The MA Education follows a flexible modular programme. The 'open route' through the MA enables you to design your course according to your particular areas of interest. Alternatively, four named routes give a specialist focus to the award as follows:
MA in Education: TESOL
MA in Education: Leadership and Management.
MA in Education: Childhood and Youth Studies
MA in Education: Higher Education
The MA programme has a compulsory research based module to support your studies and to prepare you for the dissertation. In addition, you select modules from the optional module programme (overview of choices listed below). You need to achieve 9 modules in total.
Compulsory modules (4 modules)
- Researching Education, Childhood and Language (1 module)
- Dissertation (3 modules).
You need to select a further 5 modules from the list below or from the module offer for the related course pathways in TESOL and Childhood and Youth Studies (please see the links to these pathways for details).
- 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.
- 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.
- Leading and Managing People in Education 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 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.
- 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 (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.
- 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.
Please note: 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.
Learn more about our MA Education students and what they liked 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 students, and encourages critical reflection.
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: eight weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays or Thursdays (depending on choice of module), 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 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).
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
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