• MA Education cover web banner.jpg

MA in Education

MA

School of Education

The MA in Education is designed for those working in education across a range of contexts and for those wishing to study and research in education.

The course is concerned with the development of critical enquiry and reflection in the field of education, and the development of professional knowledge and expertise. Through the course you will be supported in improving and developing your professional organisations through critical enquiry, reflection and the promotion of creative and innovative practice.

Available start dates

September 2018 / September 2019

Teaching location

Harcourt Hill Campus

Course length

  • Full time: 1 year
  • Part time: 2/3 years (depending on the chosen trajectory)

UCAS Postgraduate code

08109

For full application details, please see the 'How to apply / Entry requirements' section.

  • The course is shaped to create a learning environment that draws upon the divergent intellectual and practice backgrounds of students and to provide you with networking opportunities.
  • The course follows a flexible modular programme. This structure enables you to design your course according to your particular areas of interest.
  • Through the course you will be supported in improving and developing your professional organisations through critical enquiry, reflection and the promotion of creative and innovative practice.
  • The School of Education at Oxford Brookes is a focal point for stimulating and informed debate on education through its seminar and lecture programmes and ongoing work with schools.
  • The School of Education works in close partnership in a range of educational settings and services and can provide opportunities for placements as part of the course experience. For example, each year you can carry out commissioned work as part of your dissertation study. Recent examples have included co-research with pupils investigating cyber bullying and investigating parents perspectives on play spaces.
  • We offer a wide range of Postgraduate Certificates, specifically designed for part time students who are working full time. Sessions typically run in the evenings, with some online discussions. On completion of a postgraduate certificate you can then choose to go onto study a further three modules and the successful completion of a dissertation will complete your MA Education.

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

Course Structure

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).

Optional 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 work.

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.

Tuition fees

Home/EU - full time fee: 2018/19: £5,560 2019/20: £5,670

Home/EU - part time fee: 2018/19: £610 per single module 2019/20: £620 per single module

International - full time: 2018/19: £13,460 2019/20: £13,730

International - part time fee: 2018/19: £1,470 per single module 2019/20: £1,500 per single module

Where part time fees are quoted this is for the first year only. Fees will increase by up to 4% 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 in the 'This course in detail' window above.

Questions about fees?
Contact Student Finance on:
+44 (0)1865 483088
finance-fees@brookes.ac.uk

Funding and scholarships

Oxford Brookes offers a scholarship programme for some postgraduate courses, which includes the MA Education.

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 contact pgeducation@brookes.ac.uk for more information.

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

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.

Preparation courses for International and EU students

We offer a range of courses to help you to meet the entry requirements for this course and also familiarise you with university life. You may also be able to apply for one student visa to cover both courses.

  • Take our Pre-Master's course to help you to meet both the English language and academic entry requirements for your master's course.
  • If you need to improve your English language, we have pre-sessional English language courses available to help you to meet the English language requirements of your chosen master’s.

If you are studying outside the UK, for more details about your specific country entry requirements, translated information, local contacts and programmes within your country, please have a look at our country pages.

How to apply

You apply for this course through UCAS Postgraduate.

Through UCAS Postgraduate, you should use the UCAS Postgraduate portal to make your application, which will then be forwarded directly to our Admissions Office. You should send supporting documentation to us directly using the email addresses on the UCAS Postgraduate application form.

You apply for this course through UCAS Postgraduate: 

MA Education (Harcourt Hill) - P008109

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.

How this course helps you develop

Studying the MA Education will bring depth and insight into your professional thinking. You will meet students who are at various levels in their careers and you will learn from each other's experiences.

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

Postgraduate certificates

Alternatively, you can develop your professional practice in specialist areas through our range of Postgraduate Certificate Awards.

Visit our School of Education website for more information.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:

  • studying at a Brookes partner college
  • studying on any of our teacher education courses or postgraduate education courses.

How Brookes supports postgraduate students

The course induction includes an MA Literacies programme and associated website to support students in developing their academic skills at master's level.

Supporting your learning

From academic advisers and support co-ordinators to specialist subject librarians and other learning support staff, we want to ensure that you get the best out of your studies.

Personal support services

We want your time at Brookes to be as enjoyable and successful as possible. That's why we provide all the facilities you need to be relaxed, happy and healthy throughout your studies.

Research highlights

Sustained excellence in research and publication has ensured that a significant proportion of our School of Education staff were entered for the Research Excellence Framework (REF) in 2014 (UoA 25). Almost 90% of our research was deemed to be of international merit, with around one half either ‘world-leading’ or ‘internationally excellent’. Contributions to the REF were spread across all of our research groups.

Our research aims to create impact on contemporary educational issues - supporting knowledge creation and developing innovative approaches to researching pedagogic practices. The School’s research strategy functions at all spatial scales, from local to global. We publish our highest quality research in leading peer-reviewed journals. Emeritus, Honorary and Visiting Research Fellows contribute to our research programmes and outputs.

 

The School holds two major research conferences each year - the School of Education Research Conference and the EdD Colloquium. Our Research Seminar Series (which attracts both internal and external speakers) runs annually - all students are invited to attend. We also organise a number of conferences, lectures, seminars and debates, some of which have an international reach.

Members of the School are engaged in a variety of funded and unfunded research projects; we have previously enjoyed prestigious funded scholarships (such as the Fulbright – Peabody scholarship) and, when feasible, offer funded Research Studentships to doctoral applicants. Our Centre for Educational Consultancy and Development (CECD) regularly secures consultancy and research money.

As might be expected in such a research active school, many staff are engaged as editors, editorial board members, or reviewers for various peer reviewed academic and professional journals, as well as online journals.

View all staff profiles for School of Education

Research areas and clusters

The School of Education at Oxford Brookes University 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.
 

The School’s six research groups reflect a thriving research community of academics, scholars and students. They 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