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Education

MA

Key facts


Start dates

September 2020

Course length

Full time: 12 months

Part time: 2/3 years (depending on the chosen trajectory).

Department

School of Education

Overview


Our MA Education course is ideal for those working in education across a range of contexts. And for those wishing to study and research in education.

Our flexible modular programme enables you to design your course according to your particular areas of interest. The course will draw on your intellectual and practice background. As well as provide opportunities to network with others.

You'll grow in professional knowledge and expertise. We will support you to improve and develop your professional organisation through:

  • critical enquiry
  • reflection
  • the promotion of creative and innovative practice.

The School of Education is a focal point for stimulating and informed debate on education through a programmes of seminars, lectures and school work. We work in close partnership in a range of educational settings and services. This means we can provide opportunities for placements as part of your studies. For example, carrying out commissioned work as part of your dissertation study.

Teacher and pupil in class

How to apply


Entry requirements

Specific entry requirements

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

Applicants normally have:

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

Entry with credit

Credit can be made up of appropriate work completed outside the course, for example, M level credit from PGCE awards or Postgraduate Certificates in relevant educational courses.

Please also see the University's general entry requirements.

English language requirements

Candidates whose first language is not English should be able to demonstrate a satisfactory level of spoken and written English.

  • 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.

International qualifications and equivalences

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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 £1000 is received.

Pathways courses for international and EU students

We offer a range of courses to help you meet the entry requirements for your postgraduate course and also familiarise you with university life in the UK.

Take a Pre-Master's course to develop your subject knowledge, study skills and academic language level in preparation for your master's course.

If you need to improve your English language, we offer pre-sessional English language courses to help you meet the English language requirements of your chosen master’s course.

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.

Application process

Tuition fees


Please see the fees note
2020/21
Home/EU full time
£6,500

Home/EU part time
£725 per single module

Home/EU distance learning
£725 per single module

International full time
£14,200

International distance learning
£1,580 per single module

Questions about fees?

Contact Student Finance on:

Tuition fees


2020/21
Home/EU full time
£6,500

Home/EU part time
£725 per single module

Home/EU distance learning
£725 per single module

International full time
£14,200

International distance learning
£1,580 per single module

Questions about fees?

Contact Student Finance on:
+44 (0)1865 483088

Fees quoted are for the first year only. If you are studying a course that lasts longer than one year your fees will increase 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 below.

Financial support and scholarships

For general sources of financial support, see our Fees and funding pages.

Learning and assessment


The MA Education follows a flexible modular programme. The 'open route' through this MA enables you to design your course according to your particular areas of interest.

You will need to achieve nine modules over the course of your studies. These include:

Compulsory modules (total 80 credits)

  • Researching Methods (20 credits) will support your studies and prepare you for your dissertation
  • Dissertation (60 credits).

Optional modules (total 100 credits)

You can choose five modules from the optional modules listed below.

Alternatively, six named routes give a specialist focus to the award as follows:

Group of students walking

Study modules

Taught modules

Compulsory modules

Researching Methods (20 credits)

Optional modules

Diversity and achievement (20 credits)

This module will analyse the factors that are predictive of educational success and failure for children and young people, 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 and drawing in part on students’ individual working contexts. Issues of class, gender, disability and ethnicity will be considered. This analysis at the level of an individual in a particular locality will be compared to educational outcomes from national and international data sources.

Mind and Brain

This module explores previous and present developments within the field of educational neuroscience. It 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.

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. You will have an opportunity to critically engage with theories of internationalising and decolonising the curriculum.  

Leading and Managing People in Education (20 credits)

This 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 (20 credits)

This 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.

Mentoring in Education (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. You will have the opportunity to share experiences and to deepen your knowledge by focusing on the research evidence in this field.

Policy and Purposes of Higher Education (20 credits)

This module explores higher education as one of the great institutions of society. It examines contemporary contextual policy frameworks and their influences on higher education (HE), 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.

Action Research (40 credits)

This module comprises a taught unit on action research methods, including managing change, leading to an action research project. The project will require you to research aspects of your own work-based practice.

Independent Study: Investigating Practice (20 credits)

This module offers you 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. The project 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.

Final project

Compulsory modules

Dissertation (60 credits)

Please note: As our courses are reviewed regularly as part of our quality assurance framework, the modules you can choose from may vary from that shown here. The structure of the course may also mean some modules are not available to you.

Learning and teaching

Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of students. It also encourages critical reflection.

We use a range of teaching methods, including:

  • lectures
  • directed reading
  • workshops
  • discussion forums
  • student and staff-led seminars
  • project work.

Teaching is organised on a modular basis, each module involves 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.

Assessment

Assessment methods used on this course

You will be assessed for each course module separately. Assessment is coursework based, and includes:

  • individual essays
  • seminar presentations
  • reports
  • portfolios
  • investigative research
  • group work.

Research


The School of Education 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.

We hold two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. All students are invited to attend our annual Research

Seminar Series (which attracts both internal and external speakers). We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.

The School's six research groups exist to encourage engagement in research, publication, conference presentations, seminars and workshops:

  • 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

Student researching on a laptop

After you graduate


Career prospects

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

Student profiles


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.