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MA Education Leadership and Management

Course Overview

This programme is distinctive in its systematic and analytical enquiry into the theories and practices of education leadership and management leading to the improvement of practice of students and the organizations and systems in which they work. The programme allows students to specialise in particular areas of interest to reflect their professional role and future roles in education leadership and management with relevance to their own contexts.
It is an aim of the Programme to strengthen students’ awareness of the influence of community and social context and their capacities to understand and take account of them in action. So too, the University’s commitment to critical thinking, equality, diversity, inclusion and responsible citizenship and leadership are all reflected in this programme. The programme will provide opportunities to engage with up-to-date research over a broad range of issues and current thinking relating to education leadership and management.

The programme is informed by active research and scholarship in the development of educational leadership theory and practice, leading research, a commitment to working in partnership with people, families and communities and the development of students in their professionalism and commitment to social justice. The Programme has an international profile and brings together students at postgraduate level from around the world.

Key information

    Course name

    MA Education Leadership and Management

    Total academic credits

    180 credits

    Qualification awarded

    MA

    Awarding body

    University of Roehampton

    Professional recognition

    No

    Academic level

    Postgraduate (QCF_NQF Level 7)

    Study mode

    Full time - Classroom

    Duration

    12 months

    Tuition fees

    £13,000

    Intakes

    September

    Work placement

    No

    Course location

    Roehampton Lane (Froebel and Digby Stuart Colleges) campus, London

Academic entry requirements

Applicants will normally have a first or upper second-class degree (or equivalent) from an approved university or college in the UK, or a recognised degree from abroad in a related subject. Non-graduates with appropriate professional experience or other qualifications such as a second-class degree may be accepted on an individual basis after consideration by the Programme Convener.

English entry requirements

Graduates for whom English is not the first language must satisfy the University requirement for IELTS currently at 6.5 overall with no less than 5.5 in any band.

Students who fail to meet this standard at the point of application are recommended to attend a pre-sessional English course at the University.

Assessment methods

Combination of examination, coursework and a supervised independent research project, portfolio with supporting claims.

The programme adopts a broad range of learning and teaching strategies to ensure students

Progression route

Further academic study of DBA, PhD or other research degree or Professional career.

Career opportunities

Careers in leadership and management in schools, colleges, universities and early years settings; working in government organizations and educational charities; consultancy; training industries and further academic study at PhD level. Research areas include education policy, enhancement and quality, inspection and review systems.

Modules

  • Leading Educational Organizations
  • Leading Teaching, Improving Learning
  • Developing Staff and Leading Teams
  • Strategic Leadership and Educational Excellence
  • Undertaking Social and Educational Research
  • Key Concepts and Current Debates in Global Education Policy
  • Dissertation


Accreditation of Prior Experiential Learning (APEL)

APEL is available to students who wish to gain credit for work and learning undertaken as part of their professional practice, part of their continuing professional development or part of a course (such as a National College qualification; school-based project; CPD course). Students would need to develop a Portfolio of academic, reflective work and evidence at M level, to gain 20, 40 or 60 credits.

Applicants should discuss APEL opportunities with the Programme Convener.

 

Reasons for choosing this course

The PG Education programmes overall aim to allow students to gain and demonstrate:

  • a systematic understanding of knowledge and critical awareness of current insights in their field of study and a comprehensive understanding of advanced scholarship in their field of study
  • originality in the application of knowledge and an understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the field of study
  • a conceptual understanding in order to allow critical evaluation of current research and scholarship in the field of study
  • the evaluation of methodologies in order to propose new hypotheses or critiques relevant to the field of study

In particular, the MA Education Leadership and Management programme aims to be relevant, engaging and of professional and personal value, promoting an approach that is underpinned by the value of:

  • critical consciousness about the influence of diverse social, cultural and political contexts in the leadership and management of educational organizations
  • recognition of the vital role of evidence-informed policy and practice in improving education and educational organizations
  • commitment to diversity, equality and social justice and the role that practising and theorising educational leadership and management can play in their advancement
  • understanding the importance of accountability, responsibility and ethics in the everyday practice of leadership and management
  • engagement in critical inquiry that balances global and local perspectives and takes account of their interconnections
  • the importance of personal review, reflection and reflexivity
  • autonomous and collaborative inquiry and action

 

Main learning outcomes

Students who successfully complete the programme are expected to have demonstrated:

  • their critical understanding of the diverse contexts of people's lives, the influences of these contexts on life chances and the potential of policy and practice to make a difference for people, families and communities
  • an understanding of current theoretical and methodological approaches in educational leadership and management and their links to education policy
  • an appreciation of principles underpinning educational leadership and management and how they can inform a deep understanding of people, organizations and communities in diverse contexts
  • a critical understanding of the contribution of key schools of thought and current debates in the field and their influence on policy and practice in diverse local and global contexts
  • the ability to evaluate research including the way it has been conducted and the applicability of its findings, as well as to design research, understand the value of doing research with, rather than on, people or organizations and to take account of ethics when designing, conducting and disseminating research
  • their capability as effective and reflexive educational leaders and managers, across disciplines in educational organizations, with the capacity to challenge their own beliefs or assumptions and articulate informed concerns about the well-being and human-flourishing in organizations and communities
  • a commitment to work collaboratively and in partnership with individuals, organizations and communities, critically conscious of differences of power and responsibility enshrined in different roles and positions in societies