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
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
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
- 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
- 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
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 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
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