Course Summary

This course is based on research-informed decision-making; co-coaching and mentoring; learning and teaching; evaluating published research to inform practice, and learning how to research your own organisation or teaching to improve practice. It is intended for education professionals who are actively involved in teaching, learning support and educational leadership and organisation. The course allows you to accumulate credit over time, studying at a rate that best suits you.

You will be advised on assignment themes in order to organise your studies to suit your own career development and inform improvement within your organisation. This course has named routes to meet the needs of particular groups working within education. The generic route offers a wider choice of units and the opportunity to conduct research in a diverse range of contexts.

The MA Education (Effective Learning and Teaching) focuses on the needs of those

educators working directly with learners. The MA Education (Leadership and Management) caters for those working in, or aspiring to, educational leadership positions. We welcome the opportunity to work with

groups in the workplace. We also offer the possibility of accrediting professional qualifications against your Masters credit to a maximum of 50 per cent of the course.

Why choose this course at Bedfordshire?

• Opportunity for professional progression in education, either in classroom practice or educational leadership


• Study part-time to fit in with existing work commitments


• Tailored course to suit individual needs


• Motivated and experienced postgraduate team

Why choose this course?

All course participants are expected to make direct and meaningful connections between the course content and their own work based experiences and aspirations. All assignments are based around the specific needs of the participants and their organisations and draw upon evidence gathered in the work place.

For the MA Education (Effective Learning and Teaching) at least two optional modules need to be made from the effective learning and teaching route or the equivalent in APEL / APL (see page 4 / 5 for identified modules). It is also expected that the dissertation will relate to effective teaching and learning.

For the MA Education (Leadership and Management) at least two optional modules need to be made from the leadership and management route or the equivalent in APEL / APL (see page 4 / 5 for identified modules). It is also expected that the dissertation will relate to leadership and management.

For the MA Education (generic route) the choice of optional (three) modules will be a mixture of both routes.

For all routes Research Methods in Education and the Dissertation are compulsory. The Research Methods in Education must be completed prior to the Dissertation.

For participants claiming APL / APEL their work will be mapped to the appropriate route. Allowing all learners to complete an MA with a named route where their work demonstrates this.

MAXUE

Assessment

Each module has its own assessment. As far as possible, assessment across modules has been designed to give participants experience of a wide range of assessment tools.

The specific focus of each assignment will be negotiated individually between the module tutor and the student, within the parameters of the module, in order to ensure that the assignment meets the personal and professional needs of the student.

Course Learning Outcomes

The expected learning outcomes of the course are organised in to two categories:

1. Knowledge & understanding.

2. Cognitive skills.

On completion of the course MA students will be able to:

Knowledge & understanding

1. Critically review, analyse and make judgements about a body of knowledge or a particular set of skills.

2. Critically apply own professional understanding of a coherent body of knowledge or a particular set of skills to current issues and contexts.

3. Develop a critical awareness of the relevance of specific educational issues examined from specific perspectives within the broader field of Education.

4. Understand and apply specialised skills and techniques relevant to research or advanced scholarship in an area of professional or personal activity.

5. Develop a critical awareness of the links between the various disciplines which contribute to the broader educational perspective.

Cognitive skills

1. Critically analyse evidence from a variety of sources, including from ones own practice, to show new personal insight into a professional context.

2. Critically analyse, synthesise and draw appropriate conclusions from evidence.

3. Draw implications of new evidence or concepts for current or intended practice in relation to personal, local, regional, national or international contexts.

4. Develop a critical appreciation of various perspectives on evidence within the broader field of Education.

5. Exercise critical judgement in drawing upon and applying professional ideas and practices and those derived from research.

External Benchmarking

N/A.

Educational Aims

This Course is based around the concept of `research informed decision making and is intended for educational professionals who are actively involved in the process of teaching, learning support, educational leadership and organisation within Education who wish to undertake study at a postgraduate level. The course is modular and participants accumulate credit over time, studying at a rate that best suits individual situations.

The aim in teaching or through the leadership, or evaluation of school/departmental improvement initiatives based upon their own professional interests and the needs of the school/department.

The course aims to meet the specific needs of those working in all phases of education by increasing awareness of factors which directly or indirectly impact on the quality of learning and teaching and enabling students to develop the necessary skills and strategies to become locally research active to improve performance and practice.

Student support

All new students, and those embarking on the dissertation phase of their studies, are invited to attend sessions to support their use of the library services. Students are encouraged to take `managing learning and teaching as an introductory unit, in order to receive specific and detailed formative feedback on a section by section basis for their first assignment (all students submitting their first assignments are encouraged to submit drafts of sections to receive formative feedback).

Unit tutors are available for tutorials and advice throughout the academic year.

Team working

The specific content of many of the modules require students to work collaboratively to achieve desired outcomes within their own professional contexts. Within taught sessions there is a shared responsibility for the success of the learning, where all participants are expected to play a full part in the interactive elements of the learning experience.

Career Management Skills

All assignments require students to clarify their strengths and aspirations for career development and demonstrate their potential to current or prospective employers.

Career/Further study opportunities

Career:

The course is intended to develop individual staff and the schools/educational institutions of which they are a part. Teachers often undertake the Masters programme for professional progression purposes when considering management or leadership positions.

Further study:

This course may be used as the basis for further study on doctoral level (PhD and EdD) programmes.

Entry

Standard:

• A good Honours degree or degree equivalent and/or substantial experience in an appropriate educational or related field, including a relevant professional qualification e.g. Nurse Educator, FE Lecturer or Educational Administrator

Additional:

• Currently working within an educational context


• Qualified Teacher Status (QTS) or substantial teaching or educational experience.


• English is a second language, an IELTS score of 6 or greater. Or a TOEFL score of 550 or greater, or an approved equivalent must be supplied

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

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.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

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.

Standard entry requirements for Undergraduate degrees (BA/BSc)

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:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

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.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course 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

Accreditation of prior certificated learning (APL)

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.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire.

Teaching Strategy

The teaching and learning strategy recognises the increasingly diverse nature of the staff who are working in educational contexts.

The part-time MA course comprises of taught and blended learning modules, delivered during twilight and evening sessions.

For the full time MA, attendance at the evening modules will be required for the taught aspects of the course along with additional tutorial sessions with designated tutors during the day.

Each module will be `taught through a series of workshops around key topics, each session supported by guided reading and Breo activities. The workshops will be offered on campus but may also be offered elsewhere, in schools for example, provided that there is sufficient demand.

In certain areas input will also be obtained from specialist practitioners.

Professional, Statutory and Regulatory Body Accreditation

TDA (for PPD purposes).

Students with disabilities

Participants with disabilities are welcomed and will be provided with any additional support they need. No part of the programme should be inaccessible to them.

Skills Development

Communication

To help with the development of this you will be guided how to present a proposal for and the outcomes of the task in a manner appropriate to the intended audience(s) and evaluate their overall performance. In particular:

• Synthesise information from relevant sources and select effective ways of structuring this information to suit their purpose, including use of images to clearly illustrate complex points


• Show assured, accurate and fluent use of language in presenting information, sustaining the interest of others and responding perceptively to their contributions; and evaluate their overall approach to the task and the effectiveness of their application of skills, establishing ways of enhancing their skills in the future

You will be encouraged and supported to participate constructively in group discussions, demonstrating your ability to critically reflect upon your own experience in light of reading and the views and ideas presented by others.

In written work, you will be helped to develop an appropriate academic style which is objective and analytical.

Information Literacy

To help with the development of this you will be guided in the use of methods of searching for information.

In particular:

• Relevant sources of reliable empirical findings and theoretical models and conceptual frameworks


• Appropriateness of various analytical and evaluative frameworks


• Effective communication and presentation formats

Research and Evaluation

To help with the development of this you will be guided in the use of effective educational research methodology.

In particular:

• Choice of paradigms, approaches and methodologies


• Appropriateness of various analytical and evaluative frameworks


• Effective communication and presentation formats

Creativity and Critical Thinking

To help with the development of this you will be expected, through a needs analysis, to identify key contextual applications.

In particular:

• Identification of key influential factors and research questions


• Conclusions for the outcomes of your research


• Recommendations for action or further study

Improving learning and performance

All assignments are designed to encourage students to reflect upon their own performance and identify potential action plans and a result of their investigations or interventions.

Progress files

Progress will be recorded through formative feedback and students will be encouraged to incorporate these within their professional portfolios.

Professional standards

As all students on this course will be involved in the teaching profession in one form or another, it is to these standards the course will adhere.

Strategy for developing and embedding the professional standards

Students will be expected to maintain the standards that they present in their professional careers.