Every year, natural disasters affect one in thirty people on Earth. Whether developing or industrialised, all nations are at risk, and the field of natural hazards is today one of the fastest-growing areas of research in the Earth and Climate Sciences. The MSc programme in Geophysical Hazards provides essential training for careers in hazard assessment and risk evaluation, including:

• Industry, from engineering to insurance
• Civil protection agencies
• Government organisations and NGOs related to aid and development
• Academic research

Course graduates have excellent opportunities in a wide range of careers, with approximately: 

• 30% of previous graduates continuing with further research (PhD)
• 30% entering the insurance industry,
• and 30% pursuing careers in other fields, including NGOs, government bodies, and the mining industry

Example positions of recent graduates include:

• Catastrophe modeller, Brit
• Catastrophe Risk Analyst, Endurance
• Environmental consultant
• Exploration Geologist, AXMIN

What our students say about us

UK Student Essay Competition 2007: “What advice would you give to students starting your course?”
Commended Entry

Rachel Lowe, MSc in Geophysical Hazards, UCL
(http://www.gees.ac.uk/projtheme/sawards/2007/sawards07.htm)

My decision to study an MSc in Geophysical Hazards was one of the best I have ever made. It is a subject of our times, full of intrigue and fear of what our planet is capable of and questions why populations choose to, or are forced to settle in such precarious locations. This field of study is not widely understood in the outside world. My first degree in Meteorology and Oceanography caused much confusion and people would often assume I was an astrologer, astronomer, an expert on the zodiac or studied "rocks and that yeah?” Equally now, when asked what I study 'Geophysical Hazards' is simply not enough and I must reel off a list of "glamorous" hazards such as volcanoes, earthquakes, tsunami, hurricanes, tornadoes etc.." which creates an air of fascination amongst listeners at work or in the pub. Typical questions are "How long do we have before London is under water? Could a volcano affect the UK? When will the next "Big One" strike on the San Andreas Fault? Or will we experience an asteroid impact in our lifetime? As well as attempting to curb flights to exotic locations in an attempt to fight climate change my friends are now also worrying about the impact of a volcanic winter after the next super eruption.

I would advise students starting this course that they are about to embark on a fascinating journey to discover how complex volcanic systems work, potential methods of predicting eruptions and earthquakes, ways to mitigate floods and tsunamis and manage disasters in general. The course offers a unique opportunity to combine science with social perception with the key goal of minimising risk to threatened populations. Students are offered the opportunity to learn from scientists who have extensive knowledge and expertise in their field. For example, volcanologists who have spent years working at various active volcanoes, earthquake modellers from leading insurance companies in London, top hydrologists and meteorologists, who are pioneering up to the minute research projects on climate change or tropical storm risk. Students also have a unique opportunity to interact with experts from a wide range of industries from NGO's to insurance to disaster management. This assists decisions for life after graduation, be it academic research and field work at insurgent calderas or catastrophe modelling in the city.

During the course you will acquire a range of IT skills such as GIS and Matlab. You will also develop your presentation and independent research techniques. These will provide essential tools for future careers. Day visits to a seismic observatory and the environmental agency’s flood forecasting operations centre are arranged as well as a field trip. This year’s field work involves a trip to Italy. Firstly, to observe the flood defences in Venice and then to visit the Vaiont dam in the Italian Alps; where in 1963 a mountain side collapsed into the reservoir, sending a gigantic tidal wave over the dam, crashing into the village below and killing 2000 people.

Students are given time for directed reading of published literature written by the lecturers and other scientists. Having the confidence to answer the questions posed by the lecturer during their presentations, without being afraid of giving the wrong answer is vital. You will not forget your mistakes, and usually the most obvious answer is the correct one. Speaking to lecturers afterwards is the best way to exchange ideas and find out useful sources of information for project ideas or careers. The demonstrators who assist during practical sessions are studying PhDs. They may have useful pearls of wisdom up their sleeve for potential research projects and you will find them very approachable. Utilize the model answers provided to formulate your own solutions and ideas. Coursework requires concise writing within strict word limits and you soon learn how much can be expressed in a few words. Extensive reading usually leads to an improved writing style. Lectures notes contain references which allow students to research further into their preferred areas of study.

Becoming familiar with a range of case studies of past disasters helps improve our understanding of potential hazards and how to mitigate them, i.e. develop preparedness plans and devise evacuation routes. Lessons learnt by volcanologists in past volcanic crises, for example at Mount Saint Helens in USA, 1980, Nevado de Ruiz in Columbia, 1985 and Pinatubo in the Philippines, 1991, provide guidelines as to how to manage a future crisis. Scientist must look beyond the immediate threatened areas and consider secondary hazards, such as mudflows and tsunami, to populations in more distal areas. Communicating with important personnel such as mayors and religious leaders can help gain confidence amongst populations and encourage them to cooperate with evacuations orders.

From my experience scientists are very open people keen to share ideas and debate a subject until suitable conclusions are reached. Take advantage of this as two heads are better than one. You are sometimes thrown in at the deep end and expected to solve problems alone such as forecasting if a lava flow will reach a populated area or locating the epicentre of an earthquake using seismic records from three recording stations across the globe. Discussing practical problems with fellow students opens your mind to new ideas and perspectives. Defending your ideas orally gives clarity to the argument you have formulated. There is usually more than one correct answer so, if you can support your argument with sufficient evidence do not be afraid to defend your point of view.

Undertaking postgraduate study is a huge commitment. Organizing and managing your time appropriately is essential, especially if you have a part time job. Finding a balance between lectures, research, coursework and revising along with some time off to relieve yourself from mind-boggling scenarios of inundation by pyroclastic flows or escape from a 30m high wall of water will be the key to your success. However, despite all the hard work, when a subsequent catastrophe strikes you may have contributed to a successful mitigation of the disaster.