Education (International Education) - MA

This module focuses on the transition to master’s level study to take account of the important differences between undergraduate and postgraduate study. There is a greater emphasis on your ability to undertake independent self-directed study, develop higher level critical thinking, originality and deeper reflection including your own experiences.

This module is designed to provide space for you to share learning experiences, lead discussions and to listen to and reflect on the module's key themes with tutors as co-creators of shared knowledge and new learning. A series of original, engaging, inclusive and innovative self-directed tasks to complement the timetable will build open dialogue, collegiate interactions with peers, academic skills, self-efficacy and confidence in studying at this level and developing an independent ‘critical voice’ with peer and tutor feedback.

Feedback and assessment for learning opportunities will centre on academic identity, education theory, academic skills, critical and reflective thinking, reading and writing to meet three Learning Outcomes demonstrated through ‘Patch Essays’.

This module is assess through dragon badges (self-check Moodle progress awards) with weekly themes which lead to a formative peer-team finale event known as the 'Dragon’s Den', designed to prepare and share patchwork ideas with your peers and a panel of ‘Dragons’. Through the activities on this module, you will develop important practical academic skills such as utilising a range of secondary resources effectively, referencing, critical thinking and writing.

This module will introduce you to the study of education in other countries, looking at how educational contexts, curricula, structures and policy vary throughout the world. It begins by introducing methods of comparison and looks at education in other European and Asian countries. There is a special focus on the pedagogy and practices and the module examines thematic issues relating to this including teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. It also introduces you to subjects such as globalisation and education, ideology and education and historical, social and cultural influences on education.

This module will consider leadership and management definitions, values, theories, strategies and styles and their impact on the performance of others and on teaching and learning, as well as the relationships and differences between leadership and management.

We will examine the role of legislation, policy, guidance and local/national frameworks in relation to educational leadership across a range of settings. We will focus particularly on global perspectives of leadership and management and will draw on the valuable experiences of the participants. There will be opportunities to discuss effective practice of leadership and management from a variety of contexts.

The practices of leadership and management will be discussed with regard to: the importance of collaboration, consultation, communication and challenge; leadership and management structures and processes; and teams and how they are integrated into institutions.

Discussions will be led through the use of case studies drawn from actual practice and group discussion and through the module Moodle forum.

This module is intended to raise critical debate through exploring a range of societal issues and current topics focusing predominantly on class, gender, race, sexuality, disability, and intersectional identities and education. There is an emphasis on equality, diversity and inclusion (EDI) agendas, policies, theoretical concepts and practices in the UK educational landscape where you will be invited to draw upon your own professional and personal experiences, observations and viewpoints. The module is designed to encourage honest, critical and divergent thinking on various EDI topics working closely with module tutors and peers, constructively challenging your own possible biases and privileges.

Delivery will be largely online through some synchronous taught sessions, asynchronous learning activities and personal study.

This module is your opportunity to plan a detailed proposal for an educational practice enquiry in your chosen educational field of study. We encourage an active approach to personal and organisational development, recognising how research can be used as a change agent for personal, institutional and sector development.

The module consolidates your ability to conduct a professional educational enquiry through a small-scale project proposal linked to an identified development focus in your chosen field. The research proposal submitted for this module can be a preliminary study for your final dissertation, focused on identifying suitable methodology, method for data collection and associated ethical concerns.

You will be taught by a teaching team who have a range of expertise in education and who are research active. The module will be delivered using blended approaches such as synchronous online teaching (via MS Teams and in person) and asynchronous resources (such as videos) that you can explore in your own time.

This is the culmination of your Master’s programme. It provides you with the opportunity to develop a systematic understanding of research in relation to your chosen area, and to develop your professional practice through the processes of educational research. You will be encouraged to use self-direction and originality in pursuing your development focus through this piece of independent research.

You will have the opportunity to act autonomously in designing and planning a Master's-level enquiry investigating the relationships between theoretical, practical and research knowledge, and consider the actual and potential impact on educational practice.

Your chosen development focus for the module will be based on your personal, professional and/or organisational needs and priorities. It may build on work carried out in earlier modules, or address an entirely different or new aspect of professional practice.

Delivery will include some initial taught sessions face-to-face, followed by substantial independent learning activities and personal study, supported by supervision meetings which may be online or in-person.