STAGE 1: Learning and Teaching in Higher Education
Consists of the following modules:
Inquiry and Reflection in Higher Education
Through this module, you will explore a range of learning theories and the wider context of higher education policy. You will be expected to relate theory and policy to your practice both generally in the discipline and institution, and personally in your own work.
And 20 credits from the following options:
Learning and Teaching in Higher Education (20 credits)
First Steps into Learning and Teaching in Higher Education (10 credits)
Teaching Online, Open Courses (10 credits)
Designing and Developing an International Curriculum in Higher Education (10 credits)
If you have completed a 60 credit postgraduate award in teaching in higher education, you may be admitted directly into Stage 2 of the course.
STAGE 2: Researching and Enquiring into Higher Education
Consists of the following three modules:
Philosophy and Policy of Higher Education
This module explores higher education as one of the great institutions of society and examines contemporary contextual policy frameworks and their influences on higher education (HE), for example, social constructivism, neoliberalism, transformation, workforce attachment, and 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.
Research Methods in Education, Childhood and Language
Leading and Managing People in Education
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.
Mind and Brain
This module explores previous and present developments within the field of educational neuroscience. It starts by exploring developmental changes that occur throughout the lifespan. Current insights from cognitive neuroscience are examined in relation to a number of specific educational issues which have implications for educational practice. This module engages with philosophical exploration and deliberation over the relationship between mind, brain, self and body.
STAGE 3: Dissertation
You will complete a 60 credit (triple module) dissertation focusing on a theme or issue in higher education. This can be literature based or an enquiry into your own practice.
As our courses are reviewed regularly as part of our quality assurance framework, the modules available may vary from those shown here.
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 students on the course, and encourages 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 involving blended learning (face to face and online) equivalent to approximately 24 hours of staff contact as follows:
- Part-time on campus: 8 weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays and Thursdays (depending on choice of module), from 5pm to 8pm.
- Full-time on campus: full-time students join part-time students in some evening modules, and complete the rest of the course through daytime sessions (currently on Thursday).
- Distance learning: an MA qualification can be achieved by online learning but the full module offer is not available in this format (please check availability for individual modules).
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