• Education Leadership and Management.JPG

MA Education - Leadership and Management

MA

School of Education

The MA in Education: Leadership and Management is for experienced teachers, lecturers and educational managers and other professionals in all phases of education (primary, secondary, further and higher education). It is designed for those working in training and professional development to gain an award focused on leadership and management.

The course is concerned with the development of critical enquiry and reflection in the field of educational leadership and management, and the development of professional knowledge and expertise.

Available start dates

September 2018 / September 2019

Teaching location

Harcourt Hill Campus

Course length

  • Full time: 12 months
  • Part time: Two / three years depending on your chosen trajectory

For full application details, please see the 'How to apply / Entry requirements' section.

  • The course is designed to create a learning environment that draws upon students' divergent intellectual and practice backgrounds and to provide opportunities to network with others.
  • Through the course you are supported in improving and developing your professional organisation through critical enquiry, reflection and the promotion of creative and innovative practice.
  • The School of Education at Oxford Brookes is a focal point for stimulating and informed debate on education through its seminar and lecture programmes and ongoing work with schools.
  • The School of Education works in close partnership with a range of educational settings and services and can provide opportunities for placements as part of the course experience.
  • We offer a wide range of Postgraduate Certificates, specifically designed for part time students who are working full time. Sessions typically run in the evenings, with some online discussions. On completion of a postgraduate certificate you can then choose to go onto study a further three modules and the successful completion of a dissertation will complete your MA Education.

The course follows a flexible structure within the MA in Education modular programme. This structure enables you to design your course according to your particular areas of interest.

Please also see the related awards:

MA in Education
MA in Education: Childhood and Youth Studies
MA in Education: TESOL
MA in Education: Higher Education

Course Structure for the MA in Education: Leadership and Management
The MA programme has a compulsory research based module to support your studies and to prepare you for the compulsory dissertation study. In addition, for the MA in Education: Leadership and Management, there are two further compulsory modules providing a Leadership and Management focus:

Compulsory elements (6 modules)

  • Researching Education, Childhood and Language (1 module) will enable you to develop knowledge of a range of research approaches, methods and techniques and to consider ethics in educational research. You will have an opportunity to develop your research skills through preparatory work for the dissertation.
  • The Dissertation (3 modules) will involve a piece of investigative research and will comprise approximately one third of your degree work. Your dissertation will focus on a research problem of interest to you. It need not be based in an educational setting and may be literature based, but should be relevant to educational concerns.
  • Leading and Managing People in Education (1 module) brings together a range of themes and concerns in the management of staff in educational organisations. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about staff management and development.
  • Leading Change in Education (1 module) builds on the experience of course members as observers of, and participants in, the management of change in the education sector. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about organisational transformation in education.
Optional modules

You need to select a further 3 modules from the list below or from the module offer for the related course pathways in TESOL and Childhood and Youth Studies.

  • Diversity and Achievement is concerned with analysing the factors that are predictive of educational success and failure for children and young people and exploring the implications of this analysis for school policy and practice. These factors will be considered at the level of the individual child, the family, the school and the neighbourhood using data from case study material drawing in part on students' individual working contexts. Issues of class, gender, disability and ethnicity will be considered. The analysis at the level of an individual in a particular locality will be compared to educational outcomes from national and international data sources.
  • Philosophy and Policy of Higher Education explores higher education as one of the great institutions of Society and examines contemporary contextual policy frameworks and their influences on higher education, for example, social constructivism, neoliberalism, transformation, workforce attachment, social capital. It aims to increase your repertoire and confidence in areas of your HE activity and foster engaged, participatory, critical, evidence-based approaches, informed by and contributing to, national and global debates.
  • Learning, Pedagogy and Technology aims to develop awareness and critical reflection on the role of technology within education particularly in relation to pedagogical and curriculum design. The extent to which new technologies can enrich learning experiences, increase learner choice and support achievement will be examined. The potential for technology to 'transform' learning has been questioned and a key theme of this module will be to analyse factors that enhance learning and explore ways in which learning can be effectively measured.
  • Knowledge, Power and Curriculum explores key influences on curriculum design and delivery, including cultural, ideological, social, political and economic factors. Classic models of curriculum design will be debated and the relationship between types of knowledge, power and curriculum will be examined. The link between curriculum objectives and assessment processes will also be explored.
  • Mind and Brain explores previous and present developments within the field of educational neuroscience. The module will begin by exploring developmental changes that occur throughout the lifespan. Current insights from the field of cognitive neuroscience will be explored in relation to a number of specific educational issues which have implications for educational practice. The module will engage with philosophical exploration and deliberation over the relationship between mind, brain, self and body.
  • Investigating Practice provides an opportunity for students to develop an inquiry related to their own practice which can be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials or investigations into the achievement levels, or the opportunities provided, for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations.
  • Action Research (2 module credits) comprises a taught unit on action research methods, including managing change, leading to an action research project. The project will require students to research aspects of their own work-based practice.
  • Independent Study offers the opportunity to engage in independent study of a topic, issue or area that is not available elsewhere within the course. You will, in consultation and negotiation with a tutor, identify a topic, issue or area of personal or professional interest and relevance and then draw up a course of independent study, which may include library and practical research.

As our courses are reviewed regularly as part of our quality assurance framework, course content and module choices may change from the details given here.

Credit towards an MA award can also be made up of appropriate work completed outside the course, for example by M level credit achieved in your PGCE and Postgraduate Certificate courses. The MA course is based on the completion of a compulsory element, plus optional modules.

Learn more about our MA Education students and what they like about studying the course.

Teaching and learning

Learning methods include lectures, directed reading, workshops, student and staff-led seminars, and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of participants, and encourage critical reflection.

Approach to assessment

Each course module is assessed separately and is based on coursework, eg individual essays, seminar presentations, reports, portfolios, investigative research and group work.

Attendance pattern

Teaching is organised on a module-credit basis. Each module involves approximately 24 hours of staff contact as follows:

  • part-time on campus: eight weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays or Thursdays (depending on choice), from 5pm to 8pm
  • full-time on campus: students join part-time students in some evening modules, and complete the rest of the course through daytime sessions (currently Thursdays)
  • online distance learning

Programme changes

On rare occasions we may need to make changes to our course programmes after they have been published on the website. For more information, please visit our Changes to programmes page.

Tuition fees

Home/EU - full time fee: 2018/19: £5,560 2019/20: £5,670

Home/EU - part time fee: 2018/19: £610 per single module 2019/20: £620 per single module

International - full time: 2018/19: £13,460 2019/20: £13,730

International - part time fee: 2018/19: £1,470 per single module 2019/20: £1,500 per single module

Where part time fees are quoted this is for the first year only. Fees will increase by up to 4% each year.

Please be aware that some courses will involve some additional costs that are not covered by your fees. Specific additional costs for this course, if any, are detailed in the 'This course in detail' window above.

Questions about fees?
Contact Student Finance on:
+44 (0)1865 483088
finance-fees@brookes.ac.uk

Funding and scholarships

Entry requirements

This MA course attracts students from a wide range of backgrounds and nationalities, normally graduates with a recognised teaching qualification, or other educational professional experience.

Applicants should have:

  • a good honours degree or pass degree
  • QTS (Qualified Teacher Status) or other equivalent professional qualification
  • relevant professional experience.

Entry with credit

Credit for the award can be made up of appropriate work completed outside the course, for example, M level credit from PGCE awards or Postgraduate Certificate courses in relevant subject areas. Please contact pgeducation@brookes.ac.uk for more information.

Please also see the university's general entry requirements.

English language requirements

IELTS level 6.5 or above with a minimum of 6.0 in reading and writing and 5.5 in speaking and listening.

Please also see the university's standard English language requirements

English requirements for visas

If you need a student visa to enter the UK you will need to meet the UK Visas and Immigration minimum language requirements as well as the university's requirements. Find out more about English language requirements.

International applications

International students hold a conditional offer until payment of a deposit of £1,000 is received.

Preparation courses for International and EU students

We offer a range of courses to help you to meet the entry requirements for this course and also familiarise you with university life. You may also be able to apply for one student visa to cover both courses.

  • Take our Pre-Master's course to help you to meet both the English language and academic entry requirements for your master's course.
  • If you need to improve your English language, we have pre-sessional English language courses available to help you to meet the English language requirements of your chosen master’s.

If you are studying outside the UK, for more details about your specific country entry requirements, translated information, local contacts and programmes within your country, please have a look at our country pages.

How to apply

Terms and Conditions of Enrolment

When you accept our offer, you agree to the Terms and Conditions of Enrolment. You should therefore read those conditions before accepting the offer.

How this course helps you develop

Studying the MA Education - Leadership and Management will bring depth and insight into your professional thinking. You will meet students who are at various levels in their careers and you will learn from each other's experiences. 

Completion of the course shows a commitment to professional development and should lead to improved prospects for career progression.

Postgraduate certificates

Alternatively, you can develop your professional practice in specialist areas through our range of Postgraduate Certificate Awards.

Visit our School of Education website for more information.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:

  • studying at a Brookes partner college
  • studying on any of our teacher education courses or postgraduate education courses.

How Brookes supports postgraduate students

he course induction includes an MA Literacies programme and associated website to support students in developing their academic skills at master's level.

Supporting your learning

From academic advisers and support co-ordinators to specialist subject librarians and other learning support staff, we want to ensure that you get the best out of your studies.

Personal support services

We want your time at Brookes to be as enjoyable and successful as possible. That's why we provide all the facilities you need to be relaxed, happy and healthy throughout your studies.

Research highlights

Sustained excellence in research and publication has ensured that a significant proportion of our School of Education staff were entered for the Research Excellence Framework (REF) in 2014 (UoA 25). Almost 90% of our research was deemed to be of international merit, with around one half either ‘world-leading’ or ‘internationally excellent’. Contributions to the REF were spread across all of our research groups.

Our research aims to create impact on contemporary educational issues - supporting knowledge creation and developing innovative approaches to researching pedagogic practices. The School’s research strategy functions at all spatial scales, from local to global. We publish our highest quality research in leading peer-reviewed journals. Emeritus, Honorary and Visiting Research Fellows contribute to our research programmes and outputs.

The School holds two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. Our Research Seminar Series (which attracts both internal and external speakers) runs annually - all students are invited to attend. We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.

Members of the School are engaged in a variety of funded and unfunded research projects; we have previously enjoyed prestigious funded scholarships (such as the Fulbright – Peabody scholarship) and, when feasible, offer funded Research Studentships to doctoral applicants. Our Centre for Educational Consultancy and Development (CECD) regularly secures consultancy and research money.

As might be expected in such a research active school, many staff are engaged as editors, editorial board members, or reviewers for various peer reviewed academic and professional journals, as well as online journals.

View all staff profiles for School of Education

Research areas and clusters

The School of Education at Oxford Brookes University is a thriving centre for educational research and teacher professional development. Students on master's level programmes therefore join a large research community comprising researchers at all levels of higher education study.

The School’s six research groups reflect a thriving research community of academics, scholars and students. They exist to encourage engagement in research, publication, conference presentations, seminars and workshops. The foci for these groups are:

  • Inclusion and Wellbeing
  • Policy, Partnership and Leadership
  • STEAM pedagogy and learning
  • Humanistic Perspectives on Education
  • Early Years
  • Applied Linguistics

View all staff profiles for School of Education

Course downloads

  • MA Education 12pp brochure
  • Related courses

  • Doctor of Education
  • MA Education - TESOL
  • MA in Education
  • MA in Education - Childhood and Youth Studies
  • MA in Education - Higher Education
  • PGCert Education - Leadership and Management