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Masters Degrees (Community Education)

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This programme is designed as a postgraduate gateway to careers in youth work, adult education and community development. You’ll work through the theoretical frameworks that underpin this area of educational practice, and learn to deal with complex ethical and professional issues. Read more

Programme description

This programme is designed as a postgraduate gateway to careers in youth work, adult education and community development.

You’ll work through the theoretical frameworks that underpin this area of educational practice, and learn to deal with complex ethical and professional issues.

Your learning experience includes a professional placement, which will give you the chance to apply your knowledge and methodologies, as well as the opportunity to forge vital links within the community education field.

On graduation, you’ll be considered to have met the standards required in Scotland for professional practice as a community educator.

Programme structure

Your learning will encompass teacher-led and student-led activity and will take the form of both individual and group work and a professional placement in community education.

Completion of the taught programme can lead to the award of Postgraduate Diploma in Community Education, which is the accredited professional qualification for practice in Scotland, the UK and beyond.

Students wishing to progress to the MSc go on to complete a dissertation.

Compulsory courses:

Groupwork in Context
Professional Practice (includes nine week placement)
Politics, Policy and Professional Identity in Community Education
Community Education: History, Ideology and Practice

You will also choose two option courses: one focusing on youth work, adult education or community work, and one other, which may be chosen from the selection offered across the University.

Career opportunities

This programme can open up a diverse range of career opportunities in this fast expanding field of educational practice. You will be able to demonstrate to potential employers that you have certified skills and experience in community education, and so gain an advantage in seeking roles in the field.

You may also decide to undertake further research, and perhaps move into an academic career. You will develop a range of highly transferable skills, such as research, communication and project management, which can be applied to roles in any field.

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The MEd in Adult and Community Education is particularly suited to those who are seeking ways of understanding the connections between theoretical frameworks and the assumptions that underpin their work practices. Read more

Overview

The MEd in Adult and Community Education is particularly suited to those who are seeking ways of understanding the connections between theoretical frameworks and the assumptions that underpin their work practices. This programme will provide the opportunity for participants to:
- critically reflect on their experience in the field
- develop the public debate on social justice and critical citizenship
- have a thorough grounding and an understanding of the background to and influences on research in adult and community education

Minimum English language requirements:
• IELTS: 6.5 minimum overall score
• TOEFL (Paper based test): 585
• TOEFL (Internet based test): 95
• PTE (Pearson): 62

Course Structure

Modules include advanced gender studies, advanced theories in adult and community education, ethical perspectives, power and politics, research methodology and group supervision and reflexive research.

Career Options

For professionals working in the adult education sector including further education, this course provides the theoretical frameworks with which to explore and question the assumptions that underpin their workplace experience. It will also enable them to build critical reflection with respect to power relationships (among them gender, class, race, ethnicity and disability), pedagogical approaches and professional practice.

How To Apply

Online application only http://www.pac.ie/maynoothuniversity

PAC Code
MHA92

The following documents should be forwarded to PAC, 1 Courthouse Square, Galway or uploaded to your online application form:

Certified copies of all official transcripts of results for all non-Maynooth University qualifications listed MUST accompany the application. Failure to do so will delay your application being processed. Non-Maynooth University students are asked to provide two academic references and a copy of birth certificate or valid passport.

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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The online Adult and Community Education master’s program adds a versatile graduate degree to your qualifications. Students of the program share how the program gave them a convenient, cost-effective education that enhanced their credentials. Read more
The online Adult and Community Education master’s program adds a versatile graduate degree to your qualifications. Students of the program share how the program gave them a convenient, cost-effective education that enhanced their credentials.

We offer this program 100 percent online so you can align your professional advancement with your life and career.

It’s rare that students in our Master of Arts in Adult and Community Education program have time for classes during the day. Our students are nurses, police officers, community organizers, corporate managers, engineers, technicians, and human resource professionals. Though from many fields, they’re alike in one way: They're busy people who want to expand their career opportunities.

That’s why we offer this two-year program online so you can keep your job while you develop your teaching and training skills.

You’ll be part of a cohort, and courses are designed to promote a high degree of interaction with your professor and fellow students. In addition, you’ll have the time and guidance to make sure you develop your unique set of skills that will help further your individual career goals.

The IUP Master of Arts in Adult and Community Education is the oldest program of its kind in the United States.
-Acquire a balance of academic courses, individual research, and practical field experience from this 36-semester-hour program.
-Complete the program part-time in two years by taking two courses per semester for six semesters.
-Choose whether you want to complete the thesis or non-thesis option. Students in the non-thesis option are required to take a comprehensive exam.
-Complete a required six-semester-hour theory-to-practice internship that enables you to transfer what you've learned in class to a real-world setting. You'll develop a “learning contract” which is approved by a faculty advisor and a supervisor at the internship site. You'll be able to complete the internship without its interfering with your current employment.

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The overall aim of the Structured MLitt Programme is to facilitate the students in making an original contribution to the knowledge base in the field of adult and community education through research. Read more

Overview

The overall aim of the Structured MLitt Programme is to facilitate the students in making an original contribution to the knowledge base in the field of adult and community education through research. This programme is designed to facilitate students to complete within a reasonable time. The Structured MLitt takes two years full-time or three years part-time to complete. The Department is particularly interested in working on research projects concerning radical perspectives on adult learning theory, theoretical and practical studies of community development, women’s education, adult basic education, human development programmes, adult guidance and counselling, interventions with marginalised adults and their communities as well as topics in higher education.

Closing date:
Research applications are generally accepted at any time

See the website https://www.maynoothuniversity.ie/adult-and-community-education/our-courses/mlittresearch-15

Minimum English language requirements:
• IELTS: 6.5 minimum overall score
• TOEFL (Paper based test): 585
• TOEFL (Internet based test): 95
• PTE (Pearson): 62

National University of Ireland Maynooth’s TOEFL code is 8850

Course Structure

The Structured MLitt programme meet the needs of professionals in the field of Adult and Community Education. The compulsory modules are designed to facilitate students’ progress throughout the programme.

Find out how to apply here https://www.maynoothuniversity.ie/adult-and-community-education/our-courses/mlittresearch-15#tabs-apply

Find information on Scholarships here https://www.maynoothuniversity.ie/study-maynooth/postgraduate-studies/fees-funding-scholarships

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Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. Read more
Do you want to develop your professional expertise and advance your career in education? The Master of Education addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education in the wider community. The course positions you to be a thought leader. Step beyond where you are now. Think deeply as you connect with research excellence and transform how you practice.

The course addresses learning in schools, workplaces and community. It connects research and practice to make you a stronger thinker, an engaged practitioner and an advanced specialist. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

You will build your research knowledge and extend your expertise in one of the following specialisations:

- Adult learning
- Digital learning
- Early childhood education
- Educational leadership and policy
- Expert teaching practice
- General education studies
- Inclusive and special education.

In the Master of Education you can graduate with a generic, broadly applicable qualification, by choosing general leadership studies and selecting units to suit your requirements. Alternatively, you may prefer to choose one of the other specialisations and graduate with a qualification that highlights your particular leadership expertise. The flexible structure means you do not have to finalise your decision before being admitted to the course.

A flexible course delivery also allows you to continue working whilst completing the course. You can choose to engage via a fully online offering or to combine this with attendance at face-to-face workshops if you are able and interested.

Graduates pursue leadership roles in educational environments, business, and community settings.

Visit the website http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true

Overview

Please select a specialisation for more details:

Adult learning

Your qualification will be a Master of Education in Adult Learning

Do you want to develop your knowledge and expertise in adult education? If so, this specialisation is for you. It focuses on ways to lead and develop communities of learners and their learning - in workplaces, communities and in local, global and virtual spaces. It offers ideas and approaches to enable participation and learning, through formal and non-formal means, and expand and extend practice and skill development in communities.

Through engagement with contemporary theories, approaches and concepts around lifelong learning and participation, you will identify local and global trends and practices around adult education. You will develop a repertoire of strategies to design engaging learning activities for adults.

You will explore how socially inclusive communities are developed and through practical case studies gain an appreciation of the transformative power of education in promoting community inclusion in global settings. You will learn how experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism and crime.

Graduates of this specialisation will be well positioned to manage, deliver and administer learning in workplaces, communities, tertiary and vocational sectors.

Digital learning

Your qualification will be a Master of Education in Digital Learning

Do you want to learn how to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings? This specialisation engages with the key issues and debates relating to digital technology in education and the application of effective educational technology practices for learning.

It is suited to professionals across school, tertiary, workplace and community settings, who are grappling with how best to design, facilitate and assess the use of digital technologies in teaching and learning.

You will explore current and emerging trends in digital technologies being used in education and develop your understanding of the social, political, economic, cultural and historical issues surrounding their adoption. Your expert practice will develop through engagement with contemporary theories, models and practical strategies for understanding digital technology in education and society. Key issues such as identity, cyber safety, globalisation, equity and emerging forms of social practice will be examined.

You will be immersed in a collaborative and student-centred environment as you experience, practise and critique the design of digital technologies, materials, activities and assessments. There is a special focus on online teaching and learning but instructional issues relating to emerging technologies and practices, such as social media, digital games, mobile devices, virtual worlds and augmented reality will also be explored.

The specialisation is designed for all students regardless of their familiarity with computers.

Graduates will be well positioned to adapt digital technologies effectively in teaching and learning across school, tertiary, workplace and community settings.

Early childhood education

Your qualification will be a Master of Education in Early Childhood Education

If you want to develop your expertise and advance your career in early childhood education, then this specialisation is for you. It develops the expert practice of early childhood educators, leaders, policy makers and others interested in advancing their understanding of young children's learning, addressing the emerging need in global economies to build capacity of professionals in the early childhood sector.

It will equip you to respond to complex issues around children, their families and communities and initiate inclusive teaching and learning practices among young children.

You will develop your awareness of the features of leadership that engages critically and ethically in working with children, families and communities, and apply this to your professional practice.

You will gain an in-depth understanding of the nature of early literacy and numeracy development in the context of everyday life across families and cultures. Contemporary theories and approaches in cross-cultural mathematical and literacy development will form the foundation of a rich repertoire of strategies to promote children's early literacy and numeracy learning.

As a graduate you will be in a position to pursue senior roles in early childhood education, policy, leadership and management. The program will enhance your ability to lead educational work, innovative curriculum, teaching and policy, and professional learning in early childhood contexts.

Educational leadership and policy

Your qualification will be a Master of Education in Educational Leadership and Policy

This specialisation focuses on leadership practices and policy development within educational contexts. It is suited to those who are interested in leading educational initiatives and institutions and extending their knowledge of how to lead, manage and administer capable educational organisations.

You will explore the concept and characteristics of a capable organisation, and evaluate factors that contribute to maintaining and sustaining capable organisations including human intellect, knowledge, values, emotion, learning and organisational culture and climate.

As a result you will acquire a suite of effective leadership strategies for capability building and develop your understanding of how organisations build organisational resilience when confronted with change.

Importantly, you will add to this the capacity to assess organisational capability and develop capacity in particular contexts. Using empirical research you will evaluate the decision making process that occurs within organisations and the aspects that influence it. You will design strategies to improve problem solving and decision making processes and outcomes and enhance organisational capabilities.

Expert teaching practice

Your qualification will be a Master of Education in Expert Teaching Practice

How and what we teach and the way students learn lies at the heart of education. As such, expert teachers and expert teaching are critical ingredients in both formal and informal education. Whether your setting is schools, tertiary education, workplaces or community organisations and groups, this specialisation is designed to extend your interest and deepen your knowledge and practice of teaching and learning in various learning areas and contexts of your choice.

You will address the complexity and the artistry of teaching – advancing your understanding of how learning can be both stimulated and supported – in various learning areas and contexts of your choice.

General education studies

Your qualification will be a Master of Education

Monash understands that professionals are themselves often in the best position to decide the particular knowledge they need to acquire. This specialisation offers the opportunity to select your two specialist units from across the other specialisations.

You can tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. A museum director, for example, may choose a blend of organisational learning and science curriculum and pedagogy in anticipation of leading the museum's science outreach. A current or aspiring principal, planning work in a rural community, may find a Community learning unit an excellent substitute to one suggested for principals.

Inclusive and special education

Your qualification will be a Master of Education in Inclusive and Special Education

Do you want to develop effective strategies to promote inclusion of learners with diverse needs in a range of learning contexts? If so, this specialisation is for you.

It focuses on building inclusive learning environments. You will study theories of, and approaches to, inclusion of diverse learners with particular cultural, social, cognitive and emotional needs across learning contexts. In doing so, you will discover ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity and disability.

For more information visit the faculty website - http://www.study.monash/media/links/faculty-websites/education

Find out how to apply here - http://www.study.monash/courses/find-a-course/2016/education-d6002?domestic=true#making-the-application

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This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at master’s level. Read more
This programme will give you an unparalleled opportunity to study international education and globalisation, as they intersect, at master’s level.

International education and globalisation are challenging and contested concepts; in this programme you will analyse the meaning, scope and dimensions of international education and globalisation (as they intersect). You will also consider relevant educational purposes, methods and approaches in international education.

Importantly, you will engage in the critical analysis of the assumptions and evidence that underpin change and reform to policy and practice in international education.

The programme will provide cutting edge knowledge, skills and understandings at the intersection between the two fields of study so that you can make a significant future contribution to international education. For example, you will explore the implications of a shifting global educational landscape such as how to prepare learners for an increasingly connected and mobile global society.

You will be equipped to:

- critically analyse and apply research in the fields of international education and globalisation (as they intersect)
- undertake small scale research yourself.

Your prior educational experience will be valued as a source of evidence. You will be encouraged to analyse, share and build on these experiences as a basis for collective learning. As such we welcome students with a diversity of experience and interests, including those with:

- professional experience in formal or informal education, charities, non-governmental organisations or governmental organisations
- aspirations to pursue a career or research in international education and globalisation
- aspirations for promotion in international and global education contexts.

Programme features

- unique amongst master’s programmes in education, with a focus on the interrelationships between international education and globalisation

- a distinctive focus on bridge building between practice and theory throughout all elements of the programme

- an excellent way to develop your research skills or progress to doctoral level study

- prepares you to make a significant future contribution to practice and policy in international education

- will help you to fast track your career; the international education sector increasingly requires master’s level qualifications for promoted posts (completing this in 12 months is an efficient way to progress your career)

- you will have access to cutting edge research and international experts in the fields of international education and globalisation.

You can find out more about this programme by viewing a recording of a webinar (https://vimeo.com/155981301).

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-inter-edu-global/

Programme structure

This is a 90 credit programme, that follows a semester-based structure (one 12 credit core unit is provided across the two semesters, while two other 12 credit units are delivered per semester).

- Core Units
You must study all four units in addition to the Dissertation.

- Research Methods in International Education and Globalisation (12 credits) (Taught across Semester one and two)
- Education in an International and Global Context (12 credits) (Semester one)
- Education, Globalisation and Change for International Education and Globalisation (12 credits) (Semester one)
- Learning and Culture (12 credits) (Semester two)
- Dissertation: International Education and Globalisation (30 credits) (March-September)

Optional units:
You must select one of the following units (your choice will depend on your interests in either; leading educational innovation, or, education and development in low and middle income countries).

- Education and International Development (12 credits) (Semester two)
- Leading Educational Innovation in International Education and Globalisation (12 credits) (Semester two)

View Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/THED-AFM44.html) for further information.

Learning and teaching

This programme is research-led but is also informed by professional perspectives in international education. Throughout the programme your prior (international) education experience will be valued as a source of evidence.

Learning and teaching takes place through lectures, workshops and seminars blended with on line learning opportunities and group/ individual study. You will become increasingly independent as the year progresses and as you work towards your Dissertation with the support of an expert supervisor.

Methods of assessment

A variety of formative assessment methods will be used throughout the programme to review your progress and support your further learning. You will have opportunities to demonstrate your knowledge, understanding and skills using a range of assessment methods.

The Dissertation unit is assessed by a 15,000 word research report.

Assessment of other units will include:

- formal academic style writing tasks (5,000 words in total)
- tasks in which you communicate your learning via different media (such as webpages and podcasts) and in different styles depending on audience (disseminating to researchers, policymakers and practitioners for examples).

Careers

This programme will enable you to make a significant future contribution in the fields of international education and globalisation; we are committed to ensuring that you acquire a range of subject-specific and generic skills (including employability skills).

Our graduates will go on to work in a wide variety of education-related careers, such as:

- teaching or lecturing in international education contexts (such as international colleges and schools, English medium schools, schools in low and middle income countries)
- teacher education posts worldwide
- leadership roles in international education or globalisation
- administration in international education or globalisation
- research in universities or other organisations (government, business, voluntary and international)
- educational policy makers or analysts (at local, national, international levels)
- education roles in charities and NGOs.

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. Read more
The MA Education programme will give you an unparalleled opportunity to study education at a master's level. Working independently within a challenging but supportive environment, you will be provided with the tools and resources to undertake and use educational research. You will also be supported in researching and reflecting on your own practice.

The programme aims to:
- improve your research, analysis and critical thinking skills
- enhance your professional practice through greater theoretical understanding of current educational issues.

The MA Education is designed for teachers, lecturers, trainers, educational leaders, managers and administrators, and those aspiring to a career in education.

Programme features:
- Choose from one of four Study Pathways to focus your learning where you want to develop.
- Flexible study options include Summer Schools, Study Centres and distance learning.
- Undertake a small scale research project in the context of your own or your institution's policy and practice.
- Optional opportunity to study for the International Baccalaureate Educators’ Certificate alongside the MA Education.

Visit the website http://www.bath.ac.uk/study/pg/programmes/ma-in-educ/

Study Pathways

You can choose one of the following Study Pathways as part of this programme:

MA Education:
The MA Education is our most popular degree and allows you the greatest flexibility in choice of units and dissertation topic (with the exception of those opting to take the International Baccalaureate Educator Certificates who are required to take specific units).

MA Education (International Education):
This pathway is designed for those who wish to develop knowledge and an understanding of issues relating to education beyond the national context. Depending upon your interests, you can focus on issues relating to educational practices in different national systems, on international schools and/or on other issues cutting across national contexts.

MA Education (Learning and Teaching):
If you wish to develop the practice and your understanding of Learning and Teaching then this is the pathway for you. Core units draw on theory of learning and teaching processes (with children and adults) and the role of technology.

MA Education (Educational Leadership and Management):
This pathway is designed to meet the needs of experienced educational professionals who wish to inform their work as leaders and managers, or who aspire to a leadership role, through an in-depth understanding of current educational management practice, theory, research and policy.

Ways of studying - flexible study options

You can choose from a variety of ways to study this programme.

- Summer School (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/summer-school/)
- Study Centres (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/study-centres/)
- Distance Learning (http://www.bath.ac.uk/education/postgraduate/ways-of-studying/distance-learning/)

If you wish, you can complete the programme entirely though distance learning, however we recommend you try to attend at least one face-to-face unit as it is valuable to spent time in a study environment with tutors and other students.

Programme structure

For the 90 credits required for the MA Education, you acquire 60 credits through taught units and 30 credits by completing a dissertation. Typically, you complete five 12 credit taught units. One of the taught units must be the Research Methods in Education which is worth 12 credits, another of the taught units must be Understanding Learners and Learning or Education and Society (your choice may depend on which pathway you choose).

- Distance learning study commences at two fixed points in the year, 1st March and 1st September.
- Units taught at Summer School start in July
- Units are taught at Study Centres throughout the year.
- You can study units in any order, but you must complete each unit within six months.
- 175 study hours is expected for each unit.
- You can study up to two units at any one time and you have between two and five years to complete the programme.

View summary table (http://www.bath.ac.uk/education/images/ma-education-programme-table.jpg) or Programme & Unit Catalogue (http://www.bath.ac.uk/catalogues/2015-2016/ed/ed-proglist-pg.html#B) for further information.

Learning and teaching

Our programmes are modular, consisting of self-contained units, taught and assessed by assignment and dissertation. As you progress through the units and successfully pass the assignments, you will receive feedback and grades, thus providing you with a clear indication of your academic progress.

Teaching methods at Summer Schools and Study Centres include; lectures, student-led seminars, workshops, group work, tutorials, Moodle (virtual learning environment), and other electronic communications.

If there are less than six students enrolled on a unit scheduled at Summer School, the unit will still run, but it may be taught on a Directed Tutorial basis. You will be provided with resources to help your study and individual or group tutorials will be timetabled in order to make sure your learning needs are fully met.

Distance Learning takes place online; enabling you to study independently with the support of a tutor. The Wiki environment offers you a number of alternatives for working flexibly with your learning materials. In addition, there are opportunities to link up with other students and leave feedback about your experience.

Methods of assessment

Assessment consists of a written 5000 word assignment for each unit of study, together with a 15,000 word Dissertation.

Accreditation of Prior Learning (APL)

If you have studied, but not completed or received an award, for postgraduate Masters level units in education from another institution, you may be eligible to transfer credit for this prior learning.

- Depending on the programme of study, you may transfer up to 40% of the total credits required for the MA/Postgraduate Certificate/Postgraduate Diploma in Education.

- Credit must have been obtained recently (less than 8 years ago at the time of the award of the qualification to which it contributes).

- Claims for APL will be considered on a case-by-case basis.

- If you obtain APL you will still be required to study Research Methods in Education and either Education and Society or Understanding Learners and Learning (unless your previous study has sufficient overlap with any of the units, in which case exemption may be considered).

- Use of APL credit may affect your options when selecting a study pathway.

Careers

This programme is ideal for those wishing to progress their career within an educational organisation.

Many of our graduates have gone on to be leaders and managers within educational settings; while others started their educational careers in teaching, lecturing or administration. This degree will also prepare you for further study at Doctoral level (PhD or EdD).

About the department

The Department of Education is a thriving academic community focused on furthering our understanding of policy, culture, pedagogy and diversity within a global educational context. We hold a strong national and international reputation for our research.

We have an excellent network with a wide range of educational institutions including, schools, colleges, universities, local authorities and government departments, within the UK and also internationally.

Find out more about the department here - http://www.bath.ac.uk/education/

Find out how to apply here - http://www.bath.ac.uk/hss/graduate-school/taught-programmes/how-to-apply/

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​MA Managing Community Practice. This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Read more

Course Overview

​MA Managing Community Practice: This programme is designed to enhance the professional practice of experienced practitioners by facilitating a critical and reflective approach to management, staff development, innovatio​n and researching practice. Many of the modules are taught interprofessionally including colleagues from community work, youth work, teaching, PRUs and health in both voluntary and statutory sectors. This provides for rich interprofessional learning and reflects the practice realities of interprofessional working.

PgD in Youth and Community Work: This professionally endorsed award is particularly suitable for graduates who have increasingly found themselves working in the field of youth and community work and who wish to gain a professional qualification. The programme requires students to undertake two separate supervised placements in the field of youth and community work. Students attend university on one evening a week where they undertake taught modules and tutorials. Students on this programme tend to develop into a highly supportive, friendly and analytical professional group.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Youth-and-Community-Work---PgD--Managing-Community-Practice---MA-.aspx

​Course Content​​

MA Managing Community Practice:
The programme consists of three core and one optional module, followed by a dissertation. Most students choose to take two modules per year over two years (one evening per week during term time) followed by the dissertation, although full-time and accelerated modes of attendance may be negotiated.

MA Core Modules:
- Researching Practice
- Reflective Practice
- Managing and Leading Community Practice

MA Optional Modules:
- Mentoring
- Leading and Facilitating Reflective Practice
- Education: Character and Context

PG Dip in Youth and Community Work:
The taught and fieldwork elements of the programme are part time and can be completed in two years. Once both taught and fieldwork elements of the programme are satisfactorily completed it is possible to continue onto the MA. Students will need to attend taught sessions and tutorials on one evening a week.

PgD Core modules:
- Principles and Practice of Youth and Community Work
- Management in the Youth and Community Sector
- The Community Context of Practice (Fieldwork and Tutorials)
- The Social Context of Practice (Fieldwork and Tutorials).​

Learning & Teaching​

​MA:
Most of the modules have a strong application to professional practice and often involve the undertaking of practice-based projects.

PgD:
Students will be expected to undertake a considerable amount of self-study to enhance the collective learning process. It is envisaged that students will utilise their experiences to enhance the level of analysis in all collective sessions. Students are expected to engage in reflective learning processes throughout the duration of the programme.

Teaching methods will tend to emphasise small group discussions and informal lectures.

Assessment

Students will be assessed on both their youth and community work-based practice and their academic assignments through a range of assessment types including essays, presentations, group exercises, portfolios, reflective writing, and viva voce.

Employability & Careers​

MA:
The programme is aimed at practitioners and managers in the generic and expanding field of youth and community development work. It aims to enable people to develop their professional understanding and skills through a supportive and challenging learning environment.
The programme will be of particular interest to experienced practitioners who manage aspects of youth or community development provision and who wish to develop their analytical and professional capabilities. It is one of the pathways on the Master's CPD framework.

PgD:
The PgD is a programme leading to professional qualification in youth and community work which is endorsed by the Wales ETS. As such it enables graduates to qualify in this growing occupational area while enhancing their academic profile.

​Successful Post Graduate Diplomats may wish to continue with their studies to obtain the MA.

Contact for MA:
Jan Huyton:
Email:
Tel: 029 2041 6499​​

Find information on Scholarships here https://www.cardiffmet.ac.uk/scholarships

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

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The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. Read more
The Education and International Development MA will introduce students to the concepts of development and educational development, and help them assess the role of education and learning in the development process by examining theory and research. It will examine contemporary policy issues regarding education in low- and middle-income countries.

Degree information

This programme provides students with the opportunity to develop professional skills for working in international education, and skills and knowledge in research methods. Students benefit from being taught by renowned researchers of international education and international guest speakers. Students will also meet a diverse student group: our alumni are from more than 80 countries.

Students on the programme can apply for a place on an optional study visit to Paris (not included in the course fee). The Paris Study Tour introduces students to the work of key international organisations in education and development. In the past, the trip has included visits to UNESCO, the Organisation for Economic Co-operation and Development (OECD) and the International Institute for Educational Planning (IIEP).

Students undertake modules to the value of 180 credits.

The programme consists of one core module (30 credits) and either three optional modules (90 credits) and a dissertation (60 credits) or four optional modules (120 credits) and a report (30 credits).

Core modules
-Education and International Development: Concepts, Theories and Issues

Optional modules - three optional modules (90 Credits) or, if a report is presented, four optional modules (120 Credits) can be chosen. At least two of the modules must be chosen from within the EID Cluster below:
-Gender, Education and Development
-Education, Conflict and Fragility
-Planning for Education and Development
-Learners, Learning and Teaching in the Context of Education for All
-Promoting Health and Wellbeing: Planning, Practice and Participation
-Education and Muslim Communities
-Gender, Sexuality and Education
-Development Education in the Era of Globalisation
-Principles and Practices of Development Education
-North-South Educational Partnerships

Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation or 10,000-word report.

Teaching and learning
Teaching on the MA EID is intended to provide learners with a critical perspective on a range of different frameworks through which they can understand their experiences and practice. A range of teaching and learning methods are used including lectures, participant-led presentations, group work, workshops, online activities. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Careers

Graduates of this programme are currently working across a broad range of areas. For example, one is an education adviser for the UK Department for International Development, while another is an education programme manager for an international NGO.

Top career destinations for this degree:
-Teacher (Maths), UWC South East Asia
-Project Support Officer, Fairtrade Foundation
-Programme Development and Funding Officer, CAFOD
-Primary School Deputy Head Teacher, Success Academy Charter Schools
-Research Consultant, British Council and studying MA Education and International Development, Institute of Education, University of London (IOE)

Why study this degree at UCL?

UCL Education, Practice and Society at the IOE is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The department has extensive experience and expertise in education planning and policy; health; education in Africa, Asia and Latin America; education, equality and human rights; issues of gender, race, sexuality, disability, and social class; and education in conflict and emergencies.

Linking research, policy and practice, the result is an extraordinarily powerful learning community.

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The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. Read more
The Education, Gender and International Development MA will develop a student's understanding of the gender dimensions of research, analysis, policy and practice in relation to education in low- and middle-income countries. It will encourage them to consider how developing countries connect with more affluent and powerful regions of the world.

[Degree information]]
The programme provides students with the opportunity to follow a course of study unique in the UK, looking at a range of current issues and debates, including discussions about girls’ access to and achievements in school; femininities, masculinities and gender relations within education; the ways in which the state and society shapes the politics of gender and education; and approaches to social justice and education.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules
-Education and International Development: Concepts, Theories and Issues
-Gender, Education and Development

Optional modules - students select either two or three optional modules from a range across UCL Institute of Education (IOE) Master's-level offering, including:
-Economic Perspectives of Education Policy
-Education and Development in Asia
-Education and Muslim Communities
-Education, Conflict and Fragility
-Gender, Sexuality and Education
-Learners, Learning and Teaching in the Context of Education for All
-Planning for Education and Development
-Promoting Health and Wellbeing: Planning, Practice and Participation

Dissertation/report
All students undertake an independent research project which culminates in either a 20,000-word dissertation (60 credits) or 10,000-word report (30 credits).

Teaching and learning
Teaching is delivered by lectures or other structured inputs by staff; participant-led presentations and discussions based on selected readings or a clearly specified project; tutor-led seminars; workshops; problem/issue-based paired and small-group work; occasional debates and occasional invited speakers; reflections on film and video inputs. Assessment is via various forms of coursework including discursive essays, critical analysis of empirical research, reviews of literature, and the dissertation or report.

Fieldwork
Students may undertake fieldwork in relation to their research for their dissertation or report, but it is not a requirement. If undertaken, fieldwork must be self-funded.

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as specialist professionals in NGOs and international development organisations, while others have jobs as teachers and education managers. Graduates can also be found working as government officials, civil servants and university lecturers worldwide.

Top career destinations for this degree:
-Director of Strategic Partnerships, Olusegun Obasanjo Foundation
-Gender and Communications Officer, Concern Worldwide
-Reports Officer, World Food Programme (WFP)
-Operations Analyst, Business Monitor International
-Research and Evaluation Officer, Coffey International Development

Employability
It is intended that students who have participated fully in the programme will be able to:
-Reflect critically on debates concerning education, gender and international development.
-Understand the ways in which knowledge forms, and is formed by, education politics, policy, practice and research in national settings in low- and middle-income countries, and in transnational organisations.
-Consider the implications of theory, research and analyses developed through class discussions for their own future practice and professional development.
-Use oral and written communication skills in order to make arguments, examine evidence and creatively advance this area of inquiry.
-Understand processes entailed in research and conduct a small research study.

Why study this degree at UCL?

The Department of Education, Practice and Society at UCL Institute of Education is the well-established home of an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education and international development.

The department has extensive experience and expertise in education planning, health and gender in Africa, Asia and Latin America; 'policy sociology'; education, equality and human rights; issues of gender, 'race', sexuality, disability and social class. Visits to international organisations, policy seminars and a vibrant student/alumni group provide excellent networking opportunities.

Linking research, policy and practice, students benefit from an extraordinarily powerful learning community.

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We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Read more
We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Many of our research students are also practising professionals carrying out research related to their work- http://www.gold.ac.uk/pg/mphil-phd-education/

The The Department of Educational Studies has over 50 research students from the United Kingdom, Europe and many other countries overseas.

We are particularly interested to hear from those who would like to work within areas such as:

action research in education
art in education
bilingualism in education
children and popular culture
comparative education and international work
comprehensive education
creativity
curriculum policy and practice
development of literacy
digital technologies and education
drama in education
early childhood education and cultural diversity
early literacy and bilingualism
English in education
equity and social justice
family learning in multilingual contexts
gender studies
history of education
identities, cultures and the curriculum
non-formal education
out-of-school learning
policy and its contestation
race and education
science in education
sexuality and education
social class and education
spatial aspects of education
teaching of reading
visual cultures and education

Research students in Education typically use a range of qualitative methods including ethnographic approaches, observation, narrative methods, discourse analysis, video analysis, and life histories.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

Contact the department

If you have specific questions about the degree, contact Martha Giles.

Programme aims

To help you:

Identify appropriate issues of educational significance for your enquiry
Select appropriate methods and methodologies by which to investigate these
Appreciate the epistemological and technical assumptions that underpin this choice
Design and execute a well-founded enquiry
Analyse and interpret findings with accuracy, rigour and originality
Identify the practical and professional implications of educational enquiry

Structure

We ensure that you are supported by highly qualified supervisors with whom you work to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you are normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisor and other relevant members of staff.

Students have additional support from the Goldsmiths Graduate School, where there is a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.

All MPhil students and academic staff are invited to research seminars run by the Department’s three Research Centres: the Centre for Language, Culture and Learning (CLCL), the Centre for the Arts and Learning and the Centre for Identities and Social Justice. In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.

Facilities

In addition to the facilities available in the Graduate School the Department has good facilities for research students including a study room with networked computers, scanner and printers.

Assessment

Thesis and viva voce.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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Ranked number one in Wales for student satisfaction (Complete University Guide 2017), Education at Wrexham Glyndwr University is one of the institution's most successful courses, working closely with organisations in a wide group of sectors, notably FE, health and training. Read more
Ranked number one in Wales for student satisfaction (Complete University Guide 2017), Education at Wrexham Glyndwr University is one of the institution's most successful courses, working closely with organisations in a wide group of sectors, notably FE, health and training.

The department has had a successful period which included strong performances in the Sunday Times and Guardian league tables.

Our MA Education has been designed to provide content and context that relates directly to the work of educational professionals in their settings including schools, colleges, universities and public sector organisations. All content and assignments are work-related, enabling you to consider the latest theoretical underpinning for the subject area selected relating to your work.

You can select from the following named routes:
-MA Education (Learning & Teaching)
-MA Education (Leadership)
-MA Education (Additional Learning Needs)
-MA Education (Youth and Community Work)
-MA Education (Counselling Skills for Education)
-or make their own selection of modules to achieve the generic MA Education award.

The MA Education (Additional Learning Needs) has two pathways. There are generic SEN/ALN modules or, candidates may elect to study the specific British Dyslexia Association accredited modules to achieve the Approved Teacher Status (ATS) and then the Associate Member of the British Dyslexia Association (AMBDA) awards.

The MA Education has been designed to meet the requirements of the Welsh Government’s priorities for education and caters for a wide range of professionals who are involved in delivering education in a variety of organisations and related settings. Partners involved in the design of this programme included: local authorities; FE colleges; voluntary and community organisations, nurse educators; headteachers; teachers and current students.

Whatever setting you come from, you will be challenged to extend your thinking about the subjects you select, deepen your understanding of the content and theoretical foundations of the area and, be encouraged to reflect critically upon how this will impact on your practice. All assignments will be context related to enable you to implement many of the ideas discussed and to evaluate their success.

Key Course Features

-The course is designed in partnership with LEAs, local further and higher education and training providers, professional agencies and leading consultants.
-The MA provides Continuing Professional Development for professionals working in schools, further education and training, higher education and community and voluntary sectors.
-The course provides progression opportunities from undergraduate level by offering a number of exit points: single module, postgraduate certificate, postgraduate diploma and MA Education.
-The programme is accredited by the British Dyslexia Association (BDA).

What Will You Study?

The programme is structured to develop your skills and concepts incrementally through the following stages:
-Postgraduate Certificate stage: 1 core module: Mastering Professional Learning, and 1 option module.
-Postgraduate Diploma stage: 1 core module: Research Methodology and Enquiry in Education, and 1 option module.
-MA Education stage: A dissertation on an aspect of interest that you wish to explore.

A selection of the option modules available include (subject to numbers):
-Overview of behaviour management
-Supporting mathematical learning: pupils with specific learning difficulties
-Supporting pupils with literacy difficulties and dyslexia
-Inclusion
-Poverty, Attainment and Education
-Learning from Teaching
-Promoting Positive Behaviour
-Recognising, Respecting and Developing Individuality
-Curriculum Design and Development
-Learning and Assessment
-Language and Literacy in Learning and Teaching
-Effective Professional Learning Communities (60 credits)
-Teaching Critical Thinking, Reasoning and Argument Skills
-Teaching and Learning with Technology
-Mentoring to Develop and Improve Professional Practice
-Negotiated Learning
-Leadership and Management in Education
-Leading and Managing Professionals
-Accountability, Evaluation and School Improvement
-Strategic and Developmental Planning for School Improvement
-Impact of Developmental Ages and Stages on the Counselling Relationship
-Using Creative Resources in Counselling
-Relationships in Schools: How to Use Counselling Skills to Support Pupils’ Well-being and Achievement
-Therapeutic Play Skills

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment and Teaching

Assessments will reflect the professional context in which you work and reflect an enquiry-led approach to learning that comprises portfolios, presentations, reports, research projects, reports to seminar groups and essays.

Career Prospects

The Careers & Zone at Wrexham Glyndŵr University is there to help you make decisions and plan the next steps towards a bright future. From finding work or further study to working out your interests, skills and aspirations, they can provide you with the expert information, advice and guidance you need.

This course provides a career-enhancing, internationally-recognised award that is valued by many professions.

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Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society. Read more
Now more than ever, we need to invite everyone in society, of all ages, to be part of the solution. The Master of Arts in Environmental Education and Communication program will empower you, and give you the depth and insight to lead and motivate others in developing a sustainable, environmentally sound society.

Who It’s For

The MA in Environmental Education and Communication is for those interested in how education and communication can help develop environmentally sustainable social and economic systems. Learning how we can educate and communicate to engage those in our workplaces, communities and nations towards such a goal involves all sectors of society– agriculture, health, governance, media, business, architecture, community development, science, education, recreation and more.

Students likely already know about the complexities of our current unsustainability and the challenges faced by environmental educators and communicators trying to address this problem. Our program is designed for those who wish to widen their perspective on environmental and related social issues, deepen their understanding of those areas essential to a skilled educator and/or communicator, explore different ways of understanding the causes of our current unsustainable society, and develop attributes essential to effective leadership.

Participants seek opportunities to learn with others from diverse backgrounds, to engage in core classes, co-operative projects, team planning, and group discussions to reach a better understanding of the language, expertise, and concerns of a wide range of education and communication professionals.

Students are typically professionals with bachelor's degrees and at least two years' experience working or interest in environmental education and communication.

Graduates of the program have gone on to advance in a variety of fields, from creating schools within the public and private education systems, to leading communications sections within major national and international non-profit organizations, to advising senior government ministers and Premiers, to gaining their PhD degrees with one alumni recently taking on a professorial position in a North American university.

Financial Awards

Royal Roads University has a variety of awards, scholarships, and bursaries available to help offset your tuition fees. The MA in Environmental Education and Communication program has a comparatively high success rate in Social Sciences and Humanities Research Council (SSHRC) grant competitions and many of the program’s students win significant financial awards. The SSHRC award at the MA level often aids the competitiveness of students for future grants, and grant writing is a marketable skill The unique advising structure and ability to gain one-to-one aid in grant writing are important features of RRU that help account for this success.

Outcomes

Graduates will return to their career with a range of theoretical knowledge and analytical and communications skills and competencies. Graduates have the skills and knowledge to develop and implement innovative programs to provide students, clients and other audiences with science-based information, psychologically-sound strategies, and culturally-appropriate, philosophically-nuanced and educationally-sophisticated approaches to current environmental issues.

Graduates will be able to:
-Develop and implement programs to provide students, clients and other audiences with up-to-date, reputable scientific and technological information, as well as traditional knowledge, about current environmental issues and opportunities
-Apply the best current knowledge of learning and cognition to the design, development, and implementation of programs about environmental education and communication
-Design, develop and implement environmental communications and education programs using a range of formats and incorporating relevant current technologies and media
-Evaluate the status of public information and prior knowledge concerning environmental values, issues and opportunities
-Possess a sophisticated awareness of the range of perspectives (e.g., attitudes, beliefs, values) towards the environment and human activity in the environment
-Evaluate environmental information and education programs
-Develop and implement strategies to foster conflict resolution, constructive dialogue and community knowledge construction concerning environmental issues
-Develop approaches to nurture effective and responsible environmental actions on the part of corporations, governmental and non-governmental organizations and citizens' coalitions
-Provide up to date information about innovations in environmental communication and education
-Possess a sophisticated awareness of the nature of contemporary human-environment issues and their implications for education and communications programs
-Develop a systems perspective on problems in environmental education and communications
-Develop an understanding of environmental education and communication functions within organizational contexts

Delivery Method

Combining the best of short residencies and innovative web-based instruction, the MA in Environmental Education and Communication program allows both busy working professionals and those just beginning their careers to get the most out of their academic experience. This combination of learning experiences allows students to benefit from the intensity of the program while still being able to meet the demands of family and workplace.

Participants in the MA program take 11 courses (41 credits) including the thesis course. Six courses are taken on-campus, and five are delivered at a distance through Internet-based technologies.

Certificate students take the first three courses in the schedule for a total of 9 credits. Diploma students take the first nine courses for a total of 24 credits.

We will utilize a range of educational methodologies, including case studies, field studies, cultural studies, team projects, lectures and seminar discussions, and online modules. RRU has become a leader in the delivery of web-based interactive distance education courses, and these will be of great value during non-residential periods.

Residency
Over two years, MA students attend two separate three-week residencies and one final two-week residency. The first residency introduces the cohort of students to each other, the faculty, and the RRU style of education as they participate in their first two courses. The middle residency incorporates two courses, may have a more directed field-based orientation, and helps prepare students for their thesis research. The final residency allows completing students to present their thesis findings to the larger environmental education and RRU community and incorporates their final courses, preparing them to be leaders in the field.

Students should expect to be fully occupied during the residency period. The regular classroom schedule is Monday to Friday, 8:30 a.m. to 5 p.m. with homework, readings, and team meetings done outside of these hours. There are activities during the regular workday and in the evenings. In addition to educational activities, there are a number of planned field trips and recreational events.

Online Courses
Online courses are delivered through the innovative use of internet technologies. Students draw on a range of learning resources, while using online discussion groups and drop boxes to develop and complete the electronic submission of both individual and team assignments.

Students take one nine-week distance course at a time. Each distance course requires an average time commitment of 10 - 20 hours per week.

Program Laddering
The structure of the program is laddered so that individuals are able to complete a Graduate Certificate, Graduate Diploma, or full Master's degree.

-The Graduate Certificate program was designed to be taken on its own, or to ladder into the Diploma or Master of Arts in Environmental Education and Communication. The Certificate would be awarded upon successful completion of a residency and one distance-based semester (approximately five months). Students may apply for transfer to the Diploma or MA stream during the Graduate Certificate program, or apply to the Diploma or MA program once they have completed the Certificate
-The Graduate Diploma program was designed to be taken on its own, or to ladder into the MA in Environmental Education and Communication. The Diploma would be awarded upon successful completion of two residencies and one distance-based semester (approximately 12 months). Students may apply for transfer to the MA stream during the Graduate Diploma program, or apply to the MA program once they have completed the Diploma
-The full two-year program leading to the MA is delivered through a combination of three residential periods, three distance-based semesters, and a thesis

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This MA Education - Higher Education programme aims to critically enquire into the meanings and purposes of higher education. Questions central to the course include. Read more
This MA Education - Higher Education programme aims to critically enquire into the meanings and purposes of higher education. Questions central to the course include:
- What is the role and value of the university?

- What does is mean for higher education to be 'authentic' and 'transformative'?

- How are the 'facts' of higher education established?

- What are the values of 'truth' and 'belief'?

- How are roles enacted and personal identities developed within and against these roles?

We draw on the pioneering approach of the Educational Development Team in the Oxford Centre for Staff and Learning Development (OCSLD) at Oxford Brookes University, combining work and community based social learning and teaching with rigorous, evidence based and explanatory research, evaluation and development experience.

See the website http://www.brookes.ac.uk/courses/postgraduate/ma-in-education-higher-education/

Why choose this course?

This course is intended for:
- People working in teaching and administration roles in any higher education context, such as (but not limited to) lecturers, heads of departments, administrators, policy and business planners, quality officers, librarians, learning technologists, college HE leads, and careers advisors

- People entering higher education teaching and administration from business and other professions

- People interested in the wider context of higher education in society and the impact that higher education has on the world.

Teaching and learning

Learning methods include lectures, directed reading, workshops, student and staff led seminars and project work. Teaching, learning and assessment draw on the different backgrounds, experience and knowledge of participants, and encourages critical reflection.

Approach to assessment

Each course module is assessed separately and is based on coursework, eg individual essays, seminar presentations, reports, portfolios, investigative research and group work.

Attendance pattern

Teaching is organised on a module credit basis, each module involving blended learning (face to face and online) equivalent to approximately 24 hours of staff contact as follows:
- Part-time on campus: 8 weekly teaching blocks. Modules are usually taught on Tuesdays, Wednesdays and Thursdays (depending on choice of module), from 5pm to 8pm.

- Full-time on campus: full-time students join part-time students in some evening modules, and complete the rest of the course through daytime sessions (currently on Thursday).

- Open learning: an MA qualification can be achieved by online learning but the full module offer is not available in this format (please check availability for individual modules).

How this course helps you develop

Studying the MA Education: Higher Education will bring depth and insight into your professional thinking. You will meet students who are at various levels in their careers and you will learn from each other's experiences.

Completion of the course shows to professional development and should lead to improved prospects for career progression.

- Postgraduate certificates
Alternatively, you can develop your professional practice in specialist areas through our range of Postgraduate Certificate Awards.

Free language courses for students - the Open Module

Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.

Please note that the free language courses are not available if you are:
- studying at a Brookes partner college
- studying on any of our teacher education courses or postgraduate education courses.

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The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. Read more
The Professional Practice in Higher Education (PPHE) programme is based upon a credit system that enables students to select modules and patterns of study to suit their individual needs and interests. All modules are credit rated and lead to the following qualifications:

• MA degree: 180 credits; 120 acquired for the Diploma plus 60 for a Research Project/ Dissertation
• Postgraduate Diploma: 120 credits acquired from any combination of modules
• Postgraduate Certificate: 60 credits acquired from any combination of modules

Students may also take modules that lead to particular awards within the programme:

• Postgraduate Certificate in Professional Learning in Higher Education: 60 credits acquired from a set of three required modules. This qualification is designed primarily for participants who are in their early years of teaching in higher education, though it may also be taken by more experienced staff. Based upon the UK’s Professional Standards Framework for Higher Education, the award qualifies teachers for Fellowship of the Higher Education Academy.

• Postgraduate Certificate in Research Degree Supervision and Management: 60 credits acquired from a pair of 30-credit modules. This qualification is designed to meet the needs of teachers who are new to research degree supervision and management, though it may also be taken by experienced staff.

The programme enables participants to plan their course of study according to their own needs and interests. Most modules (subject to availability) can be taken in any order and in any combination, though we would advise new teachers to include the ‘Teaching and Learning in Higher Education’ module among their initial options. The Master’s Project or Dissertation should be taken on completion of the PG Diploma. Tutorials will be available to help participants plan their course of studies.

Modules may be selected to create various levels of part-time study. The minimum enrolment is for one 15-credit module per year. The maximum enrolment is for a full-time 180-credit Master’s degree.

Modules

• Teaching and Learning in Higher Education (30 credits)*
• Course Design and Assessment (15)*
• Using Learning Technology in Higher Education (15)*
• Research Degree Supervision (30)**
• Research Management (30)**
• Mentoring and Coaching in Higher Education (15)
• Curriculum Models and Curriculum Development in Higher Education (15)
• The Teacher Practitioner (15)
• Teaching and Supporting Academic Writing in Higher Education (15)
• Quality Management in Higher Education (15)
• Linking Teaching and Research (15)
• Sustainability in Higher Education (15)
• Delivering Effective Outcomes and Change through Teams (15)
• Enterprise and Higher Education (15)
• E-learning, Teaching and Assessment (15)
• E-learning: hardware and software (15)
• E-learning with Web 2.0 (15)
• Designing and Conducting a Pedagogical Research Project (15)
• The Role of Information Literacy in Students’ Learning and Research (15)
• Teaching and Learning within and beyond the Disciplines (15)
• Marketing Matters in Higher Education (15)
• Employability in Higher Education (15)
• Pedagogical Research Project (30)
• Master’s Project or Dissertation (60)

* Modules required for the PGCert, Professional Learning in Higher Education
** Modules required for the PGCert, Research Degree Supervision and Management

Teaching methods and resources

Most modules are delivered through two or three half-day sessions, including mini-lectures, seminars, workshops and presentations, supported where appropriate by online discussions and activities. Sessions are designed to promote the sharing of ideas, expertise and experiences within a professional community of practice, so we will encourage participation and contributions from everyone. One module (‘Teaching and Learning in Higher Education’, for new teachers) includes some teaching observation sessions, and some modules provide opportunities for peer mentoring. Project and Dissertation modules will be largely delivered by individual supervision, and E-learning modules will be held in ICT training rooms.

Throughout the programme, participants will be supported by individual and small-group tutorials, and will be invited to attend occasional professional development lectures and seminars organised by the Centre for Learning and Teaching Development each year.

Learning resources for the programme will be available through the university’s library and information services. Modules have been designed to make the most of the wide range of scholarly material that is now freely available online, and participants will have access to the online resources and learning opportunities afforded by the university’s virtual learning environment (Minerva) which will provide links to key resources for each module.

The teaching sessions for some modules will be delivered within a few weeks, some over a period of several months, and some throughout the academic year. Further information about the organisation, dates, times and location of the teaching sessions for each module can be found in the Programme Calendar, available from .

Assessment methods

Assessment for all modules is by coursework, based upon the completion of assignments designed to promote understanding, enhancement and/or application of professional practices in higher education. Each module has its own assessment tasks, usually one or two per module. Forms of assessment include work-based activities, action plans, reports, reflective logs, portfolios, presentations, reviews, case studies, business plans, short essays, action-research documents, and (for the Master’s degree) a dissertation/research project.

Career Opportunities

The PPHE programme is designed to support the development of all academic and professional staff, teaching, managing or supporting HE students, at a time when evidence of professional development is increasingly expected of all staff, not least for new appointments and promotions. A recognised certificate in teaching in higher education is becoming a requirement for all lecturing positions in the UK, and our certificate enables participants to become more effective and confident HE lecturers. The certificate is recognised by the Higher Education Academy: completion of the 'Teaching and Learning in HE' module (HE7001) leads automatically to Associate Fellowship, and completion of 3 modules (HE7001, 7002 and 7003) leads to Fellowship of the HEA. This means that the CPLHE qualification is recognised by other institutions as a teaching qualification for HE and is equivalent to other HEA-accredited postgraduate certificates in HE.

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