The course follows a flexible structure within the MA Education modular programme. This structure enables you to design your course according to your particular areas of interest.
Course Structure for the MA 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 - 140 credits)
Researching Education, Childhood and Language (20 credits) 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 (60 credits) 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 (20 credits) 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 (20 credits) 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.
Mentoring (20 credits) This module aims to explore the mentoring roles in educational contexts, including initial teacher education, as well as professional development in schools and further and higher education settings. It will look at the models of mentoring within a professional context and draw upon work in related areas such as nursing. It will look at the experiences of the mentee and the experiences of the mentor and the impact of the relationship on both parties. It will give students an opportunity to share experiences and to deepen their knowledge by focusing on the research evidence in this field.
You need to select a further 2 modules (40 credits) from the module offer from the main MA Education - a selection of common choices follows:
Diversity and Achievement (20 credits) 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.
Policy and purposes of Higher Education (20 credits) 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.
The Inclusive Curriculum (20 credits) This module, relevant for primary, secondary, and further and higher education practitioners and students, explores key aspects of curriculum design and delivery in relation to access, equality of learning opportunity and inclusion. There will be a particular focus on the ways in which cultural values influence curriculum content and organization and students will have an opportunity to critically engage with theories of internationalising and decolonising the curriculum.
Mind and Brain (20 credits) 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.
Action Research (40 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: investigating practice (20 credits) 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.
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
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
Teaching is organised on a modular basis, each module involving approximately 24 hours of staff contact as follows:
Part-time on campus – Modules are usually taught over eight weeks on Tuesdays, Wednesdays or Thursdays at 17:00 – 20:00.
Full-time on campus – the main study day is Thursdays with students also joining part-time students in evening modules
Distance learning – an MA Education can be achieved by part-time online learning through the use of our Moodle platform. For each module this usually requires about 12 hours a week plus time spent on assessment. The online route is usually taken part-time over 2 to 3 years.
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