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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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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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The School of Education provides wide and varied opportunities for students to undertake research. More than 82% of its research was rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*) in the . Read more

The School of Education provides wide and varied opportunities for students to undertake research. More than 82% of its research was rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*) in the 2014 REF

The MA by Research is research-based Masters programme. It is assessed by a thesis of 40,000 words maximum. Students are encouraged to participate in a research training programme, but they are not required to complete assignments for research training modules they attend.

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.

Course details

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:

We also have a number of highly successful research centres which reflect the diversity of our research activity

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.

Please view our postgraduate research webpage to find out more about the type of research degrees on offer in the School of Education.

Research interests

Perhaps the most important step in the formulation of your research project is to identify a member of academic staff with appropriate expertise to supervise your area of interest. Your supervisor will act as the main source of academic supervisory support and research mentoring during your time as a doctoral researcher at the University and as such, it is vital that you ensure that the department to which you are applying is able to offer appropriate supervisory support in your relevant research area. Before submitting your application to the University you will need to identify potential supervisors in your desired field of research and contact them directly about your research proposal.

Applicants are encouraged to view the research activity within each school department as well as on the individual staff profiles. You may also download a summary of staff research interests (PDF, opens new window).

Employability

Over the last five years, an impressive 98.3 % of Education postgraduates have been in work and/or further study six months after graduation.

Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Work in retail, sales and administration are also popular options. Some chose to continue their education and apply for professional courses such as teacher training. Some of our graduates are attracted to careers in education such as teaching, community and youth work or other public sector occupations such as social work, police, housing and probation. New opportunities in partnership enterprises within sport, leisure, education and community schemes appeal. Some graduates also consider work in the private sector such as retail, finance or marketing.

What type of career assistance is available to those who complete the Education MA by Research?

The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for students on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles. 

The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate students.



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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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Together, these online distance learning programmes offer maximum flexibility to busy health professionals who want to learn about theoretical and practical aspects of learning, teaching and assessment, and apply them in the context of their professional practice. Read more
Together, these online distance learning programmes offer maximum flexibility to busy health professionals who want to learn about theoretical and practical aspects of learning, teaching and assessment, and apply them in the context of their professional practice. The programmes share a common first year curriculum, with 1 x 20-credit course per semester. Thereafter, students may focus to a greater or lesser extent on various topics in health professions education, selecting from a menu of optional 10-credit courses. The MSc HPE programme is designed for those who primarily identify themselves as practitioners and who want to apply educational theory and an evidence base to their specific health professions education context. The MSc HPE (with Research) programme is appropriate for those with a particular interest in learning about the design, conduct and governance of education research.

Why this programme

◾The programme is delivered primarily by staff in the School of Medicine at the University of Glasgow, including staff with key roles in the undergraduate Medical School, the Dental School and the School of Nursing & Healthcare.
◾We are well-placed to offer the benefit of our collective experience in undergraduate health professions education.
◾Our close links with the National Health Service (NHS) Education Scotland, the postgraduate deanery, the Royal Colleges, and our respective regulatory bodies, make us well-placed to help you learn about education in the postgraduate environment.

Programme structure

Available as a part-time, online distance learning (ODL) programme. Media may include Moodle, Big-Blue-Button, Google Hangouts, and Articulate Storyline

For the MSc HPE and the MSc HPE (with Research), each 180-credit programme is delivered over 3 years:

Year 1

3 x compulsory, 20-credit courses; 1 per semester

Year 2

6 x 10-credit courses, 2 per semester
◾Choose from a menu of options; the table below gives indicative content;
◾Note that some courses are compulsory for students following the programme 'with Research'.

Year 3

1 x 60-credit project-based course assessed by a dissertation of 10,000 words, excluding appendices.

The project work and write-up are spread across 3 semesters.

On the MSc HPE programme, the dissertation will require a systematic review, synthesis and critique of the literature, to produce a policy document, a set of practitioner guidelines, or a new theoretical model.

On the MSc HPE (with Research), the dissertation will be a standard report of empirical research, incorporating a critical literature review, methodology, analysis and interpretation of findings, and conclusions drawn.
◾Applicants will not need to commit to a specific programme until the beginning of Year 2. Indeed, all applicants will initially be registered on the MSc HPE programme, with the option to switch to the ‘with Research’ variant.
◾Summative assessment varies amongst courses, but includes coursework; quality contributions to online activities; a blog; online presentations; and the dissertation.
◾We will additionally offer an optional, non-assessed residential activity, which current or prospective students may attend. This will help establish a cohort identity and will provide a showcase for masters’ students to present their work.
◾Selected 10- or 20- credit courses are available as stand-alone, credit bearing options.

Career prospects

The PGCert in Health Professions Education will appeal to practising health professions educators who wish to enhance their knowledge and skills in learning, teaching and assessment; and to individuals who aspire to be health professions educators.

The PGDiploma and the parallel MSc programmes are appropriate for healthcare professionals who are ambitious for an influential role in the management and delivery of education in either undergraduate or postgraduate phases.

The MSc HPE programme is particularly relevant for individuals who primarily identify themselves as practitioners and wish to apply their learning in their professional context; whereas the MSc HPE (with Research) will be of interest to those who want to pursue education research.

The stand-alone 10- or 20-credit courses will give experienced practitioners the opportunity to refresh and update their knowledge in certain aspects of health professions education; and will allow individuals to try our postgraduate provision before committing to a certificate, diploma or masters.

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This innovative, flexible course combines study days with supported online learning, and has a unique focus on the development of dental educators and their teams. Read more
This innovative, flexible course combines study days with supported online learning, and has a unique focus on the development of dental educators and their teams.

Relevant to dental care professionals working in the NHS, HEI, professional bodies and private sector contexts, it gives you the opportunity to deepen your understanding of dental educational practices and broaden your expertise in areas of particular interest

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level

Why choose this course?

• Study with an inspirational, inter-disciplinary course team who are established medical and dental educators with experience spanning undergraduate and postgraduate dental, medical and healthcare education
• Explore the wide range of learning, teaching and assessment methods used across all levels of dental education and training
• Develop a supervised independent project that focuses on dental education research, innovation or improvement
• Gain the skills, attitudes and practices of an expert dental educator, acquire a deep awareness of personal responsibility and professional codes of conduct, learn to critically appraise both your own and others’ practice, and address your emerging development needs through independent and collaborative activity
• Benefit from visiting experts who make regular contributions to study days, master classes and online activity.

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

Course detail

This course supports your development as a dental 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. Assessments foster strong links between your learning and practice.

Your final assignment is a supervised Dental 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.

Year 1

Students complete either the Postgraduate Certificate in Dental Education (PGCertDedEd) or Postgraduate Diploma in Dental Education (PGDipDedEd).

PGCertDedEd consists of:
• Core unit: Dental Education in Practice

Then students choose one unit from:
• Workplace-based learning
• Educational Perspectives for the Workplace

Year 2

Students complete the Postgraduate Diploma in Dental Education (PGDipDedEd)

PGCertDedEd consists of:
• Core unit: Developing the Dental Team

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

Year 3

• All students complete the Dental Education Research Project unit (over 2 semesters)

Assessment

You will be assessed using 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 dental 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 course develops the skills and practices of those who wish to enhance their capacity to fulfil educational role(s) in dental and other healthcare education contexts. By participating on this course you will be ideally placed to respond to current and future developments in educational policies and practices.

The Postgraduate Certificate courses that lead into the MA in Dental 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 Postgraduate Diploma stage allows you to deepen your understandings and extend your skill set as a dental educator within a dynamic dental team. The dissertation stage develops your scholarship and ability to independently design, implement and evaluate a dental education research project. The research project stage position you to adopt a critical stance to existing practice and lead improvements and innovation.

It is anticipated that graduates of the course will be well prepared to assume named educational roles and responsibilities, including educational leadership responsibilities, albeit commensurate with experience.

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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The MA Higher and Professional Education will give students critical insights into the changing field of higher education; reflecting on contemporary developments and debates. Read more

The MA Higher and Professional Education will give students critical insights into the changing field of higher education; reflecting on contemporary developments and debates. It will introduce conceptual and analytical frameworks for understanding the role of higher education in society. It will develop student’s knowledge, skills and confidence to operate effectively and creatively in a diverse higher education sector.

About this degree

This programme provides students with the opportunity to study for an interdisciplinary, interprofessional qualification, examining higher and professional education policies and practices in relation to their own personal and professional experience.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits), and either a) a dissertation (60 credits), or b) a report (30 credits) plus a further optional module (30 credits).

Core modules

The two core modules must both be completed in order to gain the named award.

  • Innovation and Change in Higher and Professional Education
  • Higher Education: Comparative and International Perspectives

In 2017/18 both core modules were timtabled 5-8pm to enable students working in higher education to attend with ICHE running in the Autumn Term and HE: CiP running in the Spring Term.

Optional modules

Recommended optional modules appear below, but optional modules can be selected from the wide range offered by various taught Masters programmes at the Institute of Education.

  • Comparative Education: Theories and Methods
  • Understanding Education Policy
  • Debates in the History of Education
  • Education and Technology: Key Issues and Debates
  • Learning and Teaching for Adults
  • Philosophy of Education: Values, Aims and Society
  • Sociology of Education
  • Understanding Education Research
  • Understanding Research

The module Learning and Teaching for Adults has the additional requirement of experience of teaching.

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 is delivered through interactive lectures, seminars, group discussions, case study analysis and online learning. In many modules there are opportunities for all students to participate on a variety of ways, including giving short presentations or seminar papers or leading group discussions. 

Assessment is through coursework assignments of up to 5,000 words and a 20,000-word dissertation or 10,000-word report.

Further information on modules and degree structure is available on the department website: Higher and Professional Education MA

Careers

Graduates of this programme are currently working across a broad range of areas, for example one is a university governance and quality assurance manager, while another is a government policy adviser for education. Others have jobs as academic standards and quality officer, careers and professional development consultant, learning, teaching and quality manager, and qualifications manager and students’ union officer. Some go on to doctoral studies in the field of higher education.

Recent career destinations for this degree

  • Administrative Assistant, Vienna University for Economics and Business
  • Medical Consultant, St George's Hospital (NHS)
  • Programme Administrator, Institute of Education
  • International Partnerships Manager, City University London
  • PHD Education, Institute of Education, University of London (IOE)

Employability

The employability of students will be significantly enhanced by the development of complementary skills which will help them to efficiently connect theory, policy and practice in their day to day to jobs.

  • to enable participants to understand and analyse policies and practices in higher and professional education
  • to develop critical awareness of concepts, debates and issues in higher and professional education
  • to be able to conduct a small-scale inquiry, and include this in a sustained exposition (dissertation or report)
  • to develop frameworks and principles for action in professional settings

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 is a multidisciplinary department at UCL Institute of Education. The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, government departments, regional organisations, national institutes, and international organisations.

The Centre for Higher Education Studies brings together students, researchers, consultants and practitioners from around the world focusing on higher education with a distinctive programme of seminars and events

Programmes offered by the Centre for Higher Education Studies provide high level academic and professional education for those working in higher education.

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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The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice. Read more

The MA offers students the opportunity to extend and deepen their understanding of concepts, theories and issues related to international development, education and sustainable ways of promoting health, wellbeing and social justice.

About this degree

Students will:

  • build on their existing knowledge to develop new understandings of key concepts and issues in education, health promotion and international development
  • appraise and evaluate current policy and practice through evidence-informed analysis
  • draw connections between distinct academic disciplines with regard to the promotion of wellbeing and social justice
  • investigate and propose sustainable ways of working and
  • through conducting a small-scale research study, apply what they have learned to create personally and professionally relevant new knowledge of the field.

Students undertake modules to the value of 180 credits.

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

Core modules

  • Education and International Development: Concepts, Theories and Issues
  • Promoting Health and Wellbeing: Planning, Practice and Participation

Optional modules

A range of optional modules from across UCL Institute of Education (IOE) Master's-level offering are available, including:

  • Education, Conflict and Fragility
  • Education and Development in Asia
  • Education and Muslim Communities
  • Planning for Education and Development
  • Gender, Education and Development
  • Gender, Sexuality and Education
  • Learners, Learning and Teaching in the Context of Education for All
  • Children's Rights in Practice
  • Theories of Childhood and Society
  • Understanding Education Research
  • Understanding Research

We are keen to encourage students to select modules from across the Institute of Education - including those related to education technology, effective learning, social policy, art education (although please note that some modules attached to programmes with external accreditation are not available). Please discuss your optional module choices with your personal tutor so that you can build a modular programme relevant to your professional development in the field

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of up to 20,000 words or a report of 10,000 words

Teaching and learning

The programme is taught through a combination of lectures, participatory and interactive groupwork, online learning and individual tutorials. Assessment is through coursework, taking the form of 5,000 word assignments or equivalent, such as a 3,500-word project proposal + 1,500 word conceptual framework. The small-scale research study is assessed by way of a 20,000-word dissertation or 10,000-word report

Fieldwork

Fieldwork is not a compulsory part of the programme. However, students are encouraged to draw from their professional or voluntary experience as well as the ideas encountered during the programme to write critically and cogently for different audiences. The small-scale research study usually takes the form of a combination of desk-based research (a literature review) and fieldwork.

Placement

Placements are not routinely part of the programme. But good links have been established between the programme and UCL’s Volunteering Services Unit (http://uclu.org/services/volunteering-at-uclu). Some students have also taken part in the UCL ChangeMakers programme (https://www.ucl.ac.uk/changemakers). Taking part in these programmes can provide those studying in London with valuable international development-related experience. That said, both on-campus and distance learning students are encouraged to bring their own interests and concerns into their programme, helping to make it personally relevant and professionally significant.

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

Careers

Graduates of this Master's degree have been engaged:

  • as policy-makers and advisers in government ministries and departments
  • as policy advocates and programme managers in international NGOs and development agencies
  • as social research consultants
  • as teachers and lecturers in schools, colleges and universities
  • as international development consultants
  • in doctoral study (either on PhD or EdD programmes).

Employability

Graduates of this Master's degree have used the academic and professional expertise gained through the programme to:

  • set up and manage an NGO or consultancy
  • prepare successful project and research proposals
  • develop new reporting procedures adopted throughout their organisation
  • gain employment as consultants
  • take on new roles and responsibilities within an organisation
  • transfer their expertise into international development
  • engage policymakers, practitioners and members of the public through research-informed practice.

Why study this degree at UCL?

This unique Master's programme provides students with opportunities to explore and examine the links between three academic and professional fields - education, health promotion and international development. It encourages a consideration of the ways that these fields are both distinctive, yet inter-related, and how evidence-informed practice might best contribute to working across professional boundaries, enhancing wellbeing and advocating for social justice

Students learn alongside tutors who hold a breadth and depth of expertise in education, health promotion, social research and international development and who have professional experience in national and international contexts. Tutors are active in research on areas related to physical and emotional health and wellbeing, international development, refugees, young people, gender and sexuality, teaching and pedagogy and curriculum development.

The Department of Education, Practice and Society at UCL IOE is home to the Centre for Education and International Development (CEID), which comprises a team of internationally recognised experts in international development and education and which has nurtured world leaders in educational practice and research for over 85 years. 

The department has extensive experience and expertise in education-related research and practice in Africa, Asia and Latin America. Themes addressed include equality and human rights; gender, migration, race, health and wellbeing, sexuality, disability, social class, conflict and peacebuilding.

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

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’)



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This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. Read more
This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. It enables you to bring these considerations to bear on your own work and experience as a teacher, researcher or practitioner.

The emphasis throughout is on developing an understanding of the HE context, recognising the diversity of provision – universities, Further Education institutions, specialist institutions, professional providers – and practices, for example, in different disciplinary fields.

Visit the website https://www.kent.ac.uk/courses/postgraduate/239/higher-education

About the Centre for the Study of Higher Education

The Centre for the Study of Higher Education provides a base for postgraduate provision with a distinctive focus on the field of Higher Education. CSHE is also a focal point for research in this area, supported by seminars and events to which all postgraduate students and staff are warmly welcomed.

We offer three taught postgraduate programmes (PCert, PDip and MA in Higher Education) and a PhD in Higher Education. Taught programmes are tailored to different levels of experience and designed for you to select subject matter according to your own professional interests and role. The emphasis throughout is on developing an understanding of the Higher Education context, the diversity of provision and the implications for all aspects of academic work in the 21st century.

The PhD programme, offered on a full-time or part-time basis, is aimed at those with a professional or scholarly interest in any aspect of Higher Education who wish to develop as independent researchers in the field.

Students on our programmes come from a wide range of subject backgrounds and bring a rich variety of experiences to their work, resulting in a lively interdisciplinary dimension to taught modules and opportunities for debate.

Please note that we are unable to offer tuition or supervision in relation to other phases of education (e.g. schools), or to schoolteacher education.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Assessment

Assessment is by an essay of 3,000 words or negotiated equivalent for each module.

Programme aims

This programme aims to:

- assist you to become an effective professional HE teacher informed by scholarship, research and innovation

- assist you to become an effective research worker, supervisor of research students and staff, and manager of projects (where appropriate)

- provide a sound knowledge and systematic understanding of the principal institutions, constituents and procedures of a higher education institution

- introduce you to a range of different theoretical approaches to the study of education and develop a critical awareness of education in its historical, socio-economic and political contexts

- enable you to study some selected aspects of higher education in greater depth.

Study support

- Research expertise and resources

The Centre for the Study of Higher Education has members of staff based in all faculties in the University, as well as a core team of Education specialists. Higher Education is a broad interdisciplinary field, and members of the Centre for the Study of Higher Education research and publish on a wide range of subjects. Full details can be found on individual staff webpages. The Centre draws on expertise from a range of disciplines; we offer joint supervision with other academic schools, and can accommodate a wide range of research topics.

The University library houses a growing collection of books and journals on higher education, many of which can be accessed online. You also have access to the extensive training and other resources provided through the Graduate School.

- Research seminars/events

The Centre holds regular research seminars where academic staff and postgraduate students discuss their research and work in progress. Every term we also invite a number of external speakers to give lectures and seminars. Our students have access to lively national and international research networks and conferences through the Centre’s active involvement in the Society for Research into Higher Education, the British Educational Research Association and other scholarly bodies.

- Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Recent contributions include: Journal of Workplace Learning; Discourse; Journal of Further and Higher Education; Teaching in Higher Education; International Journal of Lifelong Education.

- Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Research areas

Research on HE at Kent includes work on education policy, the philosophy, economics, management and politics of HE, disciplinary teaching and learning, learning technology, academic practice and sociological perspectives on academic work.

Careers

Our students are higher education professionals at various stages of their careers, ranging from early career teachers to lecturers to experienced senior leaders. Throughout, we aim to enhance students’ understanding and capacity for critical analysis of the contexts and practices of higher education.

The MA in Higher Education further encourages students to reflect upon their own professional experiences through critical engagement with topics of academic interest. After completing the MA, recent graduates have gained promotion within their existing roles, taken up new employment or commenced PhD study.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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This stimulating programme takes a broad view of education, covering themes such as. curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. Read more

This stimulating programme takes a broad view of education, covering themes such as: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. It is ideal for those working in teaching, education management or policy, who wish to increase their understanding of current education issues and enhance their career.

About this degree

This programme is designed for participants across the world, and explores the global forces that influence education, encouraging students to relate their learning to their contexts. Optional modules from specialist fields are available and students can customise their studies to their interests. Students have excellent levels of support, including access to a personal tutor for the duration of the programme and an online learning environment which has discussion areas and links to online resources and library support.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).

Core modules

  • What is Education?
  • Understanding Research

Optional modules

Students choose from over 25 modules - a selection of modules is listed below.

  • Critical Perspectives on Teaching and Learning
  • Curriculum, Policy and Practice
  • Sociology of Education
  • Philosophy of Education: Values, Aims and Society
  • Assessment: Issues and Practice
  • Education and Development in Asia
  • Gender, Sexuality and Education
  • Education, Ethics and Imagination in a Globalising World
  • International Perspectives on Education Reform: Curriculum and Assessment
  • Design and Use of Technologies for Education
  • Assessment for Learning
  • Contemporary Issues and Debates in Primary Education
  • Rights and Education
  • Teaching Controversial Issues
  • Educational Traditions and Systems in Europe
  • Shakespeare in Education
  • Contemporary Issues in English Education
  • Digital Technologies for Mathematical Learning
  • Understanding Mathematics Education
  • Philosophy of Education: Knowledge, Mind and Understanding

Dissertation/report

All students submit a written dissertation.

Teaching and learning

Modules are available as distance learning, face-to-face or mixed-mode. (Please note, some modules are only available in one mode.) The programme is flexible, so you can take one or two modules a year, or maybe more, and spread your studies out as you see fit.

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

Careers

Graduates from the Education MA have gone on to be successful in a variety of fields related to education. Graduates who are already in teaching positions have reported that they have been promoted, often to senior leadership positions. Other graduates have gone on to find new jobs in their related fields, which has included education at all phases (from early years through to higher education), and policy and research contexts. Many of our graduates work in international contexts, and some are working on plans to open their own schools, or are working with NGOs on education and development projects. Some have also gone on to undertake further research on PhD programmes.

Why study this degree at UCL?

The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education (IOE) is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education.

The department provides an impressive range of cutting-edge MA and CPD programmes, variously presented in face-to-face, distance learning or mixed-mode formats. In addition we offer a first-class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.

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: Curriculum, Pedagogy & Assessment

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 PgDip / MSc in Social Science Research Methods aims to provide advanced training in research methods across the full range of the social sciences. Read more
Our PgDip / MSc in Social Science Research Methods aims to provide advanced training in research methods across the full range of the social sciences. 

You will be provided with a thorough theoretical and practical knowledge of how to construct effective research studies, of the variety of data collection methods available to the social scientist and of the principal methods of analysing social scientific data. You will also be introduced to the political and ethical frameworks within which social science research is conducted, and to some of the ways in which the results of social science research are disseminated.

The course pathways have ESRC recognition and they each provide the appropriate training basis for proceeding to a PhD. These programmes provide extensive opportunities for interdisciplinary study, the application of social research expertise for occupational career development, and the pursuit of substantive areas of interest at postgraduate level. 

Education pathway:

Research training in Education builds on the internationally recognised research carried out by our academic staff. You will benefit from this specialist expertise in education research, as well as from our interdisciplinary profile and the wider Cardiff University Research and Graduate School (RGS) in the Social Sciences, which acts as a focal point for students from social science departments throughout the University.

You will be encouraged to attend and participate in the activities of our many research groups. Education students are formally located into at least one of the following research groups:

Education Research Group
Labour Research Group
Childhood
Ethnography, Culture and Interpretive Analysis
Sexualities and Gender
Work, Employability and Labour Markets
Culture, Imagination & Practice

These groups hold regular programmes of meetings which provide opportunities for researchers to share ideas and discuss issues in the policy and practice of education-related research.

Structure

• PgDip

The course can be completed in one year with full-time study or in two years by part-time study.

You will be required to complete six 20-credit modules - five core research modules and one specialist pathway module.
In all modules, you will have the opportunity to engage with literature and research relevant to your pathway.

Modules:

Developing Core Research Skills
Foundations of Social Science Research
Qualitative Research Methods
Quantitative Research Methods
Research Applications
Debates in Educational Research

• MSc

The course can be completed in one year with full-time study or in three years by part-time study.

You will be required to complete six 20-credit modules - five core research modules and one specialist pathway module. In all modules, you will have the opportunity to engage with literature and research relevant to your pathway.

On successful completion of the taught component, you will prepare a dissertation of a maximum 20,000 words. The 60-credit dissertation component requires independent study. You will choose your dissertation topic in agreement with your supervisor.

Modules:

Same modules as PgDip PLUS Dissertation (compulsory).

Teaching

Your programme will be made up of scheduled learning activities (including lectures, seminars, tutorials and practical sessions) and guided independent study.

You will be expected to actively engage in all the educational activities on your programme of study, to prepare for and attend all scheduled teaching activities, and continue your development as an independent and self-directed learner.

Assessment

You will have to successfully complete the taught component which comprises of 120 credits.

On successful completion of the taught component, you will prepare a dissertation of a maximum 20,000 words (MSc only).

Career Prospects

This programme provides knowledge and expertise suitable for careers in research and development, business, market studies, public agencies at international, national and local levels, education, teaching and other public services work, and voluntary organisations.

It also provides appropriate training for proceeding to a PhD.

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The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning. Read more

The Mathematics Education MA is for teachers, tutors and others interested in how mathematics is taught and learnt. The programme gives students the opportunity to explore issues in mathematics teaching, to consider the theoretical underpinnings, and to carry out a rigorous study of mathematical learning.

About this degree

In the two core modules students consider research-based developments in mathematics teaching and their related sociological, psychological, curricular and linguistic issues, and they engage with mathematics itself, finding implications for teaching. Optional modules and the independent dissertation/report explore learning with digital technologies, study the wider values and practices of education, and allow teachers to develop and critique their own practice.

Students undertake modules to the value of 180 credits.

The Mathematics Education MA consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or a report (30 credits) and additional optional module.

A Postgraduate Diploma, two core modules (60 credits), two optional modules (60 credits), full-time nine months or flexible study up to five years, is offered.

A Postgraduate Certificate, one core and one optional module (60 credits), flexible study over a period of up to two years, is offered.

Core modules

  • Understanding Mathematics Education
  • Mathematics for Teachers

Optional modules

  • Digital Technologies for Mathematical Learning
  • What is Education?

Students can also choose optional modules from across the other MA programmes offered by the IOE and/or import a maximum of 90 credits into this programme.

Dissertation/report

All students undertake an independent research project which culminates in a 17,000-word dissertation or 8,000-word report.

Teaching and learning

Teaching varies according to the modules and includes face-to-face seminars and discussions of reading, mathematical workshops, student presentations, as well as online interactions. Only one module, Digital Technologies in Mathematical Learning, can be studied at a distance. 

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

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as secondary school heads of mathematics, while others have jobs as primary school mathematics leads. Graduates can also be found working as head teachers and mathematics education lecturers.

Recent career destinations for this degree

  • Secondary School Teacher (Maths), Ming Jen Secondary School
  • Independent School Teacher, Girls Day School Trust (GDST)
  • Secondary School Teacher (Maths and Assistant Head of Year), North London Comprehensive Secondary School

Employability

For most teachers, the Mathematics Education MA enhances their satisfaction in teaching and adds a thoughtful critique that balances the pressures of teaching. It develops skills in mathematics, pedagogy, research methods and writing. This programme is a vital stepping-stone to a higher degree in mathematics education and a post in teacher education or education research. For non-teachers, this programme develops transferable skills of writing, critical analysis and understanding of how a mathematical perspective differs from other forms of reasoning.

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 Curriculum, Pedagogy and Assessment Department at UCL Institute of Education is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education. Students will work with tutors who are at the forefront of mathematics education research and who are directly involved in some of these developments.

The department provides an impressive range of cutting-edge MA and CPD courses, presented in face-to-face, distance learning or mixed mode formats. In addition we offer a first class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.

The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.

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: Curriculum, Pedagogy & Assessment

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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The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. Read more

The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. It will help students to expand their understanding of effective music teaching, evaluation and assessment across the lifespan.

About this degree

Undertaking the Music Education MA programme will allow students to develop their critical thinking and ability to interrogate current educational research, literature and practice in the overarching fields of music and music education. They will also have the opportunity to pursue specialist lines of enquiry that are related to their own professional and/or academic interests, working alongside prominent academics in the field.

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 research dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

Core modules

The two core modules are founded on three strands in the study of music education: philosophy, psychology and sociology. These include historically-significant and cutting-edge contemporary approaches, theories and philosophies across a wide range of topics. 

  • Disciplines of Music and Music Education Part I
  • Disciplines of Music and Music Education Part II

Optional modules

The Critical Studies in Music Pedagogy and Practice module examines past and present music education research and practice across a range of social and cultural contexts. Music Technology in Education provides students with opportunities to engage with published commentary and also develop practical skills. Choral Conducting, Leadership and Communication develops the skills of effective choral conducting and rehearsing in educational contexts. 

  • Students choose from a range including:
  • Critical Studies Music and Music Education
  • Choral Conducting Leadership and Communication
  • Music Technology in Education

Please note: at the programme leader's discretion, a student might be able to import a maximum of 60 credits.

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

The main mode of delivery is through a combination of weekly lectures and seminars.

There are ten-week lecture courses for the two core modules, and also for Critical Studies in Music Pedagogy and Practice (optional module), with sessions held in the evenings at the UCL Institute of Education. However, the Choral Conducting Leadership and Communication optional module takes place over five full days at the UCL Institute, as well as through additional student-led sessions. Students are also required to engage actively with UCL's online learning environments across the programme. The Music Technology in Education optional module is delivered online. All students are entitled to face-to-face tutorials with their allocated tutors. 

Assessment is predominantly through a written assignment for each taught module.

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

Careers

Graduates of this programme are currently working as:

  • advocates for the arts
  • arts, health and wellbeing therapists
  • composers
  • doctoral and post-doctoral researchers
  • freelance music teachers
  • Further Education lecturers
  • music education hub managers
  • music teachers in primary and secondary schools
  • performers
  • primary music co-ordinators
  • producers
  • university lecturers

Recent career destinations for this degree

  • Secondary School Teacher (Head of Music), St Michael's Catholic School
  • Primary School Class Teacher (Reception), Pinkwell Primary School and studying Doctorate in Music Education, University College London (UCL)
  • Secondary School Teacher (Head of Music Department), Pimlico Academy
  • Primary School Class Teacher (Music), St. Stephen's School and Children's Centre
  • PGCE Secondary Teaching (Music), Middlesex University

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 Music Education MA at UCL is the only postgraduate programme of its type in the UK, and one of the largest recruiting in the world, that is dedicated to music education.

The programme is taught by leading academics with current and extensive expertise in externally-funded research. Research and publications from our lecturers have significant impact on educational policy and practice both in the UK and internationally. This informs learning and teaching on the programme whilst fostering the development of a research-based culture. Many of our students pursue further study at doctoral and post-doctoral level.

Our programme meets the needs of a wide range of professionals from across the international communities of music and music education. Our alumni have been and continue to be leading figures in education worldwide.

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: Culture, Communication & Media

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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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 MA in Clinical Education addresses the contemporary context, educational theory and practical teaching skills relevant to practitioners of all disciplines involved in education and training of healthcare professionals. Read more

The MA in Clinical Education addresses the contemporary context, educational theory and practical teaching skills relevant to practitioners of all disciplines involved in education and training of healthcare professionals.

About this degree

This programme enables participants to develop their research and analytical capabilities in order to:

  • develop their practice as educational supervisors and mentors
  • develop their skills and practice as clinical education teachers
  • critically analyse theory policy and practice in clinical education
  • conduct research in clinical education.

Students undertake modules to the value of 180 credits.

The programme consists of a number of optional modules covering a range of clinical education topics, and either a dissertation (60 credits) or a report (30 credits).

A Postgraduate Diploma (120 credits) is offered.

A Postgraduate Certificate (60 credits) is offered.

Optional modules

There are no core modules for this programme.

  • Contemporary Issues in Clinical Education

Optional modules

Flexibility and choice are key features of this exciting and innovative programme.

Consequently, there are no core modules, and students may choose from a wide range of optional modules covering a range of topics, from introductory modules on teaching and learning to new modules on leadership, quality improvement and teaching ethics and law.

  • Clinical and Educational Supervision
  • Education for the Healthcare Professions
  • Enhancing Learning and Teaching in Higher Education
  • Introduction to Assessment
  • Introduction to Clinical Simulation
  • Leadership Skills for the Healthcare Professional
  • Learning and Teaching of Adults
  • Qualitative Research Methods for Clinical and Professional Education
  • Quality Improvement in Health Care
  • Systematic Reviews for Policy and Practice
  • Teaching and Learning in Medical Education
  • Teaching Ethics and Law in Clinical Education
  • Technology and Education Beyond the Classroom
  • Understanding Education Research
  • Understanding Research
  • Writing a Research Proposal for Clinical Education

Dissertation/report

All MA students submit either a dissertation or a report.

The dissertation is based on original empirical research, whereas the report is based on secondary research, often taking the form of a literature review.

Both options have a prerequisite module which is designed to support the research that you plan to undertake. This module should normally be taken in the academic year prior to commencing the dissertation or report, but can be taken in the same academic year.

Teaching and learning

This programme is delivered through a combination of face-to-face daytime and evening sessions and online distance learning. Assessment is by coursework assignments, including 5,000-word essays with reflective components.

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

Careers

Graduates of this programme are currently working across a broad range of areas. Some are working as teaching clinicians in a range of disciplines and professional roles, while others have jobs as lecturers and researchers in clinical and non-clinical areas. Graduates can also be found working as clinical education policy-makers and managers.

Recent career destinations for this degree

  • Clinical Improvement Project Manager, British Medical Journal
  • Consultant Psychiatrist, North East London NHS Trust
  • Consultant Surgeon, Colchester Hospital University NHS Foundation Trust
  • Registrar (Cardiology), Barts Health NHS Trust

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 programme team have extensive expertise and experience in research and practice in clinical education and training. The programme has been developed and run in collaboration with experts from a variety of educational fields across UCL, including the world-renowned Institute of Education (IOE), from the NHS and from policy-makers such as Health Education England.

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: UCL Medical School

80% 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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