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Opleiding: Education: Leadership, Management and Change, MA

Learning purpose

This Masters course offers you the opportunity to undertake a one year full time (although the final module can be completed in your home country up to sixteen months after commencing the course) or a two year part-time academic programme, whilst engaging in a project designed to achieve change in an educational field of your choosing. The course covers a wide range of educational theory and practice, and introduces you to the methods and purposes of the Action Research paradigm.

 

The MA Education (Leadership, Management and Change) research process prioritises problem-solving, with a strong emphasis on design as the medium of change. The application of theory is channelled through models relevant to education, leadership and management. Strategies relevant to action theory and discourse will greatly assist you in structuring your project-dissertation, which owes much of its success to collaborative sessions with tutors and other students.

 

The Masters course aims to bring specific change in your work environment, to yourself on your return to it, and to the field of education that forms the background of your academic-vocational endeavour. The MA staff's teaching styles foster the softer skills of flexibility, negotiation, collaboration, and readiness to learn, and more -which prosper in the modern world of work.

 

 

Programme

Addressing the academic-vocational divide

Increasingly, universities are recognising the market need for Masters courses that develop practice as well as research expertise. Many MA courses make student artifacts the focus of their study; others encourage students to make their own practice the object of their research. A more overt vocational outcome is found in courses that enable students to develop greater capability in post-degree professional practice. All prioritise the dynamic interplay of theory and practice and with it the formative power of practice to deepen knowledge and understanding.

 

What else does this MA offer?

To these welcome developments, this MA offers a challenging addition, and that is the overt championing of the problem-solution paradigm. Problems that matter are addressed by those who care. Students on this MA learn that addressing a vocational problem that they care about means extending the reach of their academic research, not replacing it.

 

Module 1
Managing individual and organisational change in educational settings. Leadership and management in education theories and models. Comparative analysis of different countries approaches to education policy. Influencees on policy of world organisations and business ideologies.

 

Module 2
Exploring pedagogies and how they are affected by styles of teaching. How critical appraisal of learning theories can enable students to reflect on their own learning experiences. Reflections on how theoretical underpinnings and types of curricular relate to student experience, learning and development .

 

Module 3
What is a research problem Types of research processes and outcomes. The discourses of research, the roles and strategies involved. Data collection options and managing the literature. The dissertation as a designed object, its value for personal change, and in professional and academic contexts.

One-year full-time mode 12 hours class attendance a week is expected. Extra attendance is expected for school visits and MA events. The third module can be completed in your home country up to sixteen months after course commencement. Two-year part-time mode 6 hours attendance is expected. Extra attendance will be agreed with the Course Leader.

Formative assessment applies throughout the taught programme. It is varied and designed to contribute contribute to the knowledge and skills needed for the dissertation of up to 20,000 words . Following the end of taught programme, students write-up their dissertations, to be completed by January in the following year. The course ends with a viva. For students wishing to complete their dissertations away from the University, online tutorial help and viva are available.

 

Dissertation (60 Credits) - Compulsory

Display mastery of complex and specialised area of knowledge. Demonstrate critical and analytical reference to own field of criticism and enquiry. Demonstrate expertise in conducting specialised and advanced skills of research, presentations, interpretation and analysis. Display the ability to bring research ideas, enquiry and analysis into synthesis in written dissertation. Accept accountability for related decision-making including use of supervision.

Pedagogy and Current Issues in Education (60 Credits) - Compulsory

Critical and systematic reflection on the theoretical aspects of learning; Knowledge and understanding of and display mastery in the identification, evaluation, synthesis of emerging trends in the global environment of education; Synthesis of theory and practice to identify and analyse problems in educational organisations and use knowledge gained in order to critically evaluate and analyse current issues in education. A comprehensive understanding of teaching and learning approaches used in education.

Policy Leadership and Management in Education (60 Credits) - Compulsory

Develop comprehensive critical understanding of educational policy making. Display mastery of the processes and analysis of educational policy making related to specific influences around the world. Develop a rigorous and thorough knowledge of educational policy making and specific influences in countries around the world.

 

Entry Requirements

Applications for postgraduate study should be made directly to the university. You will need to fill in an application form and return it to the appropriate admissions office. UK and EU students should apply directly to the London office. Non-EU international students can apply to our international admissions office in London, or use our network of regional offices across the world to assist you with your application.

English language requirements

You must have competence in English language and we normally require Grade C GCSE or an equivalent qualification. The most common English Language requirements for international students are IELTS 6.5 or TOEFL (paper based) 575 or TOEFL (internet based) 90 with specified minimum scores for each component.

 

 

Professional perspective and employment market

Our Careers Service offers you a range of support both while you're studying with us - and after you've graduated.

 

John Beresford, External Examiner, wrote in his 2007 report of the course that the work of some (overseas) students had been exciting, "...and I share a wish that these students gain high office in their respective governments' education ministry. The work they have done in their own countries has changed minds and attitudes. Were they able to do it at national level! "

 

 

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