute positively to organisational, societal, and environmental sustainability
Learning Outcomes
| A1 | Critically analyse and apply advanced theories, frameworks, and current research in safety, health, and environmental management to address complex real-world organisational challenges. |
| A2 | Demonstrate professional competence in evaluating, managing, and mitigating SHEM risks using evidence-based methodologies aligned with IOSH and wider PSRB expectations. |
| A3 | Synthesise and communicate effective SHEM solutions that contribute positively to organisational performance, sustainability, and wider societal wellbeing. |
| A4 | Work collaboratively in interdisciplinary and culturally diverse teams to develop, present, and defend SHEM strategies that integrate multiple stakeholder perspectives. |
| A5 | Evaluate autonomy, professionalism, and reflective practice by taking responsibility for independent learning, ethical decision-making, and ongoing professional development. Informed by descriptions of learner autonomy, professionalism, and the expectation that students act as mature, motivated postgraduate learners |
| A6 | Appraise a range of digital tools and data-driven approaches to support analysis, decision-making, communication, and innovative SHEM-practice within blended and technology-enhanced environments. |
| A7 | Plan, execute, and present a research project that contributes original insights to the field of SHEM management, demonstrating advanced methodological understanding and critical engagement with contemporary practice. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| 7B047E | MOD014226 | Process Safety and Risk Management | In Development | 30 | specified |
| 7B049E | MOD014240 | Sustainability and Environmental Governance | In Development | 30 | specified |
| 7B046E | MOD014224 | Occupational Health and Wellbeing Leadership | In Development | 30 | specified |
| 7B048E | MOD014239 | Strategic Leadership and Ethics | In Development | 30 | specified |
| 7D002E | MOD014125 | Postgraduate Research Project | In Development | 60 | specified |
Teaching and Assessment
Learning and Teaching Methods
The MSc Safety, Health, and Environmental Management course is underpinned by the University’s strategic commitment to student-centred, inclusive and research-informed education, with a strong emphasis on employability, professionalism and ethical practice. The programme adopts an advanced pedagogical approach designed to engage students as independent, reflective practitioners capable of operating in complex and uncertain professional contexts.
Student engagement is fostered through experiential and challenge-based learning, using contemporary construction project case studies, industry-informed problem scenarios and applied commercial decision-making tasks. These authentic learning activities enable students to integrate theory and practice, critically evaluate professional contexts and draw upon their own experience, thereby enhancing motivation, relevance and depth of learning.
The course structure supports the progressive development of independent learning through a combination of scheduled teaching, asynchronous learning activities and designated reflection and consolidation periods. These elements promote scholarly engagement with literature, critical reflection on feedback, and the development of autonomous learning behaviours appropriate to Level 7 study. Independent learning is culminated through an applied research project that demonstrates critical enquiry, methodological rigour and professional relevance.
A blended learning approach using synchronous and asynchronous activities are employed to support diverse student needs and modes of study, including full-time and part-time routes and students from varied educational and professional backgrounds. Learning materials are provided in accessible digital formats to support flexibility, inclusivity and effective engagement.
Teaching methods are varied and aligned to learning outcomes, including advanced interactive seminars, problem-based workshops, professional presentations, reflective practice, and collaborative group work. Industry professionals contribute through guest seminars and project engagement, ensuring curricular currency while encouraging critical evaluation of professional practice. Ethical standards, inclusivity and sustainability are embedded throughout the curriculum in alignment with institutional values and IOSH requirements.
Employer Engagement
Employer and strategic partner involvement is central to curriculum delivery. Practitioners from utilities, construction, manufacturing, health boards, local authorities and environmental agencies contribute guest seminars, specialist workshops, and professional mentoring. Industry input informs assessment design, ensuring tasks replicate real SHE practice. For example, root-cause analysis reports, organisational risk reviews, integrated management system proposals, and regulatory compliance audits. This collaboration ensures that graduates acquire the risk-leadership, analytical and communication skills demanded by employers.
Means of Assessment
Assessment is designed to evaluate both theoretical and practical competency through authentic tasks that reflect professional SHEM practice, by working with SHEM industry providers (BAM, Arup, Resources Wales) to embed challenge-based assessments in the curriculum. The strategy provides a balanced mix of formative and summative assessments, student choice, and regular, constructive feedback to support students’ learning progression and skills development.
GenAI tools to validate critiques of pre-existing literature and to form visualisations. Formative assessment is embedded within each module, with the allocation of 4 hours per module (20 minutes per week) where students will have the opportunity to undertake a variety of tasks which will evaluate the students' learning as they progress.
Coursework assignments capture practical competencies such as risk and safety management, environmental governance, occupational health and wellbeing. Written-based assessments, such as report writing or case study reviews, develop students’ critical analysis and ability to evaluate construction-related issues within technical, commercial, legislative, and regulatory contexts and be able to communicate them to a professional standard. Practical assessments, including project simulations and site-based activities, mirror professional working environments and decision-making scenarios.
Oral presentations, teamwork projects, and professional reporting tasks strengthen communication and collaboration, reflecting the demands of work-place expectations. The research project enables students to design and execute independent research, applying appropriate methodologies to address contemporary challenges across the built environment and its associated disciplines. Assessment criteria are aligned with professional body requirements, ensuring relevance, academic integrity, professionalism and graduate employability.
In the event of resits or repeat assessments, Regulations for Taught Courses will be followed as part of normal processing at Academic Board where results will be ratified and resits held in the Spring or Summer term (depending on Sept or Feb start. For a repeat year, students will need to enrol for the following year to complete outstanding assessment before progression onto next level/year of the course.
Learning Support
Induction - An induction event would be required at USW where students will attend induction sessions and activities in the first week of their course. The University’s BlackBoard is used together with VERO to provide access to the course handbook, module information, an assessment schedule and their timetable.
There is a refresher delivered 4 weeks into term and induction information is uploaded to course pages on Blackboard.
Information sessions are recorded and made available on Course Pages to ensure late starters can catch up with any information missed. Attendance records are used, to enable course leaders to identify students who missed induction and may require additional support when they arrive.
The expectation is that the induction programme does not just last for one week and that course teams continue to develop course identity, a sense of belonging and opportunities for apprentices to collaborate with peers and academics throughout Term 1.
This would be organised through drop-in sessions for students to catch up with course team and staff, scheduled team building activity, enhancement activity during quite quiet times or build into the programme.
Learner Analytics - These courses utilise learner analytics to support our students by identifying non-engagement and taking corrective steps to re-engage in their learning. This data relates to attendance as recorded in the attendance register platform ‘Learning Analytics’, engagement with Blackboard Ultra our virtual learning environment (VLE), access to our library services and assessment submissions.
The course uses ‘Steam’, a USW project which acts as a dashboard in collecting the various streams of data and presents course leaders with an alert on non-engagement to take further action.
Office Hours - Subject Area Core Hours:
Academic staff will record their regular office hours on the virtual learning environment. The subject area usually operates between the hours of 8am to 6pm (Monday to Friday).
Academic Staff Communications:
Academic staff will usually respond to student queries within five working days. Academic staff will utilise out-of-office replies. If academic staff are unavailable and a student has an urgent query, they should contact the Advice Zone. Staff will send key course announcements through module or course pages in the virtual learning environment.
Appointments:
Virtual or face-to-face appointments can be arranged to discuss academic-related matters. Students should contact academic staff by email or Microsoft booking pages to arrange appointments.
Tutorials - These sessions allow students to be more practically engage with a topic and apply/develop/practise their learning through group and class discussions, problem solving, undertaking short exercises, working through set tasks, demonstrating their work, all with the support of a lecturer. The more personal nature of these sessions facilitates personal and tailored apprentice academic support.
Seminars - There are several annual seminars and conferences which apprentices will have access to, such as those events organised by the USW Careers Team and professional bodies, as well as employers and industry partners.
Formative Assessment - Each module has an element of formative assessment designed into its delivery program. This is to enable students and staff to understand how the students are progressing through the course and to relieve assessment pressure by allowing students to become acclimatised to the level of study expected of them.
Progress Meetings - Using a risk-based approach to identify where interventions are necessary, student progression will be monitored against the learning outcomes related to each module/course. Any progression issues can be identified, and individual action plans agreed upon for the student.
Research Supervision - PG students are expected to meet their academic supervisor regularly over the duration of the module, either face to face or electronically (MS Teams/phone/email), depending on circumstance.
Online Resources and Digital Support - Teaching and coursework assessment materials are made available on-line through the University’s virtual learning environment (BlackBoard Ultra).
Modern computing laboratories provide access to specialist resources. The University also has centrally managed open-access laboratories for more general work. Each student has an academic e-mail account that is particularly useful when requesting support from teaching staff.
Staff email students via BlackBoard to announce course and module related information.
The Built Environment have invested in CostX to enhance the programme of study to quickly and accurately generate quantities from both 2D and 3D (BIM) models and prepare complete estimates, tenders and bills of quantities; as well as BlueBeam, a software that helps improve design quality with purpose-built markup and collaboration tool.
Library Services - Library Services provides a wide range of high-quality library and information services to USW students, academics and researchers. They also provide a dedicated Subject Librarian Sharon Latham, who produces subject specific guides and in class library research sessions.
Learner Development Services - Students are supported by module teams and personal academic tutors to engage effectively with the University’s Learner Development Services. Academic staff embed skills development within teaching and assessment, actively signpost relevant workshops and resources, and provide timely guidance that enables students to seek targeted support aligned to their academic and professional development needs.
Advice Zone - The University operates advice zones located in the libraries of each campus. The Advice Zone supports apprentices with anything that might affect their ability to study and achieve their goals. They help with both personal and academic issues. If they cannot help directly, they guide students towards the specialist support they need.
Students can access Advice Zone Online (AZO) on the University’s website: https://www.southwales.ac.uk/current-students/advice-zone/a-z/advice-zone-online/
Disability Advice Team - USW has a legal obligation to make reasonable adjustments in relation to education and services as required by disabled apprentices. It does this using individual support plans. The Disability Service provides information, advice and guidance to and co-ordinates support for USW students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. The Disability Service also has a key role in ensuring the University meets its commitment to providing an inclusive environment for disabled students.
A full range of disability support is available on the University’s website: https://www.southwales.ac.uk/current-students/disability-advice-team/
Mental Wellbeing - The University of South Wales (USW) is committed to supporting students’ mental health and wellbeing throughout their studies. USW offers a range of free, confidential services designed to help students manage challenges and thrive both academically and personally. These include professional counselling, mental health and wellbeing advice, disability and neurodiversity support, and access to online wellbeing resources. Students can also benefit from peer support, wellbeing workshops, and pastoral care through chaplaincy services.
A full range of mental health and wellbeing support is available on the University’s website: https://www.southwales.ac.uk/current-students/mental-wellbeing/.
Student Success - The subject area has a dedicated Student Success Officer (SSO), to support students throughout their academic journey by helping them stay engaged, motivated and on track with their studies. They offer proactive, personalised support to students who may be experiencing academic, attendance or personal challenges, and help identify early signs of difficulty. Student Success Officers work closely with academic staff and the advice zone team, referring students where appropriate and helping them develop skills, confidence and strategies to succeed at university.
Students can contact the subject area’s SSO on [email protected]
Careers Service - Academic teams support students in engaging with the University’s Careers Service by integrating employability within the curriculum and assessment. Staff signpost careers guidance, industry engagement opportunities, and professional development activities, enabling students to make effective use of careers support in planning and achieving their career goals.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Diploma in Higher Education | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
| Postgraduate Certificate in Higher Education | 60 credits with at least 40 at level 7 and no more than 20 at Level 6 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
Standard USW postgraduate entry requirements.
Students should usually hold a minimum of a 2.2 bachelor's degree.
The course is aimed at students in a relevant discipline
Built Environment courses
Engineering Management
Environmental Management
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
The course employs robust feedback mechanisms to ensure continuous improvement and alignment with academic and professional standards. Student feedback is systematically collected through module evaluation surveys, anonymous feedback systems, and student–staff liaison groups, with trends monitored annually to inform targeted curriculum adjustments.
External examiners from industry and academia provide independent quality assurance, benchmarking assessment standards, and programme outcomes against sector norms. The subject area industry advisory board includes alumni, employers, local authorities, industry partners, and professional bodies. The board meets biannually to review curriculum currency, employability alignment, and emerging industry trends.
Professional body accreditation reviews validate compliance with professional competencies. Continuous monitoring incorporates student achievement data, graduate employment destinations, and employer feedback. Annual module reviews combine performance analytics, external examiner reports, and industry input to drive targeted enhancements.
Staff development programmes ensure commercial awareness and an industry-informed approach to teaching, research, scholarship, and pedagogy. Continuing professional development activities allow academic staff to develop skills both externally and internally, reflecting advances in construction technology, digital project management, built environment technologies, planning and development, and evolving legislative and regulatory requirements. This ensures currency and relevance in module content and allows staff to reflect and provide feedback on materials through external engagement.
Quality Of Standards Indicators
N/A