Module Study Guide

Academic Year: Sep2022–June2023

HC70026W–Global Public Health Challenges

Level:7

Credits:20

VersionNo.2.1©UniversityofWestLondon2018
Copyright © 2022 University of West London
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personal gain, will be subject to disciplinary action if appropriate.

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Table of contents

Key team contact details 5

1 Module overview 6
1.1 Introduction.......................................................................................................................... 6
1.2 Learning outcomes to be assessed.....................................................................................7
1.3 Indicative Contact Hours......................................................................................................7
1.4 Schedule of teaching activities……………………………………………………………………8

2 Assessment and feedback 10

2.1 Summative assessment grid..............................................................................................10
2.2 Assessment brief – formative assessments and learning outcomes..................................10
2.3 Learning materials............................................................................................................. 17

3 Things you need to know 19

3.1 Our Expectations............................................................................................................... 19
3.2 Getting Support..................................................................................................................19
3.2.1 Personal Tutors, Module Leaders, Subject Librarians, and Course Leaders..............................20
3.2.2 Study Support Team...............................................................................................................20
3.2.3 Student Services.....................................................................................................................20
3.2.4 Meeting Deadlines..................................................................................................................21
3.3 Making an Impact...............................................................................................................22
3.3.1 When there’s an issue..............................................................................................................22
3.3.2 Module Evaluation Surveys......................................................................................................22

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Key team contact details
Module Leader Dr Oliver Mudyarabikwa
Public Health and Health Promotion, College of
Subject Area & School/College
Nursing, Midwifery and Healthcare
Email [email protected]
Phone 02082314553
Location 5th Floor, Paragon House, Brentford Campus

Course Administrator Haidar Harb

Email [email protected]
Phone 02082094312
Location 4th Floor, Paragon House, Brentford Campus

Subject Librarian Dr Marc Forster

Email [email protected]
Phone 02082094039
Location Room PE.02.007, Paul Hamlyn Library, St. Mary’s
Road Campus, Ealing
The Course Leader overseeing this module is Oliver Mudyarabikwa
([email protected])

The Head of Subject overseeing this module is Heather Loveday ([email protected])

The Dean of College responsible for this module is Charmagne Barnes ([email protected])

The External Examiner responsible for this module is Charlotte Jeavons, Academic Portfolio Lead
- Public Health, Greenwich University

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 1 Module overview
1.1 Introduction, aims and summary of content
Introduction
Dynamic improvements in technology, global change and shifting demographic and disease patterns have
significantly impacted on global health systems’ ability to improve population health and reduce health
inequalities. Since the 1970s, relentless globalization process has influenced global spread of corporations the
likes of McDonald’s, Starbucks, and KFC. They have phenomenally impacted public health until economic
stagnation experienced in 2007. A different type of globalization fueled by social media and the internet has
since taken over. It also produces immeasurable global public health consequences. Therefore, in this 21st
century, understanding how health systems work and the challenges facing public health professionals in
mitigating consequences of global change to improve population health has never been so important.

Aims
This module introduces students to key challenges facing global public health systems and practitioners in their
effort to improve population health and reduce health inequalities. It prepares students to critique and
understand public health concepts in the context of complex socio-political developments globally. Emphasis is
on students developing a critical analysis to understand how globalisation process and global change and their
drivers influence public health systems’ ability to mitigate the emergence and spread of risk factors and diseases
that impact population health. Students will be able to critically analyse global health systems, and how alliances
and partnerships come together to develop and manage strong public health systems. The module is designed
to offer a similar high-quality experience of course materials and support to both overseas and home students
using blended teaching and learning approaches which mix mandatory face-to-face lectures, and in-class
individual exercises and group work (seminars) with guided self-directed online study (UWL Flex). Students are
expected to engage in the weekly activities to prepare them to become confident public health professionals
upon graduation.

Summary of content
The module explores basic themes, diseases and indicators of ill-health that are common between countries for
the students to understand how these are the results of globalized social, economic, and political activities.
Some topics examine the role of global public health agents and the challenges facing them in influencing
communicable and non-communicable disease reductions. The module challenges students to think of new
ideas for solving emerging global public health problems like covid-19, malnutrition, multi-drug resistant
tuberculosis, diabetes, mental health illnesses, drug, alcohol, and substances use which are now some of the
major causes of deaths and disability. Through using real-life case studies, the module addresses a wide range
of these classic themes to interpret the emerging social, economic, and political determinants of health and
inequality, and the challenges facing professionals in improving them at the local, national, and global levels.
The contributions of globalized food and pharmaceutical corporations, and the strategies for achieving

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sustainable global public health are evaluated to prioritize those effective in improving population health across
the world.

1.2 Learning outcomes to be assessed

At the end of the module, students will be able to:

1. Demonstrate an understanding, and awareness, of current factors influencing global public health
challenges.

2. Apply theories in global health to advocate sustainable policy actions for a range of global public
health challenges.

3. Critically appraise the impact of global developments, globalization, and global change processes,
on public health systems’ ability to meet the health targets within the United Nations Sustainable
Development Goals (SDGs) 2015 – 2030.

4. Evaluate the role and effectiveness, of global health agencies and global initiatives, in tackling
global health problems to achieve global public health security.

1.3 Scheduled contact hours

This 20-credits module is mandatory for all students doing the Master of Public Health (MPH) course whether as
Full-Time or Part-Time (negotiated pathway). These guides are intended to help all students to plan their study
times. They provide details on aims of the Global Public Health Challenges module, module learning outcomes,
and the skills and competencies to be gained from doing the module. Details about how the module will be
organized throughout the semester are also provided together with other helpful information on attendance, special
education needs, disability support, and effective academic behavior, which as independent learners, students
need to understand to enhance their learning experience.

Teaching Contact Hours 42hours

Guided Independent Study 130 hours

Independent Study Hours 28 hours

Total Learning Hours 200hours

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1.4 Scheduled contact hours

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Global Public Health Challenges – February cohort Teaching Schedule
Period: June 2023 – September 2023

Module Team:
1. Oliver Mudyarabikwa (Module Leader)
2. Hafiz Khan

Venue: Please check your online timetable for the Campus and Room using the Student Portal. Due to demand rooms may be
changed, and students will be always informed via Online Timetable, Email, and Blackboard.
PH = Paragon House, Boston Manor Road, Brentford, Middlesex TW8 9GA
SMR = St Mary's Road, Ealing, London, W5 5RF

Semester 1 Timetable - Global Public Health Challenges (HC70026W)

Wednesday 10:00 -17:00 at Paragon House
WEEK & DATE DAY & TIME LECTURE TOPIC VENUE & LECTURER SEMINAR (last hour
of session)
Week 1 Wednesday Global health - Introduction and historical ON CAMPUS - Check Self-selected groups
online Timetable for for Formative
21/06/2023 10:00 – 13:00 perspectives: Campus & Room assessments involving
 Aim and learning outcomes case-study analyses
 Why we run this module OLIVER & HAFIZ linked to Oral and
 Where your skills will be developed Written Assignments
 How the module is organized
 Assessments briefs

14:00 – 17:00 Globalization & health – historical perspectives ON CAMPUS - Check Case-study analysis:
 Definitions: global health; public online Timetable for Bute Tobacco Co. to
Campus & Room interpreting the links
Health
OLIVER & HAFIZ between factors in
 How globalization drives global globalization and
public health outcomes global public health

Week 2 Wednesday Global public health inequalities ON CAMPUS - Check Case-study analysis:
 Determinants of health inequalities online Timetable for Getting Girlhood right
28/06/2023 10:00 – 13:00 Campus & Room
between countries – understand debate
on issues that
 Global health inequalities indicators influence global public
OLIVER & HAFIZ health inequalities
between countries

14:00 – 17:00 Economic challenges and trends in global ON CAMPUS - Check Case-study analysis:
public health systems online Timetable for Cashew and Cash in
Campus & Room
 Determinants of global public health Mozambique –
systems’ objectives understand the
diversity of factors
 Principles in global agencies and OLIVER & HAFIZ that impact global
policy actions on global public health public health
outcomes

Week 3 Wednesday Tackling communicable disease in global health ON CAMPUS - Check Case-study analysis:
context online Timetable for
05/07/2023 10:00 – 13:00 Campus & Room A global context of
 Definitions of key concepts in Fighting TB –
communicable diseases understand the
OLIVER & HAFIZ
 Global communicable diseases diversity of factors
 Concepts in tackling disease impacting on global
outbreaks prevalence of
tuberculosis

14:00 – 17:00 Globalization process and lifestyle related ONLINE SESSION via Case-study analysis:
NCDs Collaborate on
Blackboard A global context of
 Malnutrition and its elements OLIVER & HAFIZ Fighting Diabetes –
understand the
 Diabetes – myths and
diversity of factors
misconceptions impacting on global
prevalence of TB

Week 4 Wednesday Global public health governance ON CAMPUS - Check Case-study analysis:
online Timetable for Mental health in
12/07/2023 10:00 – 13:00  Legal frameworks, institutions, and Campus & Room Kenya – challenges
ethics OLIVER & HAFIZ and inequities in
 Global health agents and challenges dealing with NCDs
in responding to emerging diseases
14:00 – 17:00 Guidance on doing Summative Assessment – ON CAMPUS - Check In-class Question and
online Timetable for Answer session
1: Group oral Presentation Campus & Room
OLIVER & HAFIZ
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Week 5 Wednesday Independent Group preparations of Oral Independent Group Independent Group
Presentation (SA-1) work work
19/07/2023 10:00 – 13:00
14:00 – 17:00 Independent Group preparations of Oral Independent Group Independent Group
 2 Assessment and feedback

2.1 Summative assessment grid

Type of Word Count Weighting Pass Submission due
Assessment equivalent Threshold (if Mark date Method of
Professional Submission & Date
Body of feedback
applies)
Group oral Fridays: 12:00-1pm In-class feedback by ML
Formative: In- N/A N/A N/A
presentation – 1,500
class case-study
words equivalent (Following timetable)
analyses:

Week 7
Summative 1 1,500 words N/A 50% 50%
Oral Assignment equivalent group oral PPT slides – 31/07/23
presentation
Oral presentations:
Feedback: 20/08/23
Date: 02/08/23:
Time: 10 – 5pm

Summative 2 1,500 words essay Week 15

N/A 50% 50% Feedback:15/10/23
Written Essay Submission:
Assignment Date: 19/09/23
Time: 23:45hrs

2.2 Assessment brief and Marking criteria

2.2.1 Formative Assessments

2.2.1.1 Seminars and case-study analyses

The module will have eight (8) weekly seminars sessions starting in Week 2. The weekly seminars will involve
group oral presentations and analyses of allocated case-studies that are designed to assess student
understanding and ability to interpret relevant public health concepts. They are a form of formative assessments
with intention to help the students to participate in the seminars and continually check their learning as the
module progresses. They will achieve this through belonging to a group of 4 students that will be allocated a
case-study to analyze and make an oral presentation to the whole class in the weekly student-led seminars.
Learning will be enhanced by getting feedback by fellow students and module tutor. All case-studies and
seminar discussions will be designed to feed into and prepare students for doing both Summative Assessment 1
and 2. Students will also develop analytical skills and competencies in interpreting health impacts of complex
developments in public health consistent to module learning outcomes 1 – 4.

2.2.2 Summative Assessments

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 The module has two equally weighted summative assessments described as follows:

2.2.2.1 Summative 1

This will be a Group oral presentation on a relevant global public health topic (disease or illness). As a group, you
are required to identify a topic of your choice out of the many communicable and non-communicable diseases
and illnesses. The topic / disease / illness should be evidently significant to global public health (e.g., malaria,
tuberculosis, HIV/AIDS, diabetes, obesity, mental health etc.). Its emergence, control and management activities
should be influenced by identifiable factors including those associated with globalization process or global
change.

Assessment Brief and Description

Work as a team to make a 20-minute (including 5 minutes for feedback) Group Oral Presentation that critically
examine the topic (disease or illness) and impact on population health, highlighting the:

(i) key factors that drive emergence or spread of the disease or illness,
(ii) categories of institutions, partnerships, and agencies in activities for compacting the disease,
(iii) descriptions of role, policies and activities of individual institutions and agencies in relation to the topic
(iv) setting out the specific and evidential challenges facing these global public health agencies in tackling
the concerned topic (disease or illness).

Marking criteria for this assessment

The Group Oral Presentation will be marked against the Postgraduate marking scheme described on page 14.
The assessors will check how well each of the listed items (i) – (iv) have been addressed to demonstrate
achievement of module learning outcomes 1 – 4. An overall Group mark will be awarded, meaning all group
members will have the same mark reflecting group rather than individual performance in the oral presentation.

Feedback on this assessment

The 20 minutes allocated for Group Oral Presentation include 5 minutes for feedback that will be provided by the
module leader or / and another member of the module team co-marking or moderating the presentation. The
feedback will be helpful to individual group members making sure that Summative Assessment 2 is to an acceptable
quality level covering key statistics, policies, and impact of the different actors’ activities on the chosen topic
(disease or illness).

2.2.2.2 Summative 2

Summative Assessment 2 will be an individual essay that is informed by the research, discussion and learning
gained from developing and presenting the Group Oral Presentation.

Assessment Brief and Description

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You are required to:
Write a 1,500 words essay analyzing your research on the topic of your group presentation, your perception and
stance on the discussion issues ensuing from the Group Presentation, and what the presentation helped you to
learn about key challenges facing public health professionals in tackling the disease.

2.2.2.3 Guidance for doing the Summative Assessments

To effectively do both Summative Assessments 1 and 2, students are required to attend lectures and seminars
regularly. All the topics covered in lectures and seminars are relevant and address ideas that are expected to
feed into the Group Oral Presentation and Summative Assessment 2. In the seminars, you will be critically
analyzing case-studies that concern real-world global public health issues and the challenges associated with
practitioners’ efforts in addressing the situations. Seminars will be formative assessments where the module
leader will give you guidance for how to analyze the case-studies, mimicking exactly how you would be expected
to independently prepare and deliver the: (i) Group Oral Presentation and (ii) structure the summative essay.

Both the lectures and seminars give you the opportunity to develop skills for critically analyzing or exploring and
unpacking key concepts and challenges in global public health. This ultimately helps you to achieve learning
outcomes 1 – 4 (section 1.2) which the two assessments are intended to test you to demonstrate. Students are
advised to engage with the materials and actively participate in both the lectures and seminars to develop these
skills. You should also show evidence of reading widely (literature) on public health topics prominently covered
in the module. For example, show evidence that you understand key factors that influence structures of some
public health organizations, their culture, motives, and other behavioral characteristics that impact on population
health and health systems effort to reduce inequalities. These ideas are too important to miss in the Group Oral
Presentation and the individual essay regardless of the topic you choose to write on.

Structure of the essay (Summative 2)

Consider the following in structuring your response to Summative Assessment 2 brief:
Introduction
Give a statement showing (100 words):

 Good interpretation of the assessment task,

 Explanation about why and how the topic is important in context of global public health, and

 Clarifying about the essay’s aim including an outline of the essay.

Main Body

 Describe the part that you researched and presented on in the Group Oral Presentation (150
words)

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  Discuss your perception and stance (position) on up to 4 key factors that influence what you
explored clarifying how each factor influences the public health issue (700 words).

 Identify and describe up to 2 KEY global public health institutions with role in specific activities about
the public health issue (150 words).

 Examine challenges faced by the institutions in reducing impact of the health issue (300 words).

Conclusion

 Provide a synthesis of your thinking about the topic - providing the reader with a clear overview of what
you have argued in the essay without introducing new ideas (100 words).

2.2.2.4 General tips for presenting coherent essay (Summative 2)

Your essay is not made coherent by merely following the recommended structure. To make your paragraphs
more logically sequenced and the arguments more coherent and persuasive, it is not advisable to use:

(i) Subheadings

(ii) Bullet points and listings

(iii) Graphs and tables

They all affect fluency, miss on elaboration to clarify, and disrupt connectivity between arguments.

Module learning outcomes

The essay should demonstrate achieving all the module learning outcomes 1 - 4. This does not mean that it
should be directly structured along the learning outcomes (for example, writing specific sections about each
specified outcome). Rather, it means evidence for achieving the learning outcomes will be deduced from your
addressing specifications of the task clearly and completely.

Presentation of the essay

Before you submit your final work, please ensure that:
 the essay is written using MS Word,
 it is aligned to both Left and Right margins (2.5cms)
 line spacing should be 1.5 (if you use Arial Font 11) or 2.0 (for Times New Roman Font 12)
 all pages are numbered
 the essay is structured logically and coherently with attention paid to correct grammar and spellings
 there is accurate Harvard style of referencing
 a front cover sheet with the Module title & Code, Essay Title is used, and
 the word count or length of the essay is indicated.
The work is marked anonymously so please do not enter your name anywhere on the assignment

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2.2.2.5 Plagiarism, Evidence and Referencing
All claims, data, and assertions included in the essay should be substantiated and referenced in using the
Harvard referencing style used by UWL. It is important that the essay demonstrates wide reading of different
sources of evidence such as research papers, journal articles, latest books, and policy documents. Work that is
not referenced risk not getting marked or failed outright. Referencing properly is also important to avoid
plagiarism. Once again, work that is not supported with references risk not getting marked or will be failed.

Plagiarism refers to a particular kind of academic dishonesty and involves passing off the work of someone, i.e.
words, ideas, facts or claims, as your own without acknowledging them. Academic practice takes such attempts
to cheat in coursework very seriously. Cheating and plagiarism include colluding and using other people’s ideas
as your own. If a case is proven, this can result in expulsion from the University. Please refer to the module
guide or contact the Centre for Academic Writing (CAW) for further information and risks.

2.2.2.6 Turnitin submission box on Blackboard

i. Similarity checking
In this module, you will be helped by having opportunity to independently check your essay drafts for plagiarism
before the final submission on due date. A similarity checking Turnitin link will be opened on the module’s
Assignment page in Blackboard. To benefit from this facility, please submit your draft work to the appropriately
labeled Turnitin link on the module’s Assignment page in Blackboard. Turnitin will compare your work with
material on the world- wide, including academic papers of other students. It will then generate an Originality
Report and highlight the areas of similarity. You are encouraged to revise the highlighted area to paraphrase the
ideas into your own words, until the similarity score is the green zone (<25%). It is therefore important that
whenever writing the essay, always show originality by not “cutting and pasting” material from any source.

ii. Final submission

There will be a separate submission link for the final summative assessment in the Assessment area of the
module page on Blackboard. Please note that ALL assignments in the module are always submitted and
marked online via Turnitin on Blackboard. Turnitin allows you three chances to submit work until the due
date. After the deadline (23:45hrs), no further submissions are accepted, and the latest version of the work
in the box will be marked as your final submission.

For guidance on online submission of assignments, including how to submit and how to access online feedback,
please refer to the UWL Blackboard student-help pages at: http://www.uwl.ac.uk/blackboardhelp

2.2.2.7 Late- or Non-submission of summative assessment

Work that is submitted late (marked as “Late Submission” on Turnitin i.e., after 23:45hrs), without approved
deferral, may not be marked. If marked, the work will incur 10 marks penalty on the mark achieved.

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Students who do not submit the coursework will be treated as ABSENT unless they have evidence of approved
deferral by College Registry. The affected students will be eligible for a Resubmission attempt at the next
available opportunity.

2.2.2.8 Deferral / Postponement / Mitigation

If there are extenuating circumstances disabling you from submit the coursework by the deadline,
you may be eligible to apply for an Extension and Mitigation to the Module Leader by completing
the necessary form. For it to be approved, the application should be made to the Module Leader
at least 2 weeks before the coursework submission due date, and not a day after.
PleaserefertotheUWLAcademicRegulationsforguidanceonExtensionandMitigation available online
at:https://www.uwl.ac.uk/students/current-students/extensions-and-mitigating-circumstances.
Please do not hesitate to speak to the module leader if you have any concerns about meeting the
coursework submission deadline.

Subject to conditions for approval of the application concerning deferral / postponement / mitigation:

A separate submission box will be opened for students submitting on the approved date after the original
due date. No Turnitin box for checking similarity will be opened for those deferring/postponing on grounds
of mitigation circumstances.

2.2.2.9 Marking criteria

The coursework will be marked against the Postgraduate marking scheme described on page 14.
The rubric for marking checks how well each of the learning outcomes (1-4) has been demonstrated in the
essay, using a six-point qualitative scale indicating very high level or limited achievement to no evidence of
demonstrating the learning outcomes. The rubric also assesses coherence of the essay’s structure,
coherence of arguments and sentence, clarity of academic writing and critical analysis using correct
grammar, and spellings. This rubric will help students to understand what aspects of writing their essay
they have done well and which ones they need to improve for future modules.

Further tips for achieving good grades will be respectively provided in context Weeks 6 and 13 sessions.
Work which is below or exceeds the stipulated word count may incur penalty of 10 marks even if it takes
the grade to below threshold.

Release of marks
We endeavor to provide feedback on the coursework and release your provisional grade via Blackboard
THREE weeks from the date of submission. Module results cannot be released over the telephone, email, or
through another person on your behalf.

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Re-sit of the summative assessment
Where needed, re-sit of the coursework will normally take place in the next semester, during the assessment
period. The re-sit date will be published online to the affected students. The affected students will be expected
to resubmit an improved essay on the same topic showing significant development and consideration of the
feedback and comments by the markers.
Students have the responsibility to seek advice from the Module Leader and to arrange tutorial support to
improving the coursework before submission for assessment.

Marking scheme
Generic Grade Descriptors–Postgraduate

% Descriptor

86-100 The standard achieved is exceptional and the work provides clear evidence that the knowledge,
understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved with many at an
exceptional standard.

76-85 The standard achieved is outstanding and the work provides clear evidence that the
knowledge, understanding, and skills are at a level appropriate to the level of study. There is
evidence showing that all the learning outcomes appropriate to that level are achieved with
many at an outstanding standard.

70-75 The standard achieved is excellent and the work provides clear evidence that the knowledge,
understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved with many at an
excellent standard.

65-69 The standard achieved is very good and the work provides clear evidence that the knowledge,
understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved with many at a
very good standard

60-64 The standard achieved is good and the work provides evidence that the knowledge,
understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved with many at a
good standard

55-59 The standard achieved is acceptable and the work provides evidence that the knowledge,
understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved with many at an
acceptable standard

50-54 The standard achieved is acceptable and the work provides evidence that the knowledge,
Marginal pass understanding, and skills are at a level appropriate to the level of study. There is evidence
showing that all the learning outcomes appropriate to that level are achieved although a few at
only a very basic level

45-49 The standard achieved is weak and the work provides evidence of insufficient knowledge,
Marginal fail understanding and/or skills at a level appropriate to the level of study. There is evidence
showing that a majority but not all the learning outcomes appropriate to that level are achieved

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40-44 The standard achieved is weak and the work provides evidence of insufficient knowledge,
understanding and/or skills are at a level appropriate to the level of study. There is evidence
showing that several of the learning outcomes appropriate to that level are achieved

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2.3 Learning materials

2.3.1 Wide reading

The variety of learning resources are chosen to help students to understand that global public health is
impacted many factors due to fast and dynamic changes in the health terrain and global change. Students are
regularly signposted to learning resources provided for access via Blackboard. These include real-world case-
studies used in the seminars and journal articles that illustrate global developments and their impact on health.
As independent learners, students are expected to read and critique the case studies, books, and journal
articles in preparation for lectures, seminars, and doing the Summative coursework. Reading widely is also a
way of demonstrating engagement with the module. It helps students to gain knowledge and better understand
the subject in line with the learning objectives to be tested through the Summative Assessments.

2.3.2 The internet

The Internet is a major source for finding information, particularly government documents. Many journal articles
are available online provided you search for what you want in the library databases.

2.3.3 Useful web sites

World Health Organization (WHO) archived health reports (http://www.who.int/whr/previous/en/)
The Commission on Social Determinants of Health (CSDH) - http://data.worldbank.org/topic/health
The World Bank health data - www.healthmap.org
United Nations Health Map - http://www.un.org/en/globalissues/health/
United Nations health issues (https://sustainabledevelopment.un.org/?menu=1300)

2.3.4 Useful Journals

International Journal of Health Policy and Management - http://www.ijhpm.com/issue
Globalization and Health - https://globalizationandhealth.biomedcentral.com
THE LANCET Global Health - http://link.springer.com/journal/volumesAndIssues/38
International Journal of Public Health
Institute for Global Health - https://www.ucl.ac.uk/igh/

2.3.5 Specific Study Skills books

The lists of core and recommended textbooks for the module are provided below. They are available from the university
library website and online book repository company called ‘Dawsonera’. Public health is a dynamic field and
students are encouraged to read additional materials from diverse sources to familiarize with developments in
the field.

Core
Hanefeld, J. (Ed.) (2015). Globalization and health (2nd ed.). Milton Keynes: Open University Press.

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Sethia, B. & Kumar, P. (Eds.) (2019). Essentials of global health. New York: Elsevier.

Casey, D., Clark, L. and Hayes, S. (2013) Study skills for Master's level students: a reflective
approach for health and social care. Revised edn. Banbury: Lantern.

Recommended
Busfield, J. (2006) ‘Pills, Power, People: Sociological understandings of the pharmaceutical industry’,
Sociology, 40(2), pp. 297–314.

Hawker et al., (2012). Communicable disease control and health protection handbook. London: Wiley-
Blackwell.

Hoffman, S. J., Cole, C. B., & Pearcey, M. (2015). Mapping global health architecture to inform the
future (Centre on Global Health Security research paper). Chatham House.

Qureshi, M. E., Dixon, J., & Wood, M. (2015)’ Public policies for improving food and nutrition security at
different scales’, Food Security, 7, pp. 393-403.

UNDP (2022) Human development index reports. Available at: https://hdr.undp.org (Accessed: 01 May
2022).

Zylberman, P. (2016) ‘The globalization of infectious diseases’, SCOR Papers. 35. Available at
https://www.scor.com/fr/file/15453/download?token=ZXes0vjz

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 3 Things you need to know

3.1 Our Expectations

You are expected to behave in accordance with the Student Code of Conduct, and treat others with kindness
and respect whether at university or online. It’s important to consider your safety and the safety of others around
you, especially how to stay safe online and ensure your communications are secure and appropriate, visit
uwl.ac.uk/current-students/studying-campus for information and advice.
Teaching at UWL during the academic year 2022–23 will be conducted using our blended learning framework,
“UWL Flex”. This is a tried and tested model that helps you maximize learning by providing you with materials to:

1) engage with before class (“Investigate”) so you can maximize your hands-on learning during your taught
session
2) Help you demonstrate and check your understanding by applying your prior learning during class
(“Apply”)
3) Help you enhance your knowledge and skills by reflecting on or consolidating your learning after class
(“Consolidate”)

Whether you are engaging with teaching and learning activities onsite or via the UWL Virtual Learning
Environment (VLE), Blackboard, we expect the same level of commitment and engagement from you. If you are
unable to attend scheduled onsite or online activities, or complete activities in the time frames set out, you
should let your tutors know.
You should aim to meet assessment deadlines; if you are concerned that you will not be able to complete your
assessments on time, you should talk to your tutors. Your engagement, whether online or onsite, will be tracked
and if we see that you are not engaging, we will get in contact with you.
Please remember that your course team is here to support you so if you are having problems, let us know so we
can work with you to find solutions and get you back on track as soon as possible. Give yourself the best
possible chance to succeed by engaging with the full range of learning and teaching activities available to you.
All students should refer to the Attendance and Engagement Monitoring Policy particularly if you are on a course
leading to professional registration, or you are on a student visa.

3.2 Getting Support

Graduating from UWL will open a world of opportunities for you, but we understand that the journey to get there
is not always easy – especially when you are combining studying with work, caring for others, or dealing with
illness. That is why we offer lots of support to help you meet your full potential.

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3.2.1 Personal Tutors, Module Leaders, Subject Librarians, and Course Leaders
Your Personal Tutor can help if you’re worried about your studies, need academic advice, or want to find the
best way for you to succeed.
Your Module Leader can help if you’re struggling with work, don’t think you can meet a deadline, or there was
something you didn’t understand or want to know more about.
Your Subject Librarian can help you with finding, evaluating, reading, and referencing sources. They offer drop-
ins and workshops throughout the year.
Your Course Leader can help with any questions about the course you’re studying, such as any course-specific
requirements or options.

3.2.2 Study Support Team

The Study Support Team helps you enhance your academic writing and study skills through one-to-one support
opportunities and workshops throughout the academic year. This support consists of:

 Study Skills Support

 English Language Support
 Maths and Statistics Support
 Peer Mentoring Scheme
 Online Resources

To book a one-to-one appointment or a workshop, you can visit uwlacademicsupport.targetconnect.net. For

more information or to register for weekly updates email [email protected] or you can visit the website
to find out more about the support offered by the Study Support Team at uwl.ac.uk/studysupport

3.2.3 Student Services

In addition to the study support listed above, you can get support from Student Services with:

 Student Advice, including:

o Funding your Studies, Financial Hardship, Scholarships and Bursaries
o Housing rights and Accommodation
o Immigration
 Student Welfare (guidance for personal or emotional problems)
 Counselling
 Disability and Mental Health (support on your course and around the University)
 Faith
 Careers, Employability, and Placements
 Volunteering

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Book your 1-2-1 appointment with any of these areas at studenthub.uwl.ac.uk. Not sure which service you need?
Contact Student Services for more information at [email protected] or call 020 8231 2345.You can find
Student Services at:

 Ealing – The Street at St Mary’s Road

 Brentford – 2nd Floor at Paragon House
 Reading – Drop-in sessions are available at Fountain House
 Oxford – An advice point is available at Ruskin College

We also offer online resources to help you make the best of your time at university or tell us about anything
that’s not right:

 Togetherall (togetherall.com) is a safe, online community where people support each other anonymously
to improve mental health and wellbeing.
 Report + Support (reportandsupport.uwl.ac.uk) is an online platform to report or seek support with
instances of bullying, harassment, discrimination, assault etc. Any reports can be made anonymously.

3.2.4 Meeting Deadlines

You should always try your best to submit your work on time. If you submit coursework late, within 10 calendar
days of the deadline, then the maximum mark you will be able to get for that work will be the pass mark.
Anything submitted after this would be counted as a non-submission.
We understand that there may be times when you experience circumstances outside of your control that mean
you are not able to submit on time. It’s a good idea to talk your Module Leader if you’re not going to be able to
submit on time so that they can support you and make you aware of any services that can help.
Where exceptional circumstances mean you’ll be submitting your coursework late, you can request an extension
before your deadline. An extension means that the penalty for submitting up to 10 calendar days late will not
apply.
If your circumstances are so serious that you are not able to submit at all or are unable to attend an in-person
assessment like an exam or in-class test, then you can request mitigation for the assessment. Mitigation means
that you can submit work at the next available attempt instead.
If you request an extension or mitigation before the deadline you can choose to self-certify, meaning that you do
not have to provide evidence, so long as you provide a valid reason for the request. You can only self-certify
three assessments per academic year. If you have used all your self-certification opportunities, or requested
mitigation after the deadline, you will need to provide evidence of your exceptional circumstances for your
request to be granted.
If you need help making an extension or mitigation request, you can get in touch with the Students’ Union Advice
Team who will be able to support you through the process.

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3.3 Making an Impact

3.3.1 When there’s an issue

If something’s negatively impacting your experience at university, you should raise this informally with your
Module Leader or Course Leader.
If the issue is affecting several students, you could talk to your Course Rep about it, and they can either raise
your concerns with your Module Leader or Course Leader on the group’s behalf, or at the Course Committees
which take place each semester.
If the course team are unable to address your concerns to your satisfaction, the Students’ Union Advice Team
can help you to raise a complaint, following the process outlined in the Student Handbook.
The University aims to ensure that any issues are resolved informally as quickly as possible to have minimum
impact on your studies.

3.3.2 Module Evaluation Surveys

Towards the end of the module, you will be invited to provide some anonymous feedback to the Module Leader
through an online survey. This is your opportunity to give direct feedback about the module through a series of
questions and free text.
Your constructive feedback will help the Module Leader and teaching team to understand the module experience
from your perspective and helps inform the development of the module. At the end of the survey period, a
response to the survey will be available so that you can see the impact your voice has had.

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