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Cambridge gives you the edge. We offer quality-assured programmes with the full support and commitment of the University.

These courses are designed for people working in executive environments like leadership and management, or in professional disciplines. You may be looking to add to your skills and knowledge, or to receive specialised direction for your organisation.

You'll be encouraged to debate, discuss, and analyse with motivated peers from around the world. In this collaborative environment, you're inspired, stretched and supported to succeed.

Our endorsed providers

Our executive and professional education providers share expertise from a wide range of departments, institutes, and centres at the University of Cambridge. They offer comprehensive study options for individual and organisational needs.

Find courses for organisations, business professionals, managers, leaders, and executives in the private or public sector who are striving for professional and personal growth. These programmes help you achieve operational excellence and results.

Cambridge Judge Business School Executive Education

Study open and bespoke professional and executive education courses. Choose from education, coaching, law, politics, international studies, property investment and finance. The courses offered are often created and run in conjunction with our University departments and faculties.

Institute of Continuing Education

Sustainability

Get research-based insights about innovative and commercially compelling ways to address global sustainability challenges. Programmes will help decision makers to build the leadership capacity and skills needed to enable action.

Cambridge Institute for Sustainability Leadership

Leadership and innovation

Explore executive education options for leaders in sectors including banking, financial services, legal, FMCG, healthcare, construction, creative industries, education and government. Learn alongside peers in organisations worldwide.

Møller Institute, Churchill College

Manufacturing

Access and learn from research undertaken in partnership with our Engineering Department. Gain insight into modern industrial practice through its management, technology and policy. You can choose from executive education, short public courses and consultancy.

Institute for Manufacturing

Gain exposure to the highest research and teaching standards from our Faculty of Education, a significant contributor to educational policy and practice improvement. Your options include courses in middle leadership, teaching and learning, counselling, and mentoring.

Faculty of Education

Choose from courses in dentistry, nursing, physiotherapy, anaesthetics, neurosurgery and ultrasound, plus general management and leadership. These programmes are provided by a University and NHS Healthcare Trust partnership dedicated to patient care, outcomes and population health.

Cambridge University Health Partners

Join a professional development programme or get expert training, in the UK or internationally, to develop your understanding of assessment. You can also attend seminars on educational assessment.

Cambridge Assessment Network

Customised education

Ask us to design bespoke education to fit the needs of your organisation. We create different types of programmes in various fields and provide consultancy. Our education can support your leaders to excel, give you a competitive edge or just help you operate more efficiently.

Request a customised education solution

Why Cambridge?

The University offers a quality-assured learning environment with world-class research and teaching expertise. Our programmes have direct input from and engagement with private and public sector leaders – you’ll learn concepts and strategies that you can apply in your working life immediately.

We take the time to understand your organisational context and specific goals, develop strategies with you, and explore real ways to lead improvement and change. Choose from a wide range of education options, including collaborative and bespoke programmes, to find exactly the right fit for individuals and organisations.

Our education providers are endorsed by the Board of Executive and Professional Education and are supported by the University. Studying under academic experts and field leaders alongside peers, you’ll further benefit from becoming part of a global Cambridge network.

Become an endorsed education provider

Apply to become an endorsed education provider – contact the Board of Executive and Professional Education .

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You need to have top grades to study at the University of Cambridge.

You'll need to check the entry requirements for your course before you apply . You may need to have qualifications in a particular subject and achieve certain grades. The entry requirements for your course may differ between Cambridge Colleges.

Our course pages refer to our A level and International Baccalaureate requirements. You can find out more about how we consider A level and IB qualifications and the other qualifications that we accept on our qualifications page .

Check the course pages for entry requirements

You also may need to:

• check that we accept your qualifications , if you aren't studying A levels or IB. There may be qualification specific requirements you need to meet
• have English language qualifications if you are not from a majority English speaking country (as defined by the UK Home Office)
• be over 18 to study some courses , for example Medicine
• check how to apply if you want to transfer from another UK university

Making an offer to study at Cambridge

Offers above the minimum requirement.

The minimum offer level and subject requirements outline the minimum you'll usually need to achieve in your qualifications to receive an offer from Cambridge.

In some cases you’ll receive a higher or more challenging offer.

Colleges set higher offer requirements for a number of reasons. This could be because:

• there is strong competition for places on the course. In this case, we may make more offers and make them more challenging. This gives more applicants a chance to prove themselves through their exam performance, rather than not being made an offer
• you have taken some exams early. We need to ensure you will achieve the highest grades in your remaining exams. This helps us to assess whether you will be able to manage the academic challenge of sitting exams in a single exam period, which is how we assess students at Cambridge
• you have a less common combination of subjects or we want to encourage you to continue with the best combination of subjects
• you performed less well in some parts of the application process

Where we set more challenging offers this is to better ensure that you will be able to cope with the academic level of the course and thrive at Cambridge.

English language requirements

If you're not from a majority English speaking country ( as defined by the UK Home Office ), your English language skills must be good enough for you to:

• take part in an academic interview
• study a Cambridge course that is taught and examined in English

Cambridge offers that include an English language condition

Offers from Cambridge may include an English language condition either as part of any visa requirements or if there are any concerns raised during your application.

We’ll assess you on:

• your qualifications
• written assessment or pre-submitted work
• interview performance
• educational background

The Cambridge College that makes you an offer will decide what the condition is. The condition may be based on your grade in a high school qualification or an approved English language test.

As a guide, you would be expected to achieve a good C1 standard within the Common European Framework for Languages (CEFR) in all four competencies by the time you start at Cambridge University. Commonly, this is demonstrated by one of the qualifications listed below.

Minimum English language requirements

• IELTS Academic – normally a minimum overall grade of 7.5, usually with 7.0 or above in each element
• TOEFL Internet Based Test (IBT) – normally a minimum overall score of 110, with 25 or above in each element
• EU students – competence in English at C1 standard in the appropriate component of a school-leaving exam (for example, the Abitur)
• Cambridge English: C2 Proficiency – accepted with a minimum overall score of 200, with no element lower than 185
• Cambridge English: C1 Advanced – accepted with a minimum overall score of 193, with no element lower than 185, alongside other evidence of competence in English

If you have followed the Singapore Integrated Programme (SIP), contact your chosen College admissions office for advice.

Visas and Secure English Language Tests (SELT)

For some visa types, UK Visas and Immigration (UKVI) requires a Secure English Language Test (SELT) such as 'IELTS for UKVI (Academic)'. However, under UKVI policy, as a Higher Education Provider (HEP), we can accept other English language qualifications when sponsoring a student visa.

If you take an approved English language test to meet the English language requirements:

• the test is only valid for visa purposes for two years from the date of the exam
• the results should still be valid on your first day of your Cambridge course
• the component scores should normally be achieved in a single sitting of the test.

If you’re under 18 when you start at Cambridge

If you’ll be under 18 when you join us, you should talk to a College Admissions Office as early as possible to discuss your application.

If you’re considering Medicine, you should also read the advice about age requirements on the Medicine course page .

If you'll be under the age of 16 on admission, you may need to meet additional requirements and restrictions to comply with legislation.

Transferring to Cambridge from another UK university

We normally do not consider applications from students enrolled on a degree course at another UK university.

We’ll only consider this if:

• you have exceptional circumstances
• you want to change the subject you're studying
• need strong support from your course director
• need a written reference or letter of support to the Cambridge College you apply to
• be assessed in the same way as any other applicant

If you transfer to Cambridge from another UK university, you will need to start your chosen Cambridge course from the beginning (first year). It is not possible to transfer credit to Cambridge from another university.

Please be aware that if you have previously studied at another university, this may impact your eligibility for student finance and/or a student visa.

Cambridge Admissions Office

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One of the Institute of Continuing Education’s strategic priorities is to develop and promote opportunities to study at the University of Cambridge to a broad range of adult learners. This includes people from a variety of professional backgrounds, those who have never experienced higher education before, those who are...

Institute of Continuing Education Madingley Hall Madingley Cambridge CB23 8AQ

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Howard Gardner

Faculty info, contact information, personal site, faculty coordinator.

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is also the head of the Steering Committee of Harvard Project Zero . Among numerous honors, Gardner received a MacArthur Prize Fellowship and a Fellowship from the John S. Guggenheim Memorial Foundation in 1981 and 2000, respectively. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education. He also won  Howard Gardner, recipient of the Distinguished Contributions to Research in Education Award. In recognition of his contributions to both academic theory and public policy, he has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. In 2011, Gardner received the Prince of Asturias Award for Social Sciences; in 2015, he was chosen as the recipient of the Brock International Prize in Education; and in 2020, he received the Distinguished Contributions to Research in Education Award from the American Educational Research Association (AERA). He has been elected a member of the American Academy of Arts and Sciences, the American Philosophical Society, the National Academy of Education, and the London-based Royal Society for the Encouragement of Arts, Manufactures, and Commerce. 

The author of thirty books translated into thirty-two languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments (please see Multiple Intelligences Oasis ). Since the middle 1990s, Gardner has directed The Good Project , a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. 

In 2020, Gardner’s memoir, A Synthesizing Mind was published by MIT Press. He also recently completed The Real World of College with Wendy Fischman, to be published by MIT Press in 2022. This book explores the results of their large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. He contributes to his personal blog regularly.  

Publications

• Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, with responses by Howard Gardner (Vols. 1-2). Amazon via CreateSpace Independent Publishing Platform. Available online at: http://howardgardner01.files.wordpress.com/2012/06/festschrift-_-volumes-1-2-_-final.pdf.
• Gardner, H. and Davis, K. (2013). The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world . New Haven, CT: Yale University Press. Translated into: Italian, Korean, Spanish, Romanian, and Chinese (simple characters).
• Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter . (Paperback edition, with new preface). New York, NY: Basic Books.
• James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project . Cambridge, MA: The MIT Press.
• Gardner, H. (2007). Five minds for the future . Boston: Harvard Business School Press. Translated into Korean, Italian, Japanese, Danish Chinese, Portuguese, Russian, Spanish, Turkish, Romanian.
• Gardner, H., Ed. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly . San Francisco: Jossey-Bass.
• Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner . London, UK: Routledge. Translated into Italian, Spanish.
• Gardner, H. (2006). Multiple intelligences: New horizons . New York: Basic Books. Translated into: Romanian, Chinese (SC), Vietnamese, Indonesian, Korean, and Bulgarian.
• Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds . Boston MA: Harvard Business School Press. Paperback edition (2006). Translated into French, Spanish, Japanese, Danish, Indonesian, Italian, Korean, Portuguese, Greek, Polish, Russian, Turkish, Chinese (CC), Chinese (SC), Chinese (short version), Danish, Romanian, Norwegian, and Croatian. Awarded Strategy + Business's Best Business Books of the Year (2004). 2011 Edition with updated preface and bibliography: New York, NY, Basic Books.
• Fischman, W., Solomon, B., Greenspan, D., Gardner, H. (2004). Making good: How young people cope with moral dilemmas at work . Cambridge: Harvard University Press. Translated into Spanish, Korean, and Chinese.
• Gardner, H. (2002). Howard Gardner in Hong Kong . L.Lo (Ed.). Hong Kong: Hong Kong Institute of Educational Research.
• Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: When excellence and ethics meet . New York: Basic Books. Paperback edition with Afterword (2002). Translated into Korean, Spanish, German, Portuguese, Swedish, Chinese and Romanian. Selected as one of ten most important books in Hong Kong (2003). Chosen as a Book of Distinction by the Templeton Foundation.
• Gardner, H. (1999). The Disciplined mind: What all students should understand . New York: Simon and Schuster. Translated into Portuguese, German, Spanish, Chinese (Taiwan), Italian, Swedish, Korean, Hebrew, Danish, Turkish, Romanian, Croatian. Excerpted in The Futurist , 34, (2), 30-32, (Mar/Apr 2000) . Paperback edition with new afterword, "A Tale of Two Barns": Penguin Putnam, New York, 2000.
• Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century . New York, NY: Basic Books. Translated into German, Spanish, Korean, Hebrew, Chinese (SC), Swedish, Portuguese, Japanese, Italian, Bulgarian, Polish, Turkish, Dutch, and Croatian.
• Gardner, H. (1997). Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness . New York: Basic Books. British edition, London: Weidenfeld & Nicolson, 1997. Translated into French, Portuguese, Chinese (Taiwan), Chinese (PRC), Polish, Hungarian, Czech, Spanish, Korean, Indonesian, and German.
• Gardner, H., with the collaboration of Laskin, E. (1995). Leading minds: An anatomy of leadership . New York: Basic Books. Translated into German, Italian, Swedish, Portuguese, Chinese (Taiwan), Greek, Korean, Spanish, and Japanese. British Edition: HarperCollins, 1996. Basic Books Paperback.
• Gardner, H. (1993). Multiple intelligences: The theory in practice . New York: Basic Books. Selected by three book clubs. Excerpted in the magazine Behinderte in Familie , Schule und Gesellschaft , vol. 2 , 1997. Abridged, Danish translation, 1997, Copenhagen: Glydendal Undervisning. Translated into Spanish, Portuguese, Italian, French, Chinese (Taiwan), Hebrew, Korean, Polish, Chinese (R.C.), Danish, Ukranian, and Japanese.
• Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi . New York: Basic Books. Quality Paperback Book Club. Translated into Swedish, German, Spanish, Chinese (Taiwan), Portuguese, Italian, Slovenian, Korean, Polish, and French.
• Gardner, H. (1990). Art education and human development . Los Angeles, CA: The Getty Center for Education in the Arts. Translated into Italian and Spanish.
• Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education . New York, NY: Basic Books. Basic Books Paperback with new introduction, 1991. Translated into Italian and Korean.
• Gardner, H. (1985). The mind's new science: A history of the cognitive revolution . New York: Basic Books. Translated into Spanish, Japanese, French, German, Italian, Chinese, and Portuguese. Adopted by six book clubs. Basic Books Paperback with new Epilogue, 1987.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences . New York: Basic Books. Selected by five book clubs. British Edition, W. Heinemann. Translated into Spanish, Japanese, Italian, Hebrew, Chinese, French, and German. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Twentieth Anniversary Edition with new introduction. New York: Basic Books, 2004. Translated into Swedish, German, Portuguese, Spanish, Italian, Chinese (Taiwan), French, Norwegian, Hebrew, Slovenian, Korean, and Czech. Selected by three book clubs. Selected by the Museum of Education for Books of the Century exhibit, Columbia, SC, 1999. Tenth Anniversary British Edition, London: HarperCollins (Fontana Press), 1993.
• Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity . New York, NY: Basic Books. Basic Books Paperback, 1984. Translated into Spanish, Hebrew, Japanese, Italian, Chinese, and Portuguese.
• Gardner, H. (1980). Artful Scribbles: The significance of children's drawings . New York: Basic Books. Behavioral Sciences book service selection. Basic Books Paperback, 1982. Translated into Japanese, French, Spanish, and Chinese.
• Gardner, H. (1979). Developmental psychology: An introduction . Boston: Little Brown, International Edition. Second Edition, 1982.
• Gardner, H. (1975). The shattered mind . New York: Knopf. Main Selection, Psychology Today Book Club, Jan. 1974; Vintage Paperback, 1976. Quality Paperback Book Club Selection. Routledge and Kegan Paul, British Edition. Translated into Japanese.
• Gardner, H. (1973). The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement . New York: NY: Knopf. Vintage paperback, 1974; coventure publication in England, 1975. Second Edition, 1981, University of Chicago Press. Translated into Italian and Japanese.
• Gardner, H. (1973). The arts and human development . New York, NY: Wiley. Translated into Chinese and Portuguese. Second Edition, 1994, New York: Basic Books.
• Brock International Prize in Education (2015)
• Prince of Asturias Award (2011)
• Medal of the Presidency of the Italian Republic, International Scientific Committee of the Pio Manzu Centre (2001)
• Guggenheim Fellowship (2000)
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• MacArthur Prize Fellowship (1981)

Associations

• American Philosophical Society, Council Member,(2013-2016)
• Royal Society for the Encouragement of Arts, Manufactures, and Commerce, England,(2007-)
• American Academy of Political and Social Sciences,(2000-)
• American Academy of Arts and Sciences,(1995-)
• Author's Guild,(1985-)
• American Association for the Advancement of Science, Fellow,(1980-)

Sponsored Projects

Making ethics central in higher education: expanding and disseminating a promising approach (2022-2025) kern family foundation.

This project focuses on expanding and disseminating an intervention that prods college students to think and act beyond the self. It also seek to create a “hub” for similar approaches in higher education. The overarching goal is to help students become more aware of and sensitive to ethical dilemmas. As documented in the researchers’ national study of higher education, students routinely describe these issues in terms of how they are affected personally (the “I”), with little acknowledgement of how these issues affect others, or how the consequences of their own actions may affect a broader community (the “we”). This project seeks to “move the needle” on character and ethics from “I” to “we” in the personal and professional lives of young citizens. In a two-year pilot project supported by the Kern Family Foundation, the researchers developed and tested an intervention (hereafter referred to as “Beyond the Self”) with 150 students at four different colleges. The documentation provides evidence that the intervention helped students to reflect more deeply and more broadly on situations and decisions they face themselves, learn about in class, and observe on campus and beyond. To scale-up this work, this three-year project that has three major objectives: 1. To disseminate the approach to other institutions—to help others implement “Beyond the Self” with students. 2. To network with others engaged in similar work; 3. Drawing on the researchers’ decades of creating powerful syntheses in education, to collate their efforts with others across higher education and produce a coherent integrated account that will prove useful across higher education and perhaps beyond.

• Life-Long Learning Blog (https://howardgardner.com/category/life-long-learning-a-blog-in-education/)
• The Good Project

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Howard Gardner Named 2024 Convocation Speaker

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MPhil in Education (Knowledge, Power and Politics)

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Course closed:

Education (Knowledge, Power and Politics) is no longer accepting new applications.

The MPhil is offered by the Faculty of Education as a full-time course and introduces students to research skills and specialist knowledge. Its main educational aims are:

to examine the theoretical frameworks used in the study of education and its constituent disciplines;

provide training in research methods appropriate to education;

advance students’ capacity for professional reflection and judgment;

cater for a range of specialists interested within the field of education or one of its constituent disciplines.

Learning Outcomes

By the end of the programme, students will have:

a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;

demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;

shown abilities in the critical evaluation of current research and research techniques and methodologies;

demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.

Continuation to the PhD from Masters programmes within the Faculty of Education is not automatic, and students wishing to do so must submit a PhD application by the usual deadline.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Key Information

10 months full-time, study mode : taught, master of philosophy, faculty of education, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

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These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

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FT Responsible Business Education Awards: 2 wins for Cambridge Judge

Purpose of Finance course wins top Teaching award and a study on paedophile hunters wins Academic Research award, while Cambridge Judge is Highly Commended for School-wide activities in the Financial Times awards for business education responsibility and impact.

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The B Corp movement is helping to shift the focus of capitalism from shareholders to all stakeholders: find out how Cambridge fits in.

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Leave your mark in LT1

The iconic Lecture Theatre 1 (LT1) is due for a refurbishment, and with it comes the opportunity for alumni, friends and other supporters of Cambridge Judge Business School to claim their seat in LT1.

Pedro Saffi

Professor of financial economics.

Director of the  Master of Finance (MFin) Programme

BA (IBMEC Business School), MSc (Fundação Getulio Vargas (EPGE)), PhD (London Business School)

My research interests include security lending markets, short selling, liquidity risk, and how differences of beliefs affect trading volume. My consulting experience is centred on valuation, including work as an expert to international arbitration courts, and the analysis of pharmaceutical firms’ value.

I’m a member of the Finance subject group at Cambridge Judge Business School, which focuses on the investment and financial decisions of firms and institutions.

Download Pedro's CV

Contact details

+44 (0)1223 768491

[email protected]

www.pedrosaffi.com

Academic area

• Professional experience Previous appointments Publications Awards and honours
• Previous appointments Professional experience Publications Awards and honours
• Publications Professional experience Previous appointments Awards and honours
• Awards and honours Professional experience Previous appointments Publications

Professional experience

Professor Saffi’s previous teaching experience includes courses for MBA, EMBA, MPhil and Executive Education students at Cambridge Judge Business School, IESE, London Business School, Reykjavik University (Iceland), Fundação Getulio Vargas (Brazil) and Nile University (Egypt). His consulting experience is centred on valuation, including work as an expert to international arbitration courts, and the analysis of pharmaceutical firms’ value. He has presented his work in the most prestigious academic conferences and contributed with articles to popular press. Dr Saffi is a member of the  Cambridge Corporate Governance Network (CCGN) .

Previous appointments

From 2007 Professor Saffi was Assistant Professor of Finance at IESE Business School in Barcelona, Spain.

Selected publications

• Reed, A.V., Saffi, P.A.C. and Van Wesep, E.D. (2021)  “Short-sales constraints and the diversification puzzle.”   Management Science , 67(2): 1159-1182 (DOI: 10.1287/mnsc.2019.3467)
• Saffi, P.A.C. and Vergara-Alert, C. (2020)  “The big short: short selling activity and predictability in house prices.”   Real Estate Economics , 48(4): 1030-1073 (DOI: 10.1111/1540-6229.12219)
• Richardson, S., Saffi, P.A.C. and Sigurdsson, K. (2017)  “Deleveraging risk.”   Journal of Financial and Quantitative Analysis , 52(6): 2491-2522 (DOI: 10.1017/S0022109017001077)
• Porras Prado, M., Saffi, P.A.C. and Sturgess, J. (2016)  “Ownership structure, limits to arbitrage and stock returns: evidence from equity lending markets.”   Review of Financial Studies , 29(12): 3211-3244 (DOI: 10.1093/rfs/hhw058)
• Aggarwal, R., Saffi, P.A.C. and Sturgess, J. (2015)  “The role of institutional investors in voting: evidence from the securities lending market.”   Journal of Finance , 70(5): 2309-2346 (DOI: 10.1111/jofi.12284)
• Saffi, P.A.C. and Sigurdsson, K. (2011)  “Price efficiency and short selling.”   Review of Financial Studies , 24(3): 821-852 (DOI: 10.1093/rfs/hhq124)

Visit Professor Saffi’s website for a more comprehensive list of his publications.

Awards and honours

• Crowell Third Prize for the paper “Deleveraging risk” (with Scott Richardson and Kari Sigurdsson), Quantitative Research Group at PanAgora Asset Management, 2015
• Best Paper Award for the paper “Deleveraging risk” (with Scott Richardson and Kari Sigurdsson), Financial Management Association International (FMA) Consortium for European Finance Faculty, 2014
• Inquire Europe Award, 2013
• Outstanding Teaching Award, Cambridge Judge Business School, 2012
• Research Award, Q Group, 2012

News and insights

Do short sellers care about Environment, Social and Governance?

CERF Fellow Oğuzhan Karakaş, and research collaborators Pedro Saffi (a former CERF fellow) and Mehrshad Motahari (a former CERF Research Associate), analyse whether the short sellers can anticipate negative ESG incidences of firms, and make money from the negative price reactions to the news announcement of such incidences.

How do activist hedge funds and short sellers interact?

Study co-authored by Pedro Saffi of Cambridge Judge Business School wins Best Paper in Corporate Finance Award at the Society for Financial Studies Asia-Pacific conference.

Making connections in Mexico: MFin Director meets alumni in Mexico City

MFin Director, Professor Pedro Saffi, travelled to Mexico City in August. During his visit he had the chance to meet and connect with some of our Mexican alumni and new students.

Market Watch | 24 February 2023

Do happier workers lead to better investment returns?

PhD candidate Elias Ohneberg and Pedro Saffi, Professor of Financial Economics and Director of the Master of Finance (MFin) Programme at Cambridge Judge Business School, are featured in this article about how much impact employee happiness has on investment returns.

Institutional Investing | 7 April 2021

Large short sellers in the area? Activist campaigns are more likely to succeed

A study on hedge fund activism co-authored by Dr Pedro Saffi, Reader in Financial Economics at Cambridge Judge Business School, featured in the article. The study found that “activist investors are more likely to start new campaigns in companies that have already attracted the interest of large short sellers.” Dr Saffi commented: “Often, it’s much more difficult to be a short seller than an activist. The typical position of a hedge fund activist tends to be larger than the larger short sellers. Often, activists create a kind of coalition, called wolfpacks, to try to implement changes with management.”

BBC | 19 February 2021

World Business Report

Dr Pedro Saffi, Reader in Financial Economics and Director of the Master of Finance at Cambridge Judge Business School, recently appeared on BBC commenting on US congressional hearings on GameStock share trading. Dr Saffi went on to say that lots of professional investors are going to start paying much more attention than they do at the moment in the market sentiment that is coming from those small investors on Reddit. “People were very surprised by the fact that the hedge funds and other large investors were kind of beaten up by the small traders that were following that Reddit forum.”

Pro-Palestinian student protests around the world – in pictures

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From Baghdad to Copenhagen, demonstrations against Israel’s military action in Gaza have been growing at university campuses across the globe

Compiled by, Michael Williams

Tue 7 May 2024 08.42 BST Last modified on Thu 9 May 2024 18.26 BST

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Applying for MEd after completing PGCE

IMPORTANT:  If you are applying for the MEd and have done a PGCE with the Faculty please do not follow the application procedure below.  Please instead go to the progression from PGCE to MEd page and use the Apply section.

Applying for postgraduate courses

The Postgraduate Admissions website provides a wealth of information for applicants including how to apply, what to expect from studying at the University, the Colleges and funding opportunities. There is also a course directory which has information on each of the courses on offer including details on the course structure, assessment criteria, fees and deadlines for submitting an application.

There is also a detailed process map of how the application process works and an extremely useful FAQs page if you have questions about the application process.

The Faculty webpages provide additional further information about the Faculty of Education and the courses that we offer.

If you have questions about what it’s like to study here as an international student, chat to our student ambassadors via Unibuddy – a platform for prospective students to have a one-on-one chat with our current students. It is a great way to gain valuable insights into student life and build professional and social connections with fellow peers.

When to Apply

Please check the Postgraduate Course Directory to find out the deadlines for the course for which you are applying.

Please note that there are two deadlines you need to check:

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• funding deadline

You must apply by whichever comes first ( see guidance ).

The Faculty makes conditional offers throughout the year so it is best to apply as early as possible. Applications are considered in batches and if a decision cannot be made in relation to your application, we reserve the right to carry forward your application to be considered in later batches.

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The Faculty is committed to equal opportunities for all. It aims to ensure that no present or prospective student receives less favourable treatment than another on grounds of any condition or status not directly affecting study or work.

Please read the University Equal Opportunities Policy

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The Faculty of Education intends to offer all of the routes on the Masters programme as advertised on these pages and will make conditional offers on this basis. In the light of unforeseen circumstances where recruitment levels make the route non-viable the Faculty reserves the right to withdraw routes and offers.

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