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This course has been designed for education professionals who are actively involved in teaching, learning support, educational leadership and educational organisation. It has a flexible approach and enables you to organise your studies to suit your own career development and focus on an area of personal interest.
The course comprises a mandatory Research Methods in Education module and a dissertation linked to your chosen MA Education pathway. You will be given a wide choice of units to study and the opportunity to conduct research in a diverse range of contexts.
In addition to the possibility of working with groups in the workplace, you may accredit professional qualifications against your Master's degree credit, to a maximum of 50 per cent of the course.
This Master degree in education will help you develop the skills and knowledge to effectively make informed decisions about how to progress your department or your school. It will also enhance your Continuous Professional Development and support the development of your career should you wish to seek management or headship positions.
During the course you will:
Areas of study you may cover on this course include:
You are required to submit the assessment identified for each unit of study. Clear details of the core learning outcomes, assessment criteria and M-Level criteria are identified in the Course Handbook and / or unit handbook. The assessment you complete will depend on the units you choose. As far as possible, assessment across units has been designed to give you experience of a wide range of assessment tools.
The specific focus of each assessment will be negotiated with your unit tutor to ensure that the assessment meets your personal and professional needs and is appropriate to your chosen focus and unit.
The course provides you with a carefully planned and coherent sequence of learning opportunities that facilitates your development via formative and summative assessments.
The Research Methods in Education unit is specifically designed to support you in preparing and planning for your dissertation. It is important that the developmental feedback provided on this unit is used to inform the development of your dissertation. The first meeting with your dissertation supervisor will be a discussion of your completed Research Methods in Education unit, to provide a framework for your next steps.
M-Level Assessments
At this level the expectations, in terms of the quality of work you produce, is high and you will need to take active control of your learning. At Masters Level the expectation is that you are an independent and confident learner. You will undertake assessments that are challenging and require mature argument, sustained research, and fluent, cogent presentation. You will be required in your assessments to draw upon an extensive range of literature to demonstrate a deep theoretical understanding. You may have joined the course having progressed from a Postgraduate Certificate and therefore will be familiar with M-Level study.
Assessments at Masters Level require a depth of intellectual understanding to meet the unit learning outcomes. There is an emphasis on the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts. The assessments are designed to test understanding of theoretical concepts through their application to a given context.
Assessments are designed to test the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. You are required to demonstrate an appropriate level of research, develop independent argument, and to reference accurately. Assessments will also provide evidence of knowledge and understanding; allow you the opportunity to express your individual responses to a topic or issue, and to demonstrate research into a given topic.
Through the unit assessments you will practise and reinforce skills in information technology and information retrieval, data handling, together with Key Skills and skills associated with conventional academic tasks.
Assessment Requirements and Regulations
Unit assessment is based on specified learning outcomes and assessment criteria. The assessment must be passed for you to complete the unit. The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each outcome. The unit assessment feedback forms refer back to these criteria and offer detailed comment to you on the assessment piece.
The MA Education (Leadership and Management) aims to provide a coherent, personalised and progressive framework for your professional learning and career development by integrating progression in the demonstration of relevant professional practice with Masters Level requirements. The course is focused on supporting you in developing your practice and knowledge of leadership and management in education.
The course aims to build on your previous training and experience through a progressive learning framework, which culminates in the completion of a piece of sustained research, the dissertation. You will develop and demonstrate professional standards and skills at Masters Level in critical reflection and systematic enquiry. The course will support you in selecting, critically engaging with, evaluating and applying to your practice the research, literature and policy frameworks for leadership and management in education.
Aims:
to provide a coherent, personalised, progressive and portable experience for professional learning and career development by integrating progression in the demonstration of relevant professional practice and Masters Level requirements.
To develop leadership and management practice to enable all learners to reach their potential.
To build on previous training and experience through a progressive two phase professional learning framework.
To develop the ability to demonstrate skills at Masters Level in critical reflection and systematic enquiry to enable critical engagement and evaluation of practice, using the research, literature and policy frameworks for leadership and management in education.
To build on the professional experience of those working and studying in the field of leadership and management in education and develop Masters Level Enquiry Skills through practitioner research activity that investigates practice and the impact of practice on learning and education organisations.
To provide learning opportunities to address individual professional needs and develop Masters Level skills of enquiry and facilitate critical engagement with the evidence base for leadership and management in education.
To develop critical thinking and questioning of existing practice, policy and sources of evidence through engagement with leadership and management research.
To enable the further development of practice and knowledge through the completion of a dissertation on leadership and management in education.
During the course you will be supported by unit tutors. Your unit tutor for each unit will be your personal tutor for the duration of that unit and provide you with support and guidance specific to that unit. The Course Leader for the MA Education will also provide you with course updates and support.
You will receive different support at different stages of the course. Regular tutorial sessions held throughout the period of study will support your academic, personal and professional development. You will communicate with the community of learners and tutors through email and the course Virtual Learning Environment (VLE), BREO. It is expected that you will check both of these regularly.
On the course considerable emphasis is placed on our academic advisory and tutorial support systems, which we encourage you to use. You will have a named personal tutor for each unit (your unit tutor) who will offer unit specific support. If you have any doubts about your ability to cope academically or personally with your studies we encourage you to discuss this with your personal tutor.
University of Bedfordshire Facilities and Resources
You have access to a range of support services during your course. Information regarding these services will be given during an Induction Day at the start of the course, at the Bedford Campus. Induction Days will take place in October and January and provide a full induction to the course. The day will cover:
You are also supported through:
Specialist support:
Assessment Feedback from Unit Tutors
You will receive a detailed Postgraduate Education Handbook which provides information on the Postgraduate Education courses and the university regulations and services. You will also receive a Unit Handbook for each unit of study, which will clearly identify your programme of study, assessment tasks, marking criteria and reading lists. Feedback from each assessment will include advice on areas of strength and development. You will be encouraged to reflect upon personal progress and feedback and, through discussion with your personal tutor, identify personal targets to take your learning forward.
Course Tutorials
The unit tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. You will have tutorial time for each unit of study. For a 30 credit unit you have two hours, for the dissertation you have 10 hours of dissertation supervision. You will be encouraged to discuss feedback regarding assessed pieces of work. Guidance on research methods and academic writing are integral to all units, to develop your research skills and competencies.
Academic advice
The Student Services offers confidential advice to all students registered at the University who are experiencing difficulties with their studies.
PAD
The Professional and Academic Development Team (PAD) offers a diverse selection of services to all students. Whether you are struggling with certain aspects of your studies, or simply wish to develop and explore certain skills further, the PAD team is there to offer you a helping hand.
Student Voice
There will be a student representative for each Postgraduate Education course and they will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.
Learning Resources
Learning Resources offers a range of services aimed at supporting you whilst at University. These include the traditional library services - borrowing, reserving and renewing books, DVDs and other library materials; as well as providing access to networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and two designated Academic Liaison Librarians who can support you with information literacy training. These services are restricted to members of the university therefore to access any of them you need to present your current University ID card.
You may be required, at the discretion of the Course Leader, to undergo diagnostic testing for academic English language abilities, and may further be required, at the Course Leaders discretion, to participate in academic English support workshops or classes offered by the University.
The specific content of units require you to work collaboratively to achieve desired outcomes within your own professional context(s). Within taught sessions there is a shared responsibility for the success of the learning, where all students are expected to play a full part in the interactive elements of the learning experience. Throughout the course you will be expected to work collaboratively with peers. The unit sessions will involve group discussions and learners working together.
BREO will be used extensively to discuss issues raised within the class. All units will have BREO discussion boards set up where you are given unit tasks to complete, including on-line seminars. This will support communication with your tutor and other students to discuss issues and to further extend the field of your research.
Small group discussions with plenary sessions, small group oral presentations and formatively assessed small group investigations develop these skills. You will spend part of most teaching sessions working in a range of varying small groups or pairs, sharing ideas, researching information.
All assignments require you to clarify your strengths and aspirations for career development and demonstrate your potential. The curriculum is a link between professional and theoretical strands rather than being purely academic and hence, unit tutors will stress the application and evaluation as it relates to your organisational context.
You are able to access the Centre for Personal and Career Development [CPCD] where My Future (CMS online) and other self-assessment tools will be signposted. Tutors will introduce the service at appropriate points in the course.
Further Study / Progression Routes:
This award provides a clear progression route after completion of your Initial Teacher Education (ITE) course.
This award provides a clear progression route for those completing a Postgraduate Certificate with an educational or e-Learning focus.
The course is intended to develop you and the organisation within which you work.
Further study:
This course may be used as the basis for further study on doctoral level (PhD and EdD) programmes.
This course requires you to undertake research in education and therefore you need access to an educational setting in order to complete your assessments. Some units require you to be working within a specific role within your organisation and therefore some optional units may not be appropriate for you. Your choice of units will be discussed with you at application and as you progress through the course.
Credit Transfer
It will be possible for credits to be brought into the course through an Accreditation of Prior Learning (APL) process.
The maximum APL allowed for this award is 90 credits.
All APL must be mapped to the learning outcomes and assessment criteria of units within this award.
This award is designed as a progression route for those completing a Postgraduate Certificate in SEN, disability or education, which is awarded 60 credits of APL.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the Course Leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter to establish the level and type of support required.
The Disability Advice Team will discuss any issues you may have and can provide such services as: sign language interpreters, note takers, dyslexia screening/tuition, support materials for students with dyslexia and/or dyscalculia, and support with mobility on campus. The team offers confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.
Advice on the nature of specific disabilities and the reasonable adjustments which can be made to accommodate disabled students is available from the Disability Advice Team.
Communication
You will develop a range of communication skills during the course. You will need to have a well developed ability to organise and articulate opinions and arguments in speech and writing in a diverse range of relevant contexts showing confident use of specialist vocabulary. In written work, you will be helped to develop an appropriate academic style which is analytical. You will have the opportunity to work in groups via BREO.
You will be guided on how to present work in a manner appropriate to the intended audience(s) and evaluate own overall performance. In particular:
You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience, with reference to research, theory and national frameworks, and the views and ideas presented by others.
Written
You will receive detailed feedback on all aspects of assessments. Areas of good practice and areas for development will be identified; advice will be given on the improvement of the assessment. All units develop written communication skills and you will require the ability to produce concise assessments in order to develop and maintain argument and focus using demanding material.
Spoken
Level related assessment criteria enable and require you to practice and develop more demanding oral communication and presentation skills at Masters Level. Small group discussions, plenary sessions and class-based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.
Information Literacy
You will be expected to use a range of skills in this area. You will need to access a wide variety of literature sources and be able to apply theory to practice within assessment submissions. You will use appropriate relevant ICT software to produce documents, presentations and data analysis. In producing assessments for all units you will practice and develop information literacy skills.
In developing information literacy you will be helped to:
The course VLE will be used extensively and you will be able to access a range of support materials via the VLE and contribute regularly to on-line seminars and discussion groups to communicate with students and staff.
You will attend a session during the Induction Day, which covers information literacy strategies.
Research and Evaluation
You will be trained in best use of library facilities and search systems. You will be given a range of extracts from texts to discuss in sessions and on-line. You will be issued with a reading list to support the course and each unit and advice on how to reference your reading. Discussion in class will help you identify appropriate reading topics and texts and ways to evaluate your activities. Your assessments will require you to include reference to appropriate reading.
You will critically examine educational research methods throughout the course, with a focus on practitioner enquiry that enables you to research the impact of your own practice. You will undertake education research and critically evaluate your findings in light of current research and literature, producing assessments that require you to display independence in all aspects of the research process.
To help with the development of research skills you will be guided in the use of effective educational research methodology. In particular:
Creativity and Critical Thinking
To develop this you will be given a range of research texts to analyse, to develop your critical skills. Theoretical concepts will be explored and evaluated and the education-based research undertaken will give you the opportunity to further develop these skills.
All assessments require critical thinking and creativity as do many of the learning strategies. To develop these skills you will:
You will be supported throughout the process by unit / personal tutors. They will provide academic support to you and advise you on all issues relating to your progress on the course. You will be encouraged to relate the theoretical base to your own context and also to develop your analytical and evaluative skills. Feedback will be developmental in nature and you will be encouraged to develop practice based on this feedback. You will receive detailed written feedback on all of your assessments. Unit tutors will clarify advice, guidance and comment if you require. Your tutors will periodically review your progress in the light of feedback and agree plans for improving your performance. Using the VLE and some class contact time tutors will identify areas for improvement for the year group as a whole following the marking of assessments.
You will be encouraged to take control of your own learning and read widely around the subject, with reference to the unit recommended readings. The structure of the course helps to facilitate this with unit tutors taking the lead during unit sessions and then you taking control of your own learning during the remainder of the block of time allocated to the topic.
The foundations for this responsibility for your own learning are laid during the course Induction Day. Introductory workshops on personal and academic development encourage you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.
BREO provides you with information on essay writing and guidance on academic writing e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences.
At Masters Level study you will be expected to take responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Your unit tutors will encourage you to take responsibility for your own learning.
Progress will be recorded through formative and summative feedback and you will be encouraged to incorporate the feedback within your future assessment submissions. You will get feedback from each unit assessment as you complete the work.
Your unit tutors will guide you through the initial stages of preparing your assessments, which starts at induction and is reviewed at key points throughout the course e.g. after your first assessment you will receive feedback that gives you the opportunity to reflect and consider ways in which you might improve specific skills and / or build on the strengths demonstrated. Unit tutors will meet with you periodically to review progress and support your professional practice.
The Research Methods in Education unit is specifically designed to support you in preparing and planning for your dissertation. It is important that the developmental feedback provided on this unit is used to inform the development of your dissertation. The first meeting with your dissertation supervisor will be a discussion of your completed Research Methods in Education unit, to provide a framework for your next steps.
The course will support you in your professional practice and enable you to:
The course provides opportunities to demonstrate evidence towards meeting the Professional Standards for Teachers. This is dependent on the units and assessment foci chosen.
