If you are responsible for leading learning in your organisation, whether it’s a school, college, a HE institution or as an educator in the public or private sector, this doctoral level programme is a fantastic opportunity to study education at a deep level and relate this back to your own practice. The EdD will help you expand your knowledge and understanding of how education works and allow you to transform your own practice.
Focus your attention on the nature of educational practice itself. Approach education in its broadest sense. Study and theorise the nature of your work from a social perspective - then relate this back to your own practice.
Engage with a range of new ideas with which to re-think educational practice on a carefully organised course with a clear structure based on a social perspective on education.
Study on a flexible and work-friendly programme that has been structured to fit around your existing commitments. You’ll probably study part time over five years (two years of taught modules and three years of thesis) but you can take up to seven if you need to.
Choose to start at masters level if you are unsure about doctoral study.
Begin to engage with new educational theory at the University-based sessions. Participate in lively discussions and share ideas with others on your course in seminars, lectures and workshops.
Access a wide range of support and resources to fuel your independent study. Draw on books and journals and an online environment where you’ll communicate with and draw support from your peers and from staff with a long history of excellence in professional development.
Meet and share ideas with others in your cohort from a range of disciplines. Tap into this diversity to compare the interrelationships between policy and practice across different educational areas and institutions.
Make your mark on the future of education as part of our learning community where you can link into active and renowned research networks. Find out more about research within the Institute of Education.
Attend our annual postgraduate research conference and present your ongoing ideas in a challenging and supportive environment.
Part one is the modular stage of the programme and spans two years. Over the two years of part one you’ll cover four modules, including policy and professional practice, professional learning, researching education practice, and social research. These modules are assessed by work amounting to 5,000 words and assignments are fitting for a research community, and potentially leading to publications, like conference papers or journal articles.
Part two is the thesis stage of the programme and spans four years. You are supported by two academic supervisors and you’ll stay connected with peers and staff at a range of Saturday workshops. In the final year, you’ll present a thesis of approximately 50,000 words, assessed through a viva voce exam. The thesis comprises a substantial piece of original research into an area of practice of your own choosing, through which you’ll make an original contribution to knowledge.
Here is a summary of the process:
Initial contact - email the Doctoral College.
Application - download the application form for postgraduate study from the website and, once complete, send it to the Doctoral College.
Selection - your application will be sent to staff at the Plymouth Institute of Education who will consider documentary evidence and then invite you to interview, if appropriate.
Notification - once a decision has been made, the Doctoral College will write to you to offer you a place, or to decline your application.
Programme preparation and start - once accepted, the Plymouth Institute of Education will be your first port of call for day-to-day information about the programme.
You will need to be able to demonstrate the following:
The potential to study at doctoral level. This would normally be indicated by successful completion of a masters degree, but in exceptional cases may be through successful completion of a task set by the admissions tutor(s).
An ability to work collaboratively in exploring and developing experience and ideas.
That you are working in a professional context where you are responsible for supporting learning. Candidates not currently working in a professional context, but with appropriate and sufficiently extensive experience, may be considered at the discretion of the admissions tutor(s). If you are in professional practice but, in the opinion of the admissions team, do not yet have sufficient or appropriate experience to draw on, you may be deemed ineligible.
A strong commitment to educational enquiry and the ability to reflect critically on practice, as a means of professional learning.
The following points will also be taken into account in selecting candidates:
Accreditation for prior certificated learning (APCL) will be considered up to 60 credits and normally only for work completed at doctoral level within the last seven years.
Accreditation for prior experiential learning (APEL) may, exceptionally, be considered. This will be done in the line with the guidance in the programme and University regulations.
The second part of our Master of Architecture (MArch) professional qualification is validated by the Royal Institute of British Architects (RIBA), enabling MA students to graduate as registered architects.
Our MArch course emphasises design as a research practice. It understands the architect as someone whose cross-disciplinary role enables them to draw upon knowledge from various related disciplines, to develop effective strategies and models for sustainable practice in industry space. This may be within the context of the production of buildings, the spaces between them or the urban contexts in which they occur.
Our School of Architecture has been ranked in the Architecture top ten by the 2017 Guardian University Guide. This course carries full and unconditional prescription from the Architects Registration Board (ARB) as satisfying the Part 2 criteria.
Our MArch course at UCA Canterbury emphasises design as a research practice. It understands the architect as someone whose cross-disciplinary role enables them to draw upon knowledge from various related disciplines, to develop effective strategies and models for sustainable practice. This may be within the context of the production of buildings, the spaces between them or the urban contexts in which they occur.
On this course you'll be able to consolidate your architectural experiences, both in education and in practice, whilst simultaneously questioning your preconceptions of the discipline.
By the end of the course, you'll be equipped to adopt a critical position within the profession and wider society. You'll also be able to initiate and deliver projects which are grounded in design-based research, and continue a process of learning through practice based experimentation and enquiry.
Visit our Postgraduate Virtual Media Space to find out more about our courses, see what it's like to study at UCA and gain access to our campus virtual tours.
This Masters gives artists, practitioners, teachers and educators, in informal and formal learning environments, the opportunity to extend, enrich and consolidate the overlapping practices and theories of contemporary art and learning and teaching through individual and collaborative research.
The MAAT can be a pathway before or after the completion of a UK QTS (Qualified Teacher Status) programme, such as the PGCE (Secondary): Art & Design.
The programme places a strong emphasis on student-centred and directed learning, where teaching sessions and personal tutorials draw on the critical reflection and development of your artist teacher practices: including artistic, theoretical, political and learning and teaching concerns.
The modules of the programme are all underpinned with theories of contemporary art, learning and critical and dialectical pedagogical theories and philosophies.
You'll attend all lectures, seminars, workshops and tutorials where you'll engage in questioning the political, ideas, practices, theory and philosophy related to the specific topics of: contemporary art practice, teaching and learning, identity and place/space construction, dialectical pedagogical theories and practice, social-engagement, and research led practices where you'll be encouraged and expected to critically discuss and debate the issues raised.
But this is just a small proportion of what we expect you to do on the degree. Independent learning/research (practice with theory) is expected throughout the MAAT, this typically involves critical reflection and development of your practices as artist teacher including: additional readings, preparing topics for discussion/presentations, working with fellow students, producing essays, artist teacher statements, research, planning, organising and producing practice-based work and/or projects, curating exhibitions and presentations, both individually and collaboratively.
This emphasis on independent learning is very important at Goldsmiths. We don't just want you to accept what we tell you without question. We want you to be deeply engaged with theory and practice to develop and sustain your own ideas and practices as artist teachers.
To enable greater flexibility for you and a more equitable experience for full-time and part-time students, the MAAT programme has a modular structure, with the majority of teaching sessions usually conducted in the evenings.
This also enables part time and full-time students to attend the same evening teaching sessions and therefore form a collaborative and supportive learning environment.
For you to obtain the postgraduate degree of MAAT you will need to complete 180 CATS at Masters level.
The MAAT comprises five core modules (150 CATS) and one option module (30 CATS).
The MA Artist Teacher and Contemporary Practices utilises a number of complementary assessment strategies. These have been devised to appropriately assess the range of learning outcomes and are underpinned by the ethos of the programme these include, exhibition/presentation/performance, essay, viva voce.
Please note that due to staff research commitments not all of these modules may be available every year.
Through the programme, you’ll develop independent thinking, understand theoretical underpinning, and the ability to question and have confidence in your ideas and practice - skills that will benefit you throughout your chosen career. You'll also develop:
As a MAAT alumna, you’ll continue to research and engage in the presentation of your practices through practice, exhibitions, socially-engaged projects, international conferences and international journals.
Our graduates have an outstanding employment record in the fields of education, galleries/museums, social work/charity, health, public administration and welfare with the majority of graduates gaining full-time employment in a variety of careers including:
Find out more about employability at Goldsmiths.
If you are interested in the arts and you would like to monetise or create opportunity from the wide range of art forms, Aberdeen offer a programme which looks at the ways you can do just that and get paid for your efforts. The programme doesn't ask for both an art or business degree before entry but you should have general knowledge of the arts markets in galleries and museums. There are wide ranging galleries and museums internationally, some of which have UNESCO world heritage status and are able to draw in massive crowds, others struggle due to location or subject matter. It is for you to realise how these specialist areas can grow and benefit from visitors and how to draw out the value which makes somebody want to visit a specific attraction or buy a specific genre of art.
Within the programme you also discover the masters of deception within the art world and how forgeries and copies are made of well known works and less well known works within painting, drawing, sketching, sculpture and other art forms made famous by past masters. This is a fascinating world of 'Fake of Fortune' where you scrutinise every piece of evidence to decide. There is certainly a lot of interest in the art world made famous by experts on the BBC in the art world but you are not limited to this area, you can widen your interests within museums and galleries to learn curation and exhibiting different art forms.
The MLitt will appeal to you if you enjoy the visual arts of any kind and you want to embark on and international career in the art trade, heritage sector or museums. If you come from an arts background but want to learn the business side of things and the law regarding art purchase and copyright since origination and sale this is a great way of doing this and if you are from a business background but you have always had interests in the arts you get to learn about art forms, curation, exhibitions and periods of art rapidly.
If you have no background in History of Art you may wish to take Modern Art
Find out more detail by visiting the programme web page
Find out about fees
*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.
Find out more about:
Find out more about living in Aberdeen
The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).
A range of optional modules from across UCL Institute of Education (IOE) Master's-level offering are available, including:
We are keen to encourage students to select modules from across the Institute of Education - including those related to education technology, effective learning, social policy, art education (although please note that some modules attached to programmes with external accreditation are not available). Please discuss your optional module choices with your personal tutor so that you can build a modular programme relevant to your professional development in the field
All students undertake an independent research project which culminates in a dissertation of up to 20,000 words or a report of 10,000 words
Teaching and learning
The programme is taught through a combination of lectures, participatory and interactive groupwork, online learning and individual tutorials. Assessment is through coursework, taking the form of 5,000 word assignments or equivalent, such as a 3,500-word project proposal + 1,500 word conceptual framework. The small-scale research study is assessed by way of a 20,000-word dissertation or 10,000-word report
Fieldwork is not a compulsory part of the programme. However, students are encouraged to draw from their professional or voluntary experience as well as the ideas encountered during the programme to write critically and cogently for different audiences. The small-scale research study usually takes the form of a combination of desk-based research (a literature review) and fieldwork.
Placements are not routinely part of the programme. But good links have been established between the programme and UCL’s Volunteering Services Unit (http://uclu.org/services/volunteering-at-uclu). Some students have also taken part in the UCL ChangeMakers programme (https://www.ucl.ac.uk/changemakers). Taking part in these programmes can provide those studying in London with valuable international development-related experience. That said, both on-campus and distance learning students are encouraged to bring their own interests and concerns into their programme, helping to make it personally relevant and professionally significant.
Further information on modules and degree structure is available on the department website: Education, Health Promotion and International Development MA
Graduates of this Master's degree have been engaged:
Graduates of this Master's degree have used the academic and professional expertise gained through the programme to:
This unique Master's programme provides students with opportunities to explore and examine the links between three academic and professional fields - education, health promotion and international development. It encourages a consideration of the ways that these fields are both distinctive, yet inter-related, and how evidence-informed practice might best contribute to working across professional boundaries, enhancing wellbeing and advocating for social justice
Students learn alongside tutors who hold a breadth and depth of expertise in education, health promotion, social research and international development and who have professional experience in national and international contexts. Tutors are active in research on areas related to physical and emotional health and wellbeing, international development, refugees, young people, gender and sexuality, teaching and pedagogy and curriculum development.
The Department of Education, Practice and Society at UCL IOE is home to the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development and education and which has nurtured world leaders in educational practice and research for over 85 years.
The department has extensive experience and expertise in education-related research and practice in Africa, Asia and Latin America. Themes addressed include equality and human rights; gender, migration, race, health and wellbeing, sexuality, disability, social class, conflict and peacebuilding.
Linking research, policy and practice, the result is an extraordinarily powerful learning community.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Education, Practice & Society
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Religious Studies or the Study of Religion/s is a vibrant research cluster, based in theoretically informed and comparative studies of religion.
You can specialise in a variety of areas which include contemporary and historical topics and fields such as Asian Studies, History of Religions/New Religions, and Jewish Studies.
You will be encouraged to frame your research using a range of theoretical and methodological approaches, from the classic to the cutting-edge. You will be able to draw on methodological expertise which includes biographical analysis, discourse analysis, ethnography, historical and textual studies, memory studies and narrative studies. The thematic interests of academic staff include ethnicity, gender, indigeneity, nationalism, textuality and the transnational.
You can find out more and identify a potential supervisor by looking at the School’s staff profiles, which give details of research interests and publications, and email addresses.
You are encouraged to contact a potential supervisor to discuss your research project before making a formal application.
At the School of Divinity you will join a community of around 150 research students, drawn from around the world, and from a variety of religious and non-religious backgrounds.
You will study in a stimulating environment. The Research Excellence Framework (REF) 2014 ranked the School’s research environment at 100% world-leading / internationally excellent, second in the UK on this front in theology and religion. This outstanding result reflects the vibrancy of the School’s research culture.
If you have academic training in theology or religious studies (or another relevant subject), and would like to develop your interest with a focus on a particular area, the Masters by Research may interest you.
You can study full-time (one year) or part-time (two years). Your pattern of study can either be three supervised research essays followed by a 15,000 word dissertation, or a 30,000 word dissertation. Most students take the ‘research essays + shorter dissertation’ path. All students receive research training.
The ethos of the Graduate School is to promote excellence in postgraduate study, within a stimulating and supportive environment. We value equality and diversity in the School community, and an academic culture that is both critical and constructive.
A University review (2015) commended the Graduate School for providing excellent support: responsive to student feedback; proactive in helping new postgraduates to adjust to their studies and to life in Scotland; enthusiastic and practical in promoting career development. The postgraduate student committee works closely with the School to make the research student experience the best it can be.
Resources for research are excellent. You can draw on the outstanding holdings of New College Library, the University of Edinburgh’s main library, and the nearby National Library of Scotland. New College Library has one of the largest theology collections in the UK, with more than a quarter of a million items and a large and rich manuscript collection. The University library exceeds 2.25 million volumes. The National Library of Scotland – a ‘legal deposit’ library like the British Library in London and the university libraries of Oxford and Cambridge – is just around the corner.
The School provides an extensive programme of weekly research seminars and special guest lectures. In addition, three research centres provide a special focus for activity: the Centre for the Study of Christian Origins; the Centre for Theology and Public Issues; the Centre for the Study of World Christianity.
You will have access to excellent study facilities, dedicated to postgraduates. PhD and MPhil students have access 24/7, and can request an allocated desk. Masters by Research students have shared study space. All areas have printing/scanning and computer facilities. The main postgraduate study wing has a kitchen. New College has an on-site cafe that is open during term-time.
The MA Education is designed to extend your critical understanding of education in its broadest sense. You have the opportunity to apply conceptual issues related to contemporary debates in education, comparative understandings of education and innovative practice to your own interests and tailor the course to meet your requirements. All students follow the same modules but over a different time scale.
This course offers you flexible professional and personal development opportunities. It is ideal if you are a teacher, either experienced or recently qualified, or another educational practitioner working in • an educational setting • a role supporting some aspect of learning • an education care role. However, we also welcome students with an interest in education; there is not a requirement for professional experience. Many students progress to our masters course from undergraduate courses in a related discipline or have a specific interest in education that they would like to pursue.
The course is practice-oriented insofar as coursework relates to practices related to your specific field of educational interest. You develop a reflective and critical approach to issues arising from your knowledge or experiences of educational practice. You draw on your professional or personal experience and link this to research, policy and new approaches to develop your knowledge base and critical evaluation skills. Through this learning you are able to develop and influence practice in your current and/or future context.
The course helps you to develop your • professional knowledge and understanding of practice in your context • evaluation and research skills • academic skills • employability skills that link closely to your education specialism and career aims •understanding of contemporary debates in education.
You can focus your studies on
You develop knowledge and skills in
Assessment is by 100% coursework and includes:
This course opens up various employment opportunities for you.
The changing education context means there are more roles for graduates who are able to
The skills you gain on this course are relevant to your personal development and career progression in a range of roles in education in both formal and non-formal settings.