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Masters Degrees (Education Research)

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Our course provides you with social science research training and specialised education modules. You'll develop a critical understanding of research methods, educational issues, practice, evidence and theory. Read more
Our course provides you with social science research training and specialised education modules. You'll develop a critical understanding of research methods, educational issues, practice, evidence and theory. It is ideal preparation for doctoral research in education.

The course will enable you to relate debates and methodological principles in education research to broader issues in social science research and educational policy and practice.

It also provides you with opportunities to acquire the theoretical frameworks, knowledge, understanding, skills and aptitudes necessary to undertake advanced research in education.

You will be a member of the Research Centre for Learning and Teaching at Newcastle University (CfLaT). You are encouraged to contribute to our education research culture, participating in events such as seminars, research teas and project dissemination events.

We aim to produce graduates who can successfully proceed to research, education and teaching careers in Universities, the public sector, or the private sector.

The course is recognised by the Economic and Social Research Council (ESRC) as the first training year for students wishing to go on to study for a PhD under their 1+3 arrangements (Master's degree plus PhD).

The School of Education, Communication and Language Sciences (ECLS) with the Faculty of Humanities, Arts and Social Sciences (HASS) are ESRC-accredited through our ESRC Northern Ireland/North East (NINE) Doctoral Training Partnership, one of the largest and most innovative centres of the ESRC's national network. These are centres of excellence for postgraduate social science scholarship, offering students a world-class, interdisciplinary environment for doctoral training and research.

Find out about our education research, and individual education staff and their current research interests, projects and publications. Staff in the education section work with staff in the the ESRC Northern Ireland/North East (NINE) Doctoral Training Partnership and HASS.

Delivery

The course structure combines compulsory and optional modules which help you to engage with and evaluate educational theory and research. You will also be taught how to prepare and carry out a research proposal. The optional module and the dissertation topic can be chosen to relate specifically to your professional situation.

A variety of forms of assessment are used, carefully chosen to reflect the form of training provided. There are written assignments of 4,500-5,000 words but other forms are used such as:
-Group oral presentation
-Written report
-Detailed bibliography
-Critical methodological review
-Data practical assessments
-Portfolio

The dissertation is assessed through a thesis of 15,000 words maximum.

Module timetables are flexible. We repeat many taught sessions to allow for those with personal and professional commitments. You can choose from daytime and early evening (4-6pm) sessions as well as a combination of compulsory and optional modules.

Some of our students choose to study full time and some choose to complete study over two years part time. If you are concerned about fitting study around full time work commitments it is worth contacting us to find out how this might work for you.

The taught aspect of the course runs from the final week of September through to the end of March. After this, dissertation study is by tutorial arrangement between you and your supervisor. This can be face-to-face or remote, to allow you to continue your study at home, elsewhere in the UK or overseas.

Facilities

As a student in the School of Education, Communication and Language Sciences you'll have access to facilities and a growing collection of online resources, including:
-A well-stocked Education Resource Centre
-Language Analysis Lab
-A phonetics lab
-An audio-video lab
-A recording studio

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The aim of the MA in Higher Education is to equip students with research skills and substantive knowledge for the study of higher education. Read more
The aim of the MA in Higher Education is to equip students with research skills and substantive knowledge for the study of higher education. You will enhance your ability to facilitate and lead the development of expert knowledge within your specific area of higher education including academic practice.

In an increasingly global world the study of higher education is no longer limited to local, regional or national contexts. Universities influence and are influenced by factors such as globalisation, technological change and ongoing sophistication of higher education national and international characteristics. The study pathway therefore aims to enhance practice, research and policy of higher education within these fluid contexts. The course contributes to the personal development of those concerned with the study of higher education both formally and informally in a wide range of institutional settings and locations. Coursework encourages you to bring together your personal understanding of issues relating to specific aspects of higher education with the established and current body of professional and academic research literature relevant to your professional or personal aims. Underpinned by the development of advanced, specialist research skills, the course allows you to progressively broaden the knowledge and understanding of your chosen aspects of higher education. It emphasises the synthesis of theory and practice, including academic practice, and the importance of both structure and agency when understanding interactions within higher education institutions.

Careers

The MA graduates from a wide range of backgrounds, including tutors, lecturers and academics from different disciplines and educational contexts will benefit from the provision of specialist knowledge and research methods training. The course actively seeks to support the professional development, employability and career progression of managers, administrators and academic-related, professional staff (e.g. learning technologists, academic developers). The offering of a range of specialised research skills is tailored to enhance the expertise of these professionals as well as those aspiring to progress to higher levels of management in the areas of higher education policy, widening participation and access in higher education institutions. Invited lecturers from external higher education and policy institutions will highlight possible pathways for future employment within specialist organisations or universities in a number of countries. The design of authentic course assessment tasks underlines the importance of developing specialised research and professional skills applicable in the workplace. Equally, the research skills element of the course will equip participants with necessary skills for progression to doctoral or independent research.

Module list

• National and International Perspectives on Higher Education Policy

This module examines policy and policy-making as distinct processes of implementation and change. Students will consider the approaches of different countries to important debates in the field including the purpose and nature of universities, funding, internationalisation, access and widening participation, management, quality, and regulation processes. Utilising policy analysis methods as well as key concepts and theoretical frameworks students will critically examine comparative evidence to enhance their knowledge and understanding of higher education principles, processes and practices drawing on individual national case studies. The module covers the following broad areas of higher education policy, policy-making and change:

• Access, recruitment and widening participation
• Quality assurance and regimes of (de)regulation in higher education
• Management and change at institutional, national and international level
• Tiers of higher education provision, rankings and their implications for governments and universities.
• Higher education financing and shifting patterns of funding.
• Internationalisation, global competition and cross-border flow of students and researchers.

• Universities as Contemporary Learning and Teaching Environments

This module examines the historical development of research in teaching-learning with a view to identify key contributions that influenced how we conceptualise teaching-learning in the university sector. Several theoretical traditions are presented (e.g. communities of practice, student approaches to learning, actor network theory) and emphasis is placed on the role of assessment and feedback as well as the wide-scale implementation of technological media in higher education and their impact on new modalities of learning. Students will be offered the means to enhance their critical understanding and use of relevant theory by supporting critical and systematic reflection on the changing nature of teaching-learning in higher education, on the changing management landscape, and on the relationships between them in national and international contexts.

• Special Research Methods in Higher Education

This module provides an overview of the methods and methodologies applied to research in higher education. In doing so, it provides links between higher education and educational and social research in general without losing its particular focus and applicability on higher education settings. The meanings and associations between methods are discussed and their position in wider epistemological paradigms is considered. Students will be given an overview of the development of these methods and methodologies in higher education and will develop applied research skills on methods relevant to their practice or interests. Conclusions will be drawn on the methodological opportunities and challenges of the presented research methods and their supplementary to wider educational and social research will be critically examined.

• Educational and Social Research Methods

This module provides you with the opportunity to consider the aims and intentions of educational research, critique published journal articles, and examine the role of evidence from research as a basis for improving education and social care. You will gain grounding in educational research issues, methods and strategies together with knowledge of how to match intended outcomes with specific educational questions and methods of investigation.

• Postgraduate Major Study

This module supports students in the preparation and submission of their Master's Major project and involves a dissertation of 14,000 words or the equivalent. The Major Project enables students to demonstrate the ability to raise significant and meaningful questions in relation to their specialism which may involve working at the current limits of theoretical and / or research understanding. It will involve the ability to develop solutions to ethical dilemmas likely to arise in their research or professional practice. The project enables students to expand or redefine existing knowledge, to develop new approaches to changing workplace situations and / or to contribute to the development of best practice. It asks the student to communicate these processes in a clear and elegant fashion and to evaluate their work from the perspective of an autonomous reflective learner. Students' research topics must be negotiated with their appointed supervisor. An application for ethical approval and ethics discussion paper must then be submitted. The project may take the form of a written dissertation, a formal presentation and full research paper, an exhibition, a performance, an artefact or the development of software, or other written, aural or visual material. The project may be formed from a combination of these modes but will normally include a written component.

Assessment

You will be assessed in a number of ways, from systematic literature reviews to reflective accounts on your professional practice, to ensure you're learning effectively. Other forms of assessment may include presentations, critical analyses of existing research, producing a dissemination poster and a research project. Each module comprises of one summative assessment and one core formative assessment. The assessment of the modules places emphasis on authenticity of the assessment tasks. Assessment are designed to strengthen your ability to conduct research in higher education settings.

Your Faculty

The Faculty of Health, Social Care & Education is the largest provider of health, social care and education courses in the East of England, with over 6,000 students from more than 20 countries.

With 95% of our students finding full-time employment within six months of graduating, you can be sure that our courses have been designed with your career in mind. We’ve been educating nurses, midwives and social workers for over 25 years.

At the cutting edge of research, we offer a range of internationally recognised undergraduate and postgraduate degree courses taught by friendly, supportive and experienced staff. With over 150 research students across our three doctoral programmes (PhD; DProf and EdD), we provide the multi-disciplinary perspective and potential for academic debate that reflects our position as a leader in practitioner-focused and practice-led research studies.

Designed to enhance your learning experience, our facilities include state-of-the-art simulated skills laboratories that mirror real-life clinical situations and UK hospital wards. Our students also benefit from our Early Childhood Research and Resource Centre; a space in which they can experiment with equipment and play activities.

You’ll study in an exciting, modern faculty which has strong links with regional, national and international organisations, including healthcare trusts, social services, local and regional authorities, schools and academic institutions.

Your enthusiasm. Our passion. Your best foot forward.

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A higher degree by research involves training in research methods and systematic, high level study of a research project. The nature of the work and the time it takes to finish the research means a research degree is demanding and needs great commitment. Read more

A higher degree by research involves training in research methods and systematic, high level study of a research project. The nature of the work and the time it takes to finish the research means a research degree is demanding and needs great commitment.

You must present your results in a thesis, explain the methods used in your research and defend them in an oral examination.

To get an MPhil you must critically investigate and evaluate an approved topic and display an understanding of suitable research methods.

Materials and Engineering Research Institute (MERI)

MERI is a multi-disciplinary research institute encompassing four research centres each with their own specialist groups operating within them. We undertake high quality academic research across a range of disciplines and apply this research knowledge in a commercial and industrial context. Research areas include • polymers and composites • solar energy • structural integrity and corrosion • functional coatings • simulation and modelling • robotics.

In the 2008 Research Assessment Exercise we were the leading post–92 university in metallurgy and materials (UoA29). 75 per cent of our staff were judged to be internationally leading and we obtained a Times Higher Education average score of 2.15 reflecting the quality of our work and world class staff.

Our staff include • chemists • materials scientists • physicists • computer scientists • mechanical, electronic and electrical engineers, all working on individual or collaborative projects shared between research centres. Supported by a £6m equipment base, which will shortly undergo a £4m refurbishment, this inter-disciplinary approach enables us to solve complex problems ranging from fracture of artificial implants through to designing surfaces that can withstand frictional temperatures in excess of 1,000 degrees centigrade. Solutions to these kinds of problems put MERI at the top in terms of industrial collaboration.

The Materials Research and Analysis Service (MARS) is also a key strength in the research institute, established to provide regional business with access to research facilities and analysis, which enhances the capability of companies in terms of new and improved products.

Evidence of MERI’s research strength is reflected in the patent portfolio that currently consists of 22 granted patents with another 17 applications in progress.

MERI is made up of five centres of excellence

  1. The Thin Films Research Centre
  2. The Centre for Automation and Robotics Research
  3. The Polymers Nanocomposites and Modelling Research Centre
  4. The Structural Materials and Integrity Research Centre
  5. Materials Analysis and Research Services, Centre for Industrial Collaboration (MARS) (CIC)

Course structure

Training and development

An extensive range of training and development opportunities are available to doctoral researchers through the doctoral skills training series and MERI-based training.

MERI training:

Skills training for postgraduate research

This course will comprise 4 main sessions:

  • getting the most out of supervision
  • development needs analysis and personal development plans
  • research integrity and intellectual property
  • getting the most out of conferences

All of the sessions are mandatory for all MERI research students.

Weekly seminar programme

Speakers are invited weekly to discuss their latest research with our staff and students.

Research ethics

This session introduces you to the principle of research ethics and the Sheffield Hallam procedures for ethical clearance. It will also involve you doing an initial ethic checklist for your research project and introduce the online EPIGIUM module ethics 1, which all Sheffield Hallam research students must complete.

RefWorks

RefWorks is a web-based bibliographic system with which you can build up a database of all of your reference material. It is flexible and very powerful, particularly when it comes to outputting reference lists for papers and thesis.

Introduction to bibliographic databases

As a researcher it is vital to be able to access relevant high level information. Here you learn more sophisticated information retrieval skills and see how to use subject specific databases relevant to your research area.

Health and safety for postgraduate research

The session aims to provide clear health and safety guidelines for new postgraduate researchers around personal safety and safety of others within the university environment, including and laboratories & workshops.

Advanced measurement techniques

This module aims to equip you with the skills and knowledge to make informed decisions on experimental materials analysis techniques. A number of techniques are demonstrated, the emphasis being on what each can achieve and the potentials for synergy from combining results obtained using from different techniques. This promotes effective decision making in research planning and operation, as well as a broad understanding of what different approaches can be used for.

MATLAB

MATLAB is a powerful programming language for numerical computations. It is employed in a range of industrial and academic environments. MATLAB has numerous built-in functions for engineering, physical, graphical, mathematical and computing applications. Besides this it has a variety of specialised toolboxes for specific applications, such as control systems, machine vision, signal processing and many others. MATLAB also has the symbolic toolbox that allows operating on symbolic expressions. In the first sessions we will cover MATLAB fundamentals, and the following sessions will be tailored to the specific research needs of attendees.

MERI research symposium event

The MERI Research Symposium is an excellent opportunity for both staff and students who are either active researchers, or who are interested in engaging in research, to meet with colleagues from across the faculty, to raise awareness of current research projects. The event will incorporate talks from academic staff and second year MERI PhD students, with poster presentations from final year undergraduate engineering students and first year MERI students.

Poster preparation

This course is aimed at first year students to give tips and techniques on how to prepare for the MERI Research Symposium Event, at which they will present a poster.

Talk preparation

All second year students are required to give a talk at the MERI Research Symposium Event.

Assessment

Thesis followed by oral examination

Employability

Research degrees are a vital qualification for most academic careers, and for professional specialisation and development in an existing or planned career. The rigorous analytical thinking they involve also demonstrates ability to potential employers in all areas of work.



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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.

About this degree

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:

  • 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), focusing on gender and education in a low- or middle-income context in some form.

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.

Further information on modules and degree structure is available on the department website: Education, Gender and International Development MA

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.

Recent career destinations for this degree

  • Senior Regional Programme Officer (Rural Development), Aga Khan 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 and studying MA Education, Gender and International Development, Institute of Education, University of London (IOE)

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.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

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. 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.

Research Excellence Framework (REF)

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’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015). All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). Read more

About the course

Our Primary and Secondary PGCEs are "Outstanding" (Ofsted, 2015).

All our Education courses have been developed in collaboration with Partnership schools and the National College for Teaching and Leadership (NCTL). This ensures not only the highest possible quality of provision, but also relevance in reflecting national and school-level priorities in Education.

Aims

School and Local Authorities are increasingly seeking to employ teachers with not only high levels of competence and skill in classroom practice, but practitioners who have advanced subject knowledge for teaching and enhanced knowledge of systems and theories relevant to education. Therefore, the aims of this program are:

-to enable student teachers to develop a critical understanding of issues and theories that impact upon classroom practice in teaching, learning and assessment in secondary schools;
-to support student teachers in their exploration and critical reflection on their own and others practice in relation to national and regional priorities and policies and current research relevant to the Key Stages for this programme;
-to promote student teachers' practical teaching skills and subject knowledge for teaching across the relevant Key Stages for this programme, making links with relevant theory to inform practice.

The programme aims to further develop students' existing transferable skills in communication, literacy, numeracy and critical reasoning. It is suitable for those who wish to gain employment as teachers and who aspire to progress to leadership and management roles in schools or in the wider world of education. It will provide an excellent foundation for progression to either higher academic or advanced professional qualifications.

Course Content

The PGCE is an intensive programme, which combines an exploration of principles and methods of teaching and learning with practical school-based teaching placements. It lasts for 36 weeks from early September to late June.

The Secondary programme prepares you to work with pupils aged 11-16. At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our Partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

The PGCE Secondary courses are structured around three modules, which share a generic General Professional Education (GPE) component. The GPE programme involves an enquiry based learning approach, which combines taught sessions with independent professional learning activities (PLAs). These PLAs require independent research, which is either school-related or school-based. The three PGCE modules are:

1. Education Studies I

This module covers the following GPE themes:
Professionalism, values and reflective practice;
Safeguarding, child protection and e-safety;
Understanding curriculum and the National Curriculum;
Supporting learners, learning and effective behaviour management;
Inclusive education, with a specific focus on supporting pupils with SEND and SEBD;
Effective planning and teaching to promote pupil progress;
Assessment and its role in promoting effective learning.
You will also focus on teaching and learning issues of particular concern to your phase or subject specialism.

2. Education Studies II

This module covers the following GPE themes:
Applying for your first post;
Understanding data analysis to support effective teaching and learning;
Behaviour for learning and the wider professional responsibilities of the subject teacher;
Inclusive education, with a specific focus on supporting pupils with English as an Additional Language, pupils receiving the Pupil Premium and able pupils;
Safeguarding with a focus on the Prevent and Channel national strategy and bullying and homophobic bullying.
You will also continue to focus on teaching and learning issues of particular concern to your phase or subject specialism.

3. Education Studies III

This module focuses specifically on supporting student teachers to make an effective transition into their first post and examines the following themes in GPE:
Preparing for induction and the professional learning action plan for your first post;
Pathways into leadership in education;
Learning outside the classroom;
Contributing to the wider aspects of the formal and informal curriculum and your wider professional role as a teacher.

Subject Specific Course Content

The aim of Physical Education is to develop physical competence so that all children are able to move efficiently, effectively and safely and understand what they are doing. The outcome, physical literacy, is as essential as literacy and numeracy to ensure the holistic educational development of young people in our society.

The PGCE Secondary Physical Education course at Brunel University London has a long standing national reputation for high quality teacher education in our subject area. The course is very popular, drawing on outstanding expertise and experience in this field from both academic and school staff. Many of our alumni have gone on to become school leaders, not only within Physical Education, but also as members of senior management teams in school at an early stage in their career because of the high standards and expectations we have for our student teachers. We retain very close links with our community of Physical Education alumni and many of them go on to be mentors for our student teachers, are involved in selection and recruitment of the next generation of PE teachers from Brunel or contribute to aspects of teaching on the programme where they have specific expertise.

School Experience

School-based professional learning is a compulsory element of all programmes leading to a recommendation for QTS. The course involves the statutory requirement of at least 120 days of school experience in the form of block school placements undertaken in at least two different contexts.

Our current partnership schools are mainly located in the West London area and adjoining Home Counties. We have developed close links with a number of very good schools over a number of years, and offer placements within carefully chosen schools that provide an appropriate professional learning experience. The ethnic and cultural diversity of the schools we work with is a distinctive aspect of our provision and we are equally proud of the diversity of our student teacher cohort, who reflect the communities in which many of them go on to work as teachers.

You will be allocated a school-based mentor, selected for their experience and expertise, who is there to help you develop and learn while you are on placement. The importance of this person should not be underestimated. Teaching is a very challenging profession and with the help of your school-based mentor and your University tutor we aim to make sure that you have support every step of the way, encouraging reflection and development.

Disclosure and Barring Service (DBS), Childcare Disqualification and Prohibition Orders

As an accredited provider of Initial Teacher Education we have to have regard to the Department for Education’s statutory guidance Keeping Children Safe in Education, when carrying out their duties to safeguard and promote the welfare of children. We ensure that all student teachers have been subject to Disclosure and Barring Service (DBS) criminal records checks, including a check of the children’s barred list.

The Department for Education has published statutory guidance on the application to schools of the Childcare (Disqualification) Regulations 2009 and related obligations under the Childcare Act 2006. We undertake our responsibility to ensure that the student teachers are not, therefore, disqualified from childcare or that the student teacher has obtained a childcare disqualification waiver from Ofsted. We also check that candidates are not subject to a prohibition order for teaching issued by the Secretary of State.
We also offer student teachers the opportunity to experience placements in alternative settings, which include special schools, Pupil Referral Units (PRUs), young offenders institutions. This further demonstrates our commitment to preparing teachers to work with young people in a diverse range of educational contexts.

Teaching

We adopt an enquiry-based learning approach in our PGCE Secondary courses where students are encouraged to research and investigate a range of broad and subject specific educational themes and issues and bring their findings back for discussion in interactive lectures, workshops and seminars. These themes and issues address national, regional and partnership priorities as well as specific areas for investigation with the subject area.

Assessment

Postgraduate Certificate in Education (PGCE)
The PGCE Secondary programme carries 60 Master’s Level credits and requires you to successfully complete three formally assessed pieces of academic work during the year.
All of these assessments also require an accompanying portfolio of evidence.
The Master’s Level credits provide an excellent foundation for future academic and professional study.

Qualified Teacher Status (QTS)
Alongside the PGCE academic award for your programme, you will also be assessed for the recommendation of QTS. In order to be recommended for QTS you are required to demonstrate that you have met the Teachers’ Standards (DfE, 2013) in both the University and in school and alternative education settings. All aspects of the programme are designed around you being able to demonstrate that you are meeting the Teachers’ Standards.

Part 1 of the Teachers’ Standards require you to:

Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
(Teachers’ Standards, DfE, 2013)

Part 2 of the Teachers’ Standards require students to demonstrate the highest standards of personal and professional conduct.

As the PGCE is a professional course, 100% attendance is an expectation.

Recommendation for Qualified Teacher Status will be made by the Secondary PGCE Examination Board for all those who successfully demonstrate the Teachers’ Standards as shown in the requirements for University and school-based work.

Special Features

As a leading centre of education and with roots in teacher education dating back to 1798, we are able to provide first class teacher education that is internationally recognised.

A Brunel PGCE is a recognised symbol of quality teacher education which accounts for our high employment rates.

At the heart of our programmes is a vision that our student teachers’ teaching will impact positively on pupil progress over time in schools and that our partnership activities with schools will contribute to school improvement. We aspire for all our students to be outstanding teachers.

You will benefit from an established partnership between Brunel and a variety of educational institutions and local schools. Brunel education degrees offer multicultural placement learning opportunities. For example, our location in West London and our diverse and well-established schools network means you will gain highly-valued placement learning experiences in vibrant multicultural schools.

Beyond ITE, for early career teachers we offer the Masters in Teaching (MAT), where students can utilise their 60 PGCE Masters level credits to continue their postgraduate studies part-time, whilst also meeting the requirements outlined for Newly Qualified Teachers (NQTs) and early career development. Where schools have qualified for Enhanced Partnership status with Brunel University London, NQTs in those schools have access to the first year MAT module for free, illustrating our commitment to supporting NQTs into and through their first year of teaching. We also offer a Masters in Education (MAEd), a Doctorate in Education (EdDoc) and PhD postgraduate routes through the Department of Education. This continuum of provision ensures a commitment to teacher education and professional learning at all stages and the growing community of professional practice strengthens our Partnership.

Staff are nationally and internationally recognised for their research, and liaise with government and other agencies on education policy issues. The Department of Education is host to a number of research centres, including the Brunel Able Children’s Centre. The process of learning is informed by cutting-edge research by staff in the strands of: Science, Technology, Engineering and Mathematics (STEM) and Pedagogy and Professional Practice (PPP).

You can take advantage of free access to our excellent University Academic Skills service, ASK.

We have an award winning Professional Development Centre.

Our library has been nominated for national awards for its outstanding provision.

We have on-site volunteering opportunities through our Brunel Volunteers provision.

Our Disability and Dyslexia Service team have an excellent track record of support for students.

Our Union of Brunel Students provides you with a range of additional support and a broad range of extra-curricular opportunities and social events.

There is excellent University-wide access to PCs and the Internet, as well as free loan of media equipment and music/recording studios, and web space on the University server.

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The new African Studies degrees at UCL draw on world-leading research and expertise from across the university, and offer a unique opportunity to choose one of four distinct pathways. Read more

The new African Studies degrees at UCL draw on world-leading research and expertise from across the university, and offer a unique opportunity to choose one of four distinct pathways. In the African Studies with Education MA students will come to understand some of the challenges surrounding education in contemporary Africa - including poverty, inequality, gender, education and employment, education and technology; vernacular education and the diaspora.

About this degree

The degree pathways share a common core, comprising modules on the continent’s political and economic past and present. In addition, the Education pathway explores aspects of education and learning, through a bespoke 'African Studies and Education' core module and a range of advanced optional modules drawn from the UCL Institute of Education and other UCL departments. 

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), three optional modules (45 credits), and a dissertation (90 credits).

Core modules

  • Africa: Dialogues of Past and Present
  • Debating Africa's Future
  • African Studies and Education

Optional modules

Students choose three from a range of optional modules including but not limited to the following:

  • Education and International Development: Concepts, Theories and Issues
  • Planning for Education and Development
  • Education, Conflict and Fragility
  • Learners, Learning and Teaching in the Context of Education for All
  • Education in Muslim Communities
  • Gender, Education and Development
  • Promoting Health and Wellbeing: Planning, Practice and Participation
  • Cultural Heritage, Globalisation and Development
  • Cultural Memory and Identity
  • Research Methods in African Studies
  • Performance, Visual Media and Popular Culture in Africa
  • Archaeology and Education

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 15,000 words. This dissertation must focus on a research question related to educational issues in or about Africa.

Teaching and learning

The programme is delivered through a combination of lectures and seminars and guided independent research. Assessment is through essays, portfolio, research proposal and examination.

Further information on modules and degree structure is available on the department website: African Studies with Education MA

Careers

Graduates will be well placed to take up diverse positions within education-related organisations, national and international policy-making bodies, non-governmental development organisations, or within national ministries and the public sector. 

Employability

Students will develop skills in a wide range of areas related to education in Africa, including theoretical and practical concepts concerning the challenges of researching and delivering education in Africa. Graduates will be well placed to go on to jobs in the enducation, NGO or policy sphere. Students will also have the option to choose a research methods module which will introduce them to transferable skills, including research ethics, participatory research skills, data analysis and GIS, archival work, ethnographic field techniques and presentation skills.

Why study this degree at UCL?

UCL offers a unique teaching and learning environment in which to study education as it relates to the continent of Africa. More than 35 permanent members of UCL academic staff focus their research primarily on Africa and their field activities span the continent. This expertise is combined with that of the world-leading UCL Institute of Education to provide unparalleled insight into education policy and practice.

African Studies marks the first time existing expertise on Africa at UCL has been combined to offer an interdisciplinary degree. The new African Studies and Education pathway has been co-developed with the UCL Institute of Education and draws on the university's core strengths in teaching and reseach on education in Africa.

Research Excellence Framework (REF)

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.

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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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.

About this degree

This programme provides students with the opportunity to develop a critical understanding of key aspects of theory, policy and practice in relation to education and international development, and skills and knowledge in research methods and analysis. Students benefit from being taught by renowned researchers of education and international development and international guest speakers. Students will also meet and study alongside a diverse student group: our alumni are from more than 80 countries.

There will be opportunities for students to be introduced to a number of key international development organisations involved in education and learn more about the nature of their work, as well as to find out about professional development opportunities. In previous years, students have organised career development events and benefited from volunteering opportunities via the Students' Union UCL Volunteering Service.

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
  • African Studies and Education

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.

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.

Further information on modules and degree structure is available on the department website: Education and International Development MA

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.

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. It houses the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development, education, and international educational policy, and which has nurtured world leaders in educational practice and research for over 85 years. 

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, migration, 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.

Research Excellence Framework (REF)

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’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Are you dedicated to the study of psychology and want to take your learning to the next level? The MRes Psychology will give you a practical education in psychological research training which is informed by staff research experience. Read more
Are you dedicated to the study of psychology and want to take your learning to the next level? The MRes Psychology will give you a practical education in psychological research training which is informed by staff research experience.

You will benefit from working in a professional research environment, and develop advanced research skills that will enable you to plan, execute, analyse and disseminate high-quality psychological research.

With the opportunity to work both individually and collaboratively on research projects you will gain valuable critical and transferable skills and an understanding of the professional and ethical issues relating to producing research. You will graduate ready for employment in a research context, or doctoral level training in psychological research or applied psychology.

Learn From The Best

Staff are active researchers, passionate about their subject and dedicated to the discovery of new knowledge through innovative and exciting research projects. You will learn from those at the forefront of their fields. In fact, our strength in psychology research has significantly increased, placing us second in the Alliance group of universities for world-leading research (REF 2014).

You will work alongside academics with international backgrounds in research and experience in both higher education and industry.

Teaching And Assessment

You will study advanced research skills and techniques, exploring qualitative and quantitative methods, data collection and analysis through a variety of sessions including interactive lectures, workshops and tutorials. Benefitting from studying in a professional academic research environment you will put what you have learnt into practice, leading both collaborative and individual pieces of research.

All assessments are reflective of the kinds of tasks which active researchers engage with, to provide you with experience of practical research activities which are typically carried out in professional research settings. A final thesis will cement your learning and you will work closely with a member of staff to design, develop and implement a research project that is aligned to your interests. You will learn how to disseminate your findings to a variety of audiences.

Module Overview
PY0766 - Practical Research Skills and Techniques (Core, 30 Credits)
PY0767 - Research Experience: Design and Development (Core, 20 Credits)
PY0768 - Research Experience: Implementation and Dissemination (Core, 20 Credits)
PY0769 - MRes Thesis (Core, 90 Credits)
PY0774 - Qualitative and Quantitative Methods (Core, 20 Credits)

Learning Environment

You will learn in a professional research environment with access to state-of-the-art laboratories equipped with industry standard equipment. You will be able to collect and analyse your data using the most current software tools and will benefit from technology enabled learning with use of the eLearning Portal where electronic reading lists, lecture capture and online submission and feedback tools support your learning.

You will be immersed in an active research environment with access to Northumbria’s innovative research centres including The Brain Performance and Nutrition Research Centre and The Northumbria Centre for Sleep Research. With staff working at the cutting-edge of their fields in innovative research areas, there is nowhere better to hone your research skills.

Research-Rich Learning

Research excellence is embedded at every stage of this course. Through research-orientated education and practical instruction you will develop the advanced research skills and critical evaluation techniques needed to conduct your own and collaborative research projects in the field of Psychology from initial idea to dissemination of results. The core purpose of this MRes is to make you into a confident and skilled professional researcher.

Staff are actively engaged in a wide range of research with almost three-quarters of Northumbria’s psychology research being judged to have outstanding reach and significance for its impact, placing us top 20 in the UK (REF 2014).

Give Your Career An Edge

This distinctive and specialist postgraduate course incorporates professional training and advanced study in psychological research and is designed to make you as employable as possible.

We provide you with an authentic learning experience, enabling you to work in a professional research environment. You will have the invaluable opportunity to work on a research placement with an academic researcher from the Department of Psychology, collaborating with this member of staff, their research partners and research groups to design, develop and implement a research project based on shared interests and enabling you to gain the applied research and team working skills that are desired by employers in the sector.

Your Future

The MRes Psychology provides you with the advanced research experience, critical knowledge and transferable skills to enable you to plan, execute, analyse and disseminate high-quality psychological research.

You will graduate as a trained psychological researcher fit for employment in professional research settings, enterprising and entrepreneurial activity or further study. Many of our previous graduates have continued to build on their research interests by going on to PhDs in psychological research or applied psychology, whilst others have worked as assistant psychologists or followed careers in the NHS.

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Busy medical professionals who wish to increase and develop their knowledge want courses that are flexible and adaptable, and this MA fulfils that need. Read more
Busy medical professionals who wish to increase and develop their knowledge want courses that are flexible and adaptable, and this MA fulfils that need.

Each unit combines focused study days that range over a three month period, with interactive online learning and supported self-directed study.

You will have opportunities to concentrate on your work-related professional progression, develop a critical, analytic and reflective attitude to medical and healthcare education, and grow as a medical educator and leader.

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education3

• Postgraduate certificate – 60 credits at Masters level https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education2

Why choose thic course?

• Study the latest research, scholarship and practice, and learn to deal with complexity, contradictions and gaps in the current evidence base
• Explore the wide range of learning, teaching and assessment methods used across all levels of clinical education and training, and discover how to use these in practice
• Develop the skills, attitudes and practices of an excellent teacher, and an awareness of personal responsibility and professional codes of conduct
• Gain the capacity for innovation in education through the design, implementation and evaluation of a small scale education research, development or leadership project
• Benefit from studying with from a highly experienced, knowledgeable and accessible team who will encourage you to appraise your practice and address emerging development needs through independent and collaborative activities.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/medical-education

Why choose this course?

This course supports your development as medical educator, scholar and leader. It provides opportunities to develop your thinking and practice within a dynamic multi-disciplinary community of clinical educators. The course team model learner-centred teaching, learning and assessment practices. Assessments foster strong links between your learning and practice. You have the option to complete a year long, supervised Medical Education Research or Development Project in an area of professional interest.

Course detail

This course supports your development as a medical educator, scholar and leader. It provides opportunities to develop your thinking and practice within a dynamic multi-disciplinary community of clinical educators.

The course team models learner-centred teaching, learning and assessment practices and provides plentiful opportunities for you to rehearse them yourself.

Your final assignment is a supervised Medical Education Research Project in an area of professional interest, which provides a clear sense of your educational role responsibilities and the confidence to offer guidance to peers who wish to develop their own educational practices. You thus evidence emerging educational leadership capabilities along with developed skills in project design, management and evaluation.educational roles and responsibilities, including educational leadership responsibilities, albeit commensurate with experience.

Year 1

Students complete either the Postgraduate Certificate in Medical Education (PGCertMedEd) or the Postgraduate Certificate in Simulation in Practice (PGCertSiP)

PGCertMedEd consists of:

• Core unit: Medical Education in Practice
Then students choose one unit from:
• Workplace-based Learning
• Educational Perspectives for the Workplace

PGCertSiP consists of:
• Simulation in Practice
Then students choose one unit from
• Workplace-Based Learning
• Educational Perspectives for the Workplace

Year 2

Students complete the Postgraduate Diploma in Medical Education (PGDipMedEd)

PGCertSiP students complete Medical Education in Practice and then choose 1 unit from:
• Educational Policy and Leadership
• Workplace-Based Learning
• Educational Perspectives for the Workplace

PGCertMedEd students choose 2 units from:
• Educational Policy and Leadership
• Workplace-Based Learning
• Educational Perspectives for the Workplace
• Simulation in Practice

Year 3

• All students complete the Medical Education Research Project unit (over two semesters)

Assessment

Your work will be assessed using a combination of formative and summative elements, i.e. assessment for learning and assessment of learning. It is designed to foster strong links between learning on the course and the lived realities of Medical and healthcare educators working in Higher and Professional education contexts.

You will be assessed variously by Reflective Report, Teaching Observation Report, Literature Review, Individual Report (following collaborative WIKI work, for example), Reflective Portfolio, and dissertation. At least one assignment per unit provides formative feedback opportunities before the final submission.

Careers

The PgCert courses that lead into the MA in Medical Education are accredited by the Academy of Medical Educators; they provide a sound basis for evidencing your competence as both a clinical and educational supervisor.

The PgDip stage allows you to deepen your understandings and extend your skill set as a medical educator.

The dissertation stage develops your scholarship and ability to independently design, implement and evaluate a medical education research. The research project stage positions you to adopt a critical stance to existing practice and lead improvements and innovation.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Gain a strong foundation in education practice and theory with our Master of Education degree. Delve into contemporary education issues, connect with the latest developments in the field, and garner the expertise to move beyond the classroom. Read more

Gain a strong foundation in education practice and theory with our Master of Education degree. Delve into contemporary education issues, connect with the latest developments in the field, and garner the expertise to move beyond the classroom.

With a flexible course structure, featuring nine specialisations and extra electives, you can pursue your own interests and further your specialist teaching practice. Commonwealth Supported Places are available for all eligible domestic students and advanced standing is available to qualified educators who wish to fast-track their studies.

Specialisation options

Careers

The Master of Education offers professional learning for educators in a broad range of fields, including early childhood, primary, secondary, tertiary, vocational and adult.

It’s designed for professionals who already hold, or seek to move into:

  • Leadership and/or management positions within educational and professional settings
  • Policy making roles and responsibilities within government and non-government organisations
  • Specialist and coordination positions
  • Professional development/capacity building positions in educational, workplace and or community settings
  • Other education and training settings.

Please note that the Master of Education is not a teaching qualification.

Outcomes

In this course you will:

  • Develop in-depth knowledge and understanding of educational theory and practice in specialised areas of education
  • Be exposed to the latest research that is driving change to policy and practice in educational settings world-wide.

Pathways

  • Advanced standing of up to 100 credit points of the 200 credit point degree will be granted to applicants who have either:
  • A four-year education degree, or equivalent, or
  • An undergraduate degree in any discipline and at least 50 credit points, or equivalent, of graduate study in education.
  • Students interested in completing a thesis are encouraged to apply for the Master of Education - Research. Graduates from this program are eligible to apply for entry to the Doctor of Educationprogram or a PhD.


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COURSE OVERVIEW. Develop your skills in research design. Complete intensive training in social research methods and approaches. Learn to present aspects of research in a range of engaging ways. Read more

COURSE OVERVIEW

  • Develop your skills in research design
  • Complete intensive training in social research methods and approaches
  • Learn to present aspects of research in a range of engaging ways

Social Research in Education at Winchester offers a programme of focused study of research methods applicable to educational settings and educational enquiry. You are equipped and encouraged to develop an in-depth understanding of research methods, research design, and the cultural and ethical contexts in which educational research takes place. The course helps you to develop advanced qualitative and quantitative research skills, which support you in starting or enhancing a career in research or as a senior professional able to support others in research endeavours, for example in schools.

We focus on research design, which enables you to select appropriate approaches and methods to carry out investigations. It provides you with the opportunity to develop intellectual and practical skills, along with the ability to analyse and communicate complex ideas, and creatively plan and manage an independent postgraduate research project in education. It also equips you with the necessary skills to undertake further doctoral study.

You study core modules in Quantitative Methods in Social Research, Qualitative Methods in Social Research, and Theory, and Practice and Ethics in Social Research. You may choose to target a particular aspect of educational practice for data collection, although assignments analyse data collection methods, analysis approaches or ethical aspects of the research rather than the content of the practice.

There is also a final dissertation project, for which you choose an empirical or theoretical aspect of research methodology and explore it. This may also include an investigation of an aspect of education that interests you. You participate in workshops and seminars, and on-going online and face-to-face discussions with tutors and other students. These include debating issues such as ethical considerations in research, and help develop some of the underpinning research skills.

Careers

Graduates of the course are equipped to pursue careers in educational research, as research officers working for educational bodies such as local authorities, as contract researchers, or as project officers working on funded projects in higher education or research institutes.

ABOUT THIS COURSE

Suitable for applicants from:

UK, EU, World

Work experience

Students who are not currently working in an educational setting need to establish clear links with at least one setting for research purposes.

Learning and teaching

Start dates: September

Distance learning available: For research methods modules. Independent study supervisions may be conducted by Skype or email.

Teaching takes place: Weekends. However, the Theory, Practice and Ethics in Social Research module is taught at the summer school in June/July, and one weekend in September.

Workshops and seminars develop some of the underpinning research skills. Students are part of ongoing online and face-to-face discussions with tutors and other students, and are equipped to present aspects of research in a range of ways.

Location

King Alfred or West Downs, University of Winchester

Assessment

Assessed work includes portfolios of completed tasks, essays, presentations and posters; all assessments are given numerical grades. For the dissertation, students choose an empirical or theoretical aspect of research methodology, and explore this through a project which may also explore an aspect of education that interests them.

Our validated courses may adopt a range of means of assessing your learning. An indicative, and not necessarily comprehensive, list of assessment types you might encounter includes essays, portfolios, supervised independent work, presentations, written exams, or practical performances.

We ensure all students have an equal opportunity to achieve module learning outcomes. As such, where appropriate and necessary, students with recognised disabilities may have alternative assignments set that continue to test how successfully they have met the module's learning outcomes.

Further details on assessment types used can be found by attending an open evening or contacting our teaching staff.

Feedback

We are committed to providing timely and appropriate feedback to you on your academic progress and achievement in order to enable you to reflect on your progress and plan your academic and skills development effectively. You are also encouraged to seek additional feedback from your course tutors.

Further information

For more information about our regulations for this course, please see our Academic Regulations, Policies and Procedures section.



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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Research in Health Professions Education (RiHPE) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Research in Health Professions Education (RiHPE) at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

On practice, in practice. The Research in Health Professions Education (RiHPE) programme at Swansea is comprised of two supported research degrees, which give candidates full training in research methods and then the opportunity to complete a short research project (M.Res) or to conduct detailed doctorate-level research (D.Prof). Candidates will normally be undertaking research in their place of practice, on topics that are directly relevant to their roles as educators and healthcare professionals. All candidates will be given full face-to-face training on the theory, planning and practise of research before undertaking their research dissertation. The Research in Health Professions Education (RiHPE) programme is suitable for anyone who wishes to undertake rigorous, practise-focused research into the education of health professionals. This may include doctors, nurses, allied health staff, academic educators, social care professionals and psychologists. Trainees are also welcome.

Key Features of the Research in Health Professions Education Programme

Supported programme of research in education for the health professions, featuring:

- Full training and support in a broad range of research methods

- Emphasis is research-on-practice, meaning research can be conducted in your place of work

- Focused, taught analysis of the evidence base for current practice in health professions education

- Supported development of a research proposal, including literature review, methodological approaches and ethical approval

- Support from an outstanding community of experienced researchers to address specific training and research needs

- Use of an experienced Supervisory Team approach to ensure broad support across a range of needs

These research degrees in Research in Health Professions Education (RiHPE) combine an initial, modular, taught element with supervised research to the Masters (M.Res) or Doctoral (D.Prof) level. Candidates undertake three face-to-face taught modules which cover research methods, critical appraisal, and the application of those concepts to the education of healthcare professionals. D.Prof candidates also undertake a parallel 60 credit portfolio, in which they develop their research proposal, identify and address training needs and complete a reflective analysis of the likely impact of their proposed research on their field and on them as practitioners and individuals.



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We have a national and international reputation as a centre of excellence and provide wide and varied opportunities for students to undertake research. Read more
We have a national and international reputation as a centre of excellence and provide wide and varied opportunities for students to undertake research. Our academic expertise covers a broad range of disciplines grouped into three main departments:

Disability Inclusion and Special Needs
Education and Social Justice
Teacher Education
We also have a number of highly successful research centres which reflect the diversity of our research activity

Our strategy towards research and research degrees is centred on three key principles:

Research should seek to combine scholarly and empirical work on fundamental issues with a concern for development work linked to practice; a dialogue between fundamental study and development work can enrich both
Research should recognise the importance of professional practice and be pursued through active collaboration with schools, colleges, LAs, and voluntary and other professional bodies in the UK and internationally
Research is often a multidisciplinary activity and strong links across specialisms must be encouraged and supported
The interdependence of research with development and professional practice means that we particularly welcome the contribution of research students to our work. We provide a comprehensive programme of research training, together with opportunities to take part in research seminars where speakers with national and international reputations present work that is at the forefront of current debates within the field.

The Education MA by Research:

The MA by Research is a pure masters level research course. Students will need to complete a thesis of 40,000 words maximum and a research training programme.

This programme is suitable for applicants who are interested in developing their independent research skills and many students who complete this course progress onto PhD study afterwards.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. Read more
One of the first EdD programmes to be established in the UK and offering a range of pathways, the EdD at Exeter is offered by modular study and is specifically directed to professional development through research. The programme is of particular relevance to experienced practitioners in education from the UK, EU or overseas and the academic tutors recognise the particular needs, interests and policy contexts of students who are also professionals in their own right.

The EdD is a ‘Professional Doctorate’ which is equivalent in level to a PhD, but includes a modular phase as well as the thesis. It is particularly suited to professionals who aim to link research closely with their existing professional practice. The PhD is more suited to those planning to become professional researchers.

The taught element of the EdD programme introduces different understandings of, and approaches to, educational research, including distinctive methodologies and methods. You can explore, in depth, a particular field of study, together with its implications for your own professional practice.

Pathways include: Generic Pathway; Special Needs and Inclusive Education (SNIE) pathway; Teaching English to Speakers of Other Languages (TESOL) pathway; and Teaching English to Speakers of Other Languages (TESOL) in Dubai pathway.

The EdD will enable you to:

- reflect on, and experiment with, new concepts and ideas, professional understandings of practice, and research skills - all within a safe but challenging environment amongst a supportive community of peers;
- review and evaluate research, theory, policy and practice; examine and challenge your own professional practice and its relationship with theory and policy;
- integrate recent and applicable theory with the latest developments in professional practice;
- make strong links between your assignments/research thesis and professional practice and service needs;
- design and carry out your own ethically-informed research;
- network and share experiences with a worldwide community of professionals and policy-makers practising in a broad range of educational contexts and fields related to education;
- increase your knowledge about other professionals and their organisations and thereby gain a wider perspective on the environment in which you work;
- potentially enhance your opportunities for career progression.

Programme structure

The programme is divided into two ‘phases’. The first ‘pre-thesis phase’ (equivalent to 1 year of full-time study or 2 years of part-time study) offers specialist research-led modules which provide access to current thinking about key issues pertaining to research in your professional field and provide the opportunity to reflect on and experiment with new concepts and ideas, professional understandings of practice, and research skills within a challenging research environment amidst a supportive community of peers. This is followed by a ‘thesis phase’ (equivalent to 2 years of full-time study or 4 years of part-time study) in which you complete a thesis that makes a substantial contribution to knowledge and/or practice within a professional field.

The Doctor of Education programme offers specialisms in the following fields: Teaching English to Speakers of Other Languages (TESOL); Special Needs and Inclusive Education (SNIE); Generic Route, suitable for professionals and policy-makers from across public and private sectors

Generic pathway

The generic EdD route brings together professionals and policy-makers from across sectors that have traditionally been, and mostly remain, separated.
These include:
• early childhood education and care
• schools and further education colleges
• adult and community education
• higher education
• medical education
• health and social care

It encourages the growth of a community of professional scholars with varied but complementary interests in exploring theories, policies and practices associated with education, training, teaching and learning at different stages in the life course, together with the complex, overlapping roles of professionals engaged in these processes. http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/generic/

Special Needs and Inclusive Education (SNIE) pathway

The EdD Special Needs and Inclusive Education focuses on professional and theoretical knowledge and understanding in the area of special and inclusive education. You join a research community of professional and academic scholars and peers with varied but complementary interests in exploring theories, policies and practices associated with special and inclusive education at different stages in the life course and in different contexts. Past and current doctoral students include teachers, school leaders, university lecturers, speech and language therapists, other health professionals and medical educators.

Our international community of researchers has an excellent record of winning external funding, and our research centres provide structure and support, promoting collaboration and impact. The Centre for Special Educational Needs and Disability (http://socialsciences.exeter.ac.uk/education/research/centres/specialeducationalneeds/) is interested in educational aspects (in widest sense) of children and young people with special educational needs and disabilities (in various senses of these terms). http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/snie/

Teaching English to Speakers of Other Languages (TESOL) pathway

The EdD TESOL aims to provide experienced senior professionals within the field of language teaching with an opportunity to study at advanced level for a doctoral degree by means of a taught programme plus a thesis. The course involves an in-depth examination of issues related to language learning and teaching and language teacher education. It also provides a solid grounding in research methodology appropriate for undertaking research at doctoral level within these fields.

We are committed to and actively engaged in undertaking research into a number of different aspects of TESOL and our students have published in a wide variety of journals. We are a very multicultural course, with students from over 30 countries including Bosnia-Herzegovina, Bahrain, Botswana, Cameroon, Cayman Islands, Canada, China, Cyprus, Dominican Republic, England, Finland, France, Greece, Holland, Iraq, Ireland, Japan, Kuwait, Lebanon, Mexico, Norway, Oman, Pakistan, Poland, Qatar, Saudi Arabia, Scotland, South Africa, Sudan, Taiwan, Thailand, United Arab Emirates, United States of America and Wales. (http://www.exeter.ac.uk/postgraduate/research-degrees/education/eddoctoral/tesol)

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Our MClin Res Clinical Research course is aimed at nurses, midwives, allied health professionals and other non- medical/dental healthcare professionals who want to work in clinical research, or are already working in this area and want to develop the skills needed for other positions where research plays a key role. Read more

Our MClin Res Clinical Research course is aimed at nurses, midwives, allied health professionals and other non- medical/dental healthcare professionals who want to work in clinical research, or are already working in this area and want to develop the skills needed for other positions where research plays a key role.

You will develop in-depth knowledge of the theoretical underpinnings of clinical research and skills in research methods relevant to applied research in a range of contemporary clinical practice settings.

The course is mainly delivered online, but is complemented by two compulsory four-day campus-based introductory and winter study schools, and one mid-semester study day in Semesters 1 and 2.

Most of the units that make up this course are shared with other students on master's and postgraduate research programmes at Manchester.

Aims

Our course has been designed to provide health professionals with the skills needed to manage and deliver research in clinical and health and social care settings, and to develop careers in clinical research, clinical and academic practice, or academic research with a strong clinical practice component.

The aims of the course are to:

  • enable you to further develop systematic, in-depth knowledge and critical understanding of the nature, purposes, methods and application of research relevant to clinical practice at an individual and/or organisational level;
  • contribute to building capacity and capability for research and evidence-based practice by equipping you with in-depth knowledge and essential skills to critically appraise, apply, design and undertake high quality research in a range of clinical settings;
  • enhance the quality and evidence base for clinical research, practice and service development through the provision of robust research training in a stimulating, challenging and supportive learning environment that draws on outstanding resources and research and practice expertise;
  • promote lifelong learning in students and enhance opportunities to pursue a variety of research careers and/or further research training which support and advance clinical knowledge, research and practice;
  • equip you with key transferable skills in critical reasoning and reflection, effective communication, team and multi-disciplinary working, use of IT/health informatics, logical and systematic approaches to problem-solving and decision-making.

Special features

Interdisciplinary learning

You will learn from renowned lecturers and practitioners from various fields including nursing, midwifery, physiotherapy, social work, speech and language therapy, audiology, psychology, and medicine.

Strong collaborations

We have strong links with other courses at Manchester and with experts from the Manchester Academic Health Science Centre (MAHSC) and the Manchester Academy for Healthcare Scientist Education (MAHSE).

Teaching and learning

The course content is primarily delivered online, giving you more flexibility over how you learn. You will also attend two four-day introductory and winter study schools and two mid-semester study days, allowing you to learn face-to-face and meet other students and staff at Manchester.

We use digital technology to ensure our supervision of and communications with students meet the high standards required for the learning process to work. This includes:

  • individual and group web-based audio-visual tutorials;
  • web-based collaboration areas and discussion boards
  • shared digital documents;
  • online, phone and face-to-face support from supervisors and academic advisors;
  • peer support through course-specific discussion boards and face-to-face meetings.

Find out more about postgraduate teaching and learning at Manchester.

Coursework and assessment

We will assess your progress using a variety of summative assessment methods that enable the integration of theory and practice. They also build on the continuous formative assessment exercises that come with each individual unit, which include interactive, stimulating online exercises with regular self-assessment and feedback.

Course unit details

Our MClin Res  comprises six taught units (90 academic credits in total) and a 90-credit dissertation unit comprising a thesis derived from the undertaking of a supervised, clinical research project.

The PGDip Clin Res  comprises six taught units from (90 academic credits in total) and a mini-dissertation (30 academic credits).

The PGCert Clin Res  comprises four taught units (60 academic credits in total).

Year 1

Full-time study

Six taught units in the following areas, plus a dissertation:

  • Research design
  • Managing research in the clinical setting OR Foundations of research
  • Critical appraisal and evidence synthesis
  • Quantitative research design and analysis
  • Qualitative research design and analysis
  • Statistics

Part-time study

Four taught units from the following areas:

  • Research design
  • Managing research in the clinical setting OR Foundations of research
  • Critical appraisal and evidence synthesis
  • Quantitative research design and analysis
  • Qualitative research design and analysis
  • Statistics

Year 2

Part-time study

Two taught units from the following areas, plus a dissertation:

  • Critical appraisal and evidence synthesis
  • Quantitative research design and analysis
  • Qualitative research design and analysis
  • Statistics

Course collaborators

We collaborate with other courses at Manchester and with experts from the Manchester Academic Health Science Centre (MAHSC) and the Manchester Academy for Healthcare Scientist Education(MAHSE).

Facilities

We are based in Jean McFarlane Building, which houses seminar rooms, IT facilities, clinical and interpersonal skills laboratories, and lecture theatres.

The University of Manchester also offers extensive library and online services to help you get the most out of your studies.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

Career opportunities

This course is predominantly aimed at health professionals from a range of disciplines who wish to enhance their skills and knowledge in clinically focused research.

It is aimed at those who wish to pursue clinical/academic research careers eg research nurses, clinical trials coordinators and principal investigators.

The course provides comprehensive training in research, providing an excellent foundation for students who wish to go on to study for a PhD.



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