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Masters Degrees (International Education Policy)

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The programme draws on the expertise of our international team in the field of education policy and sociology. We will explore and engage with new methods of policy analysis, such as. Read more
  • The programme draws on the expertise of our international team in the field of education policy and sociology.
  • We will explore and engage with new methods of policy analysis, such as: Network Ethnography and Social Network Analysis (SNA).
  • The modules will have a particular focus on social justice within education.

Summary

This programme will explore the key debates in national and international education policy. You will engage with a critical analysis of the different concepts underlying the evolving landscape of educational policy globally, such as new forms of funding and delivery, privatisation, evaluation and inspection.

Students will examine key education policies in the UK and other countries, with a particular focus on social justice, and consider the possibilities for more socially fair and democratic policy enactments. You will also explore a range of identities including, but not limited to, social class, gender and ‘race’/ethnicity, and how these aspects of identity shape the policy formation and enactment process in the UK and internationally.

This course has a particular focus on social justice within education, and allows participants to reflect on the varied and linked aspects of education in a contemporary domestic, and globalised, world. You will benefit from our relationships with international organisations and contacts such as UNESCO, which open up educational study and employment opportunities.

While providing an introduction to the key theories and concepts in the fields of education policy and social justice, this course will offer students an understanding of the established techniques of research and enquiry, and how these are used to create and interpret knowledge. With these skills, you will be well placed to be able to critically evaluate research and advanced scholarship, in order to understand the basis of educational policy nationally and internationally.

You will develop the confidence and knowledge to become a professional practitioner, researcher or developer in the field of education policy. With the necessary skills and understanding for reflecting on your own and others’ practice, you will be able contribute to improving educational processes and outcomes. As such, the course is well-suited to current teachers and school leaders, professionals working in policy related areas, and national and international recent graduates.

Content

Students will undertake a study of the recent history of Education policy, studying the key parliamentary acts from 1988 to the present time. Students will evaluate these policies in relation to social justice, looking critically at how inclusive or exclusive they have been, and from there consider the possibilities for more socially just policy enactment. Other modules will broaden this understanding, as students investigate global theoretical perspectives on education policy, and the different models and policy schemes in use, and the outcomes and implications of these policy choices in different contexts. Further, students will explore how discourses on teaching vary over time and across national contexts, and analyse the effects of education policies on the teaching profession, including looking at teachers’ contribution to social change.

Students can also explore the way in which policy is enacted and governance undertaken across the world. Particular modules will look at the new actors (philanthropists, social entrepreneurs, edu-businesses, community organisations, etc.) that have served as the driving force for recent political change, and study four conceptual principles underlying the concept of ‘network governance’.

Other modules will focus on developing your critical perspective on the political nature of education as well as offering chances to engage with new methods and tools to perform policy analysis. Especially, you will strengthen your ability to undertake and evaluate research, and you will be able to study a variety of theoretical concepts underlying social and educational research, carrying out a research project of your own.

Modules

Compulsory and Required modules

Compulsory and/or required modules may change when we review and update programmes. Above is a list of modules offered this academic year.

Optional modules

Optional modules, when offered as part of a programme, may vary from year to year and are subject to viability.

Career options

The programme is designed for current teachers and school leaders, professionals working in policy related areas (including, for example, government at different levels, think tanks, foundations and trusts, voluntary and community sector), and national and international recent graduates, looking to develop and broaden their knowledge and a critical perspective on the political nature of education as well as engage with new methods and tools to perform policy analysis.



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This programme provides the broad preparation needed for work in education policy. The teaching methods emphasise dealing with applied issues and facilitate your development as a critical thinker through engaging with real life issues. Read more
This programme provides the broad preparation needed for work in education policy. The teaching methods emphasise dealing with applied issues and facilitate your development as a critical thinker through engaging with real life issues.

Why this programme

◾This interdisciplinary programme draws on sociology, political science and economics to provide rigorous and broad grounding in theory for studying education as a vital component of public policy.
◾You will explore how equity in education influences equity in society and vice versa. Educational disadvantage and inequity do not exist in isolation from other forms of disadvantage. Therefore the programme critically analyses the ability of education policy to influence wider social issues.
◾The programme places joint emphasis on qualitative and quantitative analytical methods, which are reinforced through application to real policy issues under the guidance of experienced tutors.
◾You will be taught by an international and interdisciplinary team of academics, who combine subject expertise with practical experience in education and public policy. The programme's applied focus is reinforced and explored through external speakers and a study trip.
◾The teaching and assessment methods emphasise working critically with complex arguments. This will prepare you for the normative judgements required by decision makers once the limits of positive analysis have been reached.
◾This programme was developed by the Robert Owen Centre for Educational Change to address contemporary challenges of education policy. These arise as education serves an increasingly wider range of public policy aims relating to equity, health, social policy and the economy.

Programme structure

You will take five core and one optional course, as well as complete a dissertation on a chosen topic.

Core courses
◾Education and public policy
◾Educational policy making in action
◾Equity, social justice and change
◾International and comparative education
◾Practitioner enquiry and decision-making.

Optional courses
◾Economics for education and public policy
◾Higher education as a field of research, policy and practice
◾International education policy
◾Leadership in implementing education policy
◾Modern education thought.

Career prospects

Graduates will be equipped for careers as analysts, consultants, administrators, policy makers and leaders in the governance of education, whether in local, regional or national governments, international organisations, NGOs or large scale education providers, such as school chains or private sector education firms. Education is increasingly seen as part of a broader spectrum of public policy issues relating to health, social policy and the economy. Furthermore, it is expected to achieve an ever wider range of objectives and policy discourse on education is increasingly international in scope. Therefore, working with education policy requires individuals with a broad skillset and an international outlook.

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Modules can be taken on weekday evenings so that part-time students can fit this Master’s degree around existing commitments (some modules may also run during the day or on weekends). Read more
  • Modules can be taken on weekday evenings so that part-time students can fit this Master’s degree around existing commitments (some modules may also run during the day or on weekends)
  • Tailor the programme to your own needs and interests by choosing from a range of optional modules, including in the areas of early childhood studies; SEN, disability and inclusion; leadership and management in education
  • Reach an informed theoretical position in relation to equality, diversity and social justice in education
  • Learn the theoretical and practical complexities involved in education policy-making
  • Use our new library with its exceptional study facilities including the Froebel Archive for Childhood Studies

Summary

The MA Education Studies programme is designed for education professionals who would like to further their knowledge and understanding of children and young people in society. You will be able to select from a wide range of modules in areas including special education needs, disability and inclusion and leadership and management in education, allowing you to shape the programme to your interests and career aspirations.

Schooling can be viewed as just one context within which education may take place; there are many other contexts in which educational approaches are used to work with children and young people. Some of these contexts include advisory work, early childhood practice, educational administration and policy, learning support and the third sector to enhance educational provision for children, families and communities. This MA will explore education across these different areas.

The programme will draw on the wider professional experiences that students may have of working in contexts where educational approaches are important. These may include experiences such as employment in youth work, sports’ coaching with young people, working for charities with children and young people to provide learning opportunities in this country or internationally.

This MA will cover critical social and educational theories and perspectives, as well as policy and practice relevant to global and local educational contexts. It will support you to achieve a critical awareness and understanding of education in its broadest sense as a process of human learning and development in and for human society.

You will benefit greatly from engaging with the insights, experiences and perspectives of your peers who may come from a diverse range of contexts, backgrounds and experiences. These insights combined with your own experiences and the theory gained from the modules will allow you to deepen your understanding of working with children and young people and of education in its broadest sense.

All lecturers leading modules on this programme have specialist qualifications, teaching or leadership experience in the field of education, with relevant research and scholarship backgrounds, which will help to shape the content of the programme.

Those with less practical experience will need to have studied a degree programme such as BA Education, BA Children’s Studies, BA Youth Work, BA Early Childhood Studies, BA Social Pedagogy or BA Sports Coaching, all of which emphasise the practices of working with children and young people to enable their participation, development and learning.

Content

This MA allows you to engage with a range of topics, across different areas of education, with a particular focus on the critical theories of global policy and of the social relations of difference and power in educational contexts.

You will be introduced to the key concepts of race, ethnicity, class and gender in the Power in Education and Society module. You will be moved beyond theoretical knowledge to reach an informed position in relation to equality, diversity and social justice in education. Awareness will be raised of past and current international discourses in education, critically examining how they impact on children, young people, families and communities.

You will also analyse current debates on education policy and will learn to identify new policy sites and policy actors in the education arena, in the Key Concepts and Current Debates in Global Education Policy module.

The compulsory final dissertation module will give you the opportunity to select a topic of your choice and undertake a critical enquiry of the subject. You must also take a (required) research module, called Undertaking Social and Educational Research, which is designed to teach you about social and educational research and to prepare you for the dissertation.

You can select a further three modules from a range of options, including those from related MA programmes in Early Childhood Studies, SEN Disability & Inclusive Education and Education Leadership and Management. This gives you the opportunity to gain a deeper understanding in an area of education that interests you, or is relevant to your chosen career. A maximum of 2 from any of these programmes can be taken and decisions about which of these are appropriate for each student are made by the Programme Convenor in consultation with students.

Modules

Compulsory module

Required modules

Optional modules

Compulsory and Required modules

Compulsory and/or required modules may change when we review and update programmes. Above is a list of modules offered this academic year.

Optional modules

Optional modules, when offered as part of a programme, may vary from year to year and are subject to viability.



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

The Higher Education Studies MA 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.

The programme will develop your understanding of conceptual and analytical frameworks in professional practices and processes, increasing your knowledge, skills and confidence to operate effectively and creatively in diverse institutions in higher education.

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 awards.

·        Innovation and Change in Higher Education

·        Higher Education: Comparative and International Perspectives

In 2017/18 both core modules were timetabled 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 Master's 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 Education Studies MA

Careers

Graduates of this programme are currently working across a broad range of areas in the higher education sector in the UK and internationally, for example in university governance and quality assurance. Other examples are jobs as a government policy adviser for education, university lecturer, academic standards and quality officer, careers and professional development consultant, learning, teaching and quality manager, and qualifications manager and students’ union officer. Some have gone on to doctoral studies in the field of higher education at the Institute of Education and other universities.

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 programme is designed to develop knowledge and skills which will help you to efficiently connect theory, policy and practice in your work in higher education.

For those with more than four years of middle management experience in HE seeking a programme to enhance their understanding of their professional context for career development CHES also offers the MBA in Higher Education Management.

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 (CHES) brings together students, researchers, consultants and practitioners focusing on higher education with a distinctive programme of seminars and events. This programme provides you with the opportunity to study for an inter-disciplinary, inter-professional qualification, examining higher education policies and practices in relation to your own professional experience.

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

Department: Education, Practice & Society

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.

Application and next steps

Applications

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

Application fee: There is an application processing fee for this programme of £75 for online applications and £100 for paper applications. More details about the application fee can be found at http://www.ucl.ac.uk/prospective-students/graduate/taught/application.

Who can apply?

This programme is suited to all those with professional or voluntary experience of working in higher education and related fields; administrators and managers; researchers, teachers and professional staff such as learning support or widening participation officers; and policy-makers from universities, colleges, national organisations and professional bodies.

Application deadlines

All applicants

4 September 2018



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The M.A. Read more

Program Overview

The M.A. in International Relations and Diplomacy at the American Graduate School in Paris is a two-year program qualifying you for a broad range of careers in international affairs, from local governance to foreign affairs, to international development, human rights advocacy, global communications, international business, and many other areas involving interaction with different countries and cultures.


:A US-accredited Program in France:

The M.A. in International Relations and Diplomacy at AGS combines the wide recognition of an American degree with the unique experience of a Paris-based program. It is accredited in the US as an affiliated program of Arcadia University (Pennsylvania) and taught at the American Graduate School in Paris, a private nonprofit institution of higher education recognized by the French Ministry of Higher Education.

Classes are taught in the heart of Paris. The French capital – which is also one of Europe’s capitals and an international hub – is an ideal location for the study of international affairs. The program takes full advantage of this through guest speakers, site visits, and networking events. These all represent opportunities to get exposed to the international scene and make connections with the many diplomatic missions, intergovernmental organizations, and NGOs that the city hosts.

The language of instruction is English; no knowledge of French is required to enroll. You have the opportunity to learn French through AGS’s partner institution Alliance Française Paris-Ile de France.


:Expertise in International Affairs:

The program draws on AGS’s specific expertise in the field of international relations, in which the school has specialized since it was founded in 1994. At the core of this expertise, the faculty of the program is comprised of both accomplished scholars conducting research at the forefront of their discipline, and practitioners sharing their knowledge and professional experience, such as retired Ambassadors or government officials.

See AGS faculty - http://www.ags.edu/about-ags/faculty

The curriculum strikes a careful balance between academic thoroughness and practice-oriented approaches to fully prepare you for the professional arena. It examines the interaction between State and non-State actors at an international level through a multi-disciplinary scope covering political as well as cultural, historical, economic, geographical, social, legal, and humanitarian aspects, all updated to include the most current international issues.

Required courses cover the core subjects of international relations theory, economic policy, international public law, foreign policy formulation, and methodology. A broad rage of electives is available to explore other areas of international affairs such as NGO management, environment policy, gender issues, geopolitics, conflict resolution, and area studies.

See course catalog - http://www.ags.edu/international-relations/degree-programs/graduate-course-catalog


:A Multicultural Learning Environment:

A unique aspect of the program is the diversity of perspectives infused in the classroom, with students as well as faculty coming from many different national origins. This combined with the American-style interactive teaching methods, makes for an enriching and mind-opening class experience.


:Master’s thesis:

The program culminates in the completion of a Master’s thesis. Through the in-depth research and writing involved in the thesis process you will form a specialization in an area of your interest, as well as strengthen your ability to plan and complete a substantial project.

The thesis topic is elaborated in coordination with the Academic Committee and faculty advisors based on your area of interest and professional objectives.


:Foreign Policy component:

You may choose to include a foreign policy component in your thesis. This exercise will offer you the opportunity to apply the international relation theories and methods learned to construct new solutions to current international problems, thus leading to concrete solutions supported by solid academic research.

Degree Requirements

In order to obtain the degree of Master of Arts in International Relations and Diplomacy, you must meet the following conditions:

- Successful completion of the curriculum (42 credits) with a minimum GPA of 3.0 (See curriculum details - http://www.ags.edu/international-relations/curriculum)
- Pre-intermediate level of French language by graduation (1 on the ALTE scale, A2 on the CEF scale French Language Proficiency Level Scale - http://www.ags.edu/international-relations/degree-programs/master-in-international-relations/798-french-language-proficiency-level-scale).
- Note : to help you meet this requirement, AGS offers optional French language courses with its partner institution Alliance Française Paris-Ile de France (more information here - http://www.ags.edu/international-relations/degree-programs/optional-french-language-courses).
- Research and writing of a 25,000 to 35,000-word thesis complying with the academic standards set forth by the school.

Program options

A range of options allows you to tailor the program around your particular interests and career objectives.


:Internship:

While in the Master’s program, you have the opportunity to perform an internship in a Paris-based organization: diplomatic/consular mission, intergovernmental organization, NGO, multinational corporation news media outlet or another type of relevant international institution.

Internships are optional and can be pursued either for credit (then counting as a an elective course in the curriculum) or not-for-credit. In all cases, you may benefit from AGS’s guidance and support for internship placement. (Note that in all cases, the student is ultimately responsible for finding his/her internship.)


:Area concentrations:

You may specialize in a particular sector of international affairs and obtain, in addition to your M.A. in International Relations and Diplomacy, a Certificate of Concentration in your area of specialization. The requirements for this option consist of elective courses in the said area, directed readings, comprehensive exams, and an area-focused thesis.

Area Concentrations Available include:

- African Studies
- Asian Studies
- Middle Eastern Studies


:Dual degree options:

A number of dual program options with partner universities allow you to earn a second degree in a complementary discipline in addition to your US-accredited M.A. in International Relations and Diplomacy:

- European accredited Master in Diplomacy and Strategic Negotiation (with Université Paris-Sud, Sceaux, France): more information here - http://www.ags.edu/international-relations/degree-programs/dual-program-in-international-relations-diplomacy-and-strategic-negotiation

- European accredited LL.M. in French and European Union Law and Business Ethics (with Université de Cergy-Pontoise, France): more information here - http://www.ags.edu/international-relations/degree-programs/dual-program-in-international-relations-and-international-law

US-accredited M.A. in Peace and Conflict Resolution (with Arcadia University, USA): more information here - http://www.ags.edu/dual-programs/international-relations-and-diplomacy-international-peace-and-conflict-resolution


:International opportunities:

You may spend one of the semesters of the M.A. in International Relations and Diplomacy program abroad, studying at one of AGS's partner institutions while earning credits toward your AGS degree. Options include the United States (Arcadia University) and Italy (University of Siena). You may also spend the summer at UC Berkeley Extension, completing an additional module in leadership and management.

See more information - http://www.ags.edu/international-relations/international-opportunities


:Combined M.A.-Ph.D. program:

AGS offers a combined M.A.-Ph.D. program per the American model. The combined M.A.-Ph.D. program allows you to credit the required courses toward both degrees simultaneously. Ph.D. candidates having successfully completed their M.A. in International Relations and Diplomacy at AGS would therefore be exempt from taking the required courses, and would only have to take seven elective courses for the Ph.D. program. Note that admission into the Ph.D. program is not automatic after obtaining the M.A.

Timeframe options

Full-time two-year track: the program is designed to be completed in two years on a full-time basis, involving nine to twelve hours of classes per week in addition to readings, assignments, and the research and writing of the thesis.

Accelerated 18-month intensive track: You have the option to complete the program in three semesters instead of four. You would then be required to take twelve to fifteen hours of classes per week.

Part-time track: EU students and other students who do not need to be enrolled on a full-time basis for visa purposes may undertake the program over a longer period of time on a part-time basis. This allows working professionals and other interested candidates to combine the program with other activities.

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Gain a unique insight into the two fields of international education and globalisation as they intersect, on this highly innovative master’s. Read more

Gain a unique insight into the two fields of international education and globalisation as they intersect, on this highly innovative master’s.

Education is increasingly affected by globalisation with a globally mobile and globally connected population. We face a rapidly changing world and education needs to transcend national and cultural boundaries to ensure quality.

Unique among education master's for its focus on the intersection between international education and globalisation, this course gives you an unrivalled opportunity to study the overlap between these two important yet challenging concepts.

Importantly, you will consider educational purposes, methods and approaches relevant to a shifting global landscape. You will also engage in the critical analysis of the assumptions and evidence that underpin policy and practice in international education.

The course will provide cutting edge knowledge, skills and understandings at the intersection between the two fields of study. This, together with our distinctive focus on bridge-building between practice and theory, will prepare you to make a significant future contribution to international education.

Studying at Bath gives you a unique opportunity to work with world-class experts in international education and globalisation who engage in leading edge research. We also offer complementary sessions on study skills and employability and networking opportunities with employers and alumni. This extends your learning and adds richness to the stimulating community of staff and students that you will join.

You will leave this course with:

  • a well-rounded knowledge of international education and globalisation, including issues and challenges, research-informed policy and practice, and latest developments
  • solid research skills including experience of undertaking your own research, setting you up well for doctoral study if you wish to pursue it
  • wider skills such as critical analysis, intercultural communication, leadership, teamwork and problem-solving
  • a qualification that will help to fast-track your career. The international education sector increasingly requires master's-level qualifications for promoted posts, and completing this course in 12 months is an efficient way to progress
  • the tools and knowledge to make a significant contribution to policy and practice in international education

We welcome students with diverse experience and interests, including those with professional experience in formal or informal education, charities, non-governmental organisations or government. The course is also highly relevant if you are looking to pursue a career or research in international education, or are seeking promotion in this field.

Course structure

This course lasts 1 year. Occasionally we make changes to our programmes in response to, for example, feedback from students, developments in research and the field of studies, and the requirements of accrediting bodies. You will be advised of any significant changes to the advertised programme, in accordance with our Terms and Conditions.

Units

Compulsory course units

These compulsory units are currently being studied by our students, or are proposed new units.

Semester 1

  • Research methods in international education and globalisation
  • Education in an international and global context
  • Education, globalisation and change for IEG

Semester 2

  • Learning and culture
  • Research methods in international education and globalisation

Summer

  • Dissertation in international education and globalisation (IEG)

Optional course units

These optional units are currently being studied by our students, or are proposed new units.

  • Education and international development for IEG
  • Leading educational innovation in international education and globalisation

Learning and assessment

Learning

  • Lectures
  • Online resources
  • Practical sessions
  • Seminars
  • Tutorials
  • Workshops

Assessment

  • Coursework
  • Dissertation


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The MA in Cultural Policy, Relations and Diplomacy is a trans-disciplinary programme that addresses the theory and practice of cultural policy, cultural relations, and cultural and public diplomacy. Read more

The MA in Cultural Policy, Relations and Diplomacy is a trans-disciplinary programme that addresses the theory and practice of cultural policy, cultural relations, and cultural and public diplomacy.

This broad area of study and the terminology applied to it is fluid and expanding. Having culture as the underlying thread, the programme explores areas such as:

  • arts policy and management
  • globalisation
  • cultural relations
  • public diplomacy
  • cultural and arts diplomacy
  • external communications
  • place branding 

This will provide a unique perspective into this field of study, and will examine topics such as mobility of cultural practitioners, cultural identity, intercultural dialogue, mutuality, propaganda, soft power, hegemony, influence and perceptions.

Goldsmiths' location provides you with a unique experience of living in a multicultural world city, which is of great relevance to the study of cultural policy, relations and diplomacy.

You'll study in the Institute for Creative and Cultural Entrepreneurship (ICCE). ICCE's individual and institutional links with an extensive network of organisations, policy advisors and cultural practitioners in those areas in London and in Europe allow you to experience exceptional research and study resources.

Industry links

ICCE’s established organisational links include, for example, the British CouncilVisiting ArtsEUNIC London Hub and Demos. ICCE is also a member of ENCATC (the leading European network on Cultural Management and Cultural Policy education). The Institute is also responsible for fostering the sharing of information and discussion of issues related to international cultural relations across disciplines on the JISCMail list cultural-relations-diplomacy.

Expert staff and invited professionals

Our staff and invited academic and professional experts will enhance your learning. They'll discuss relevant literature and will present case studies and practical examples with local, national and global dimensions involving a range of individuals and organisations, including corporations, governments, international bodies and NGOs.

Modules & structure

Overview

This MA is a 180-credit programme consisting of four 30-credit modules and a 60-credit dissertation. 

The three main modules of the programme, Cultural Policy and Practice, Cultural Relations and Diplomacy I: Foundations and Cultural Relations and Diplomacy II: Explorations provide a strong basis to explore the complexity of this area of study, which is complemented by a varied module offer from across College that brings to the fore related and intersecting themes.

The fourth module of the programme is an option from a selection of modules covering arts engagement, media, business, languages and politics - this is designed to allow you to tailor the programme to your own particular skills and/or interests. 

The teaching methodologies used in these modules will be conducive to creative and independent in-depth and collaborative learning. They'll culminate in the production of a final dissertation in which you will explore in detail a topic building on your interests and knowledge.

The programme allows and encourages you to engage in work placements while attending the modules. These are not a formal part of the programme, but some support will be provided building on ICCE’s extensive experience of internship management and network of contacts.

Core modules 

Option modules

Skills

 Graduates of this programme develop a wide range of skills and competencies.

Knowledge and understanding

You'll be able to:

  • Describe and understand a range of practices, policies, structures and systems in the cultural policy and international cultural relations areas involving a variety of stakeholders (individuals, NGOs, foundations, corporations, governments, international and supranational organisations)
  • Define and understand the use of theories and key concepts in cultural policy, cultural relations and cultural and public diplomacy, such as culture, identity, globalisation, soft power, hegemony, influence, propaganda, mutuality, trust, intercultural dialogue, nation building/branding
  • Discuss the importance of cultural policy in relation to international cultural relations
  • Understand the diverse and changing relationships between culture/arts, politics and international relations
  • Build on your existing experience and/or interest to develop knowledge within cultural policy and international cultural relations

Cognitive and thinking skills

You'll be able to:

  • Analyse and evaluate the role of the 'actors' and their practices, as well as the structures and systems framing cultural policy and international cultural relations
  • Discern how to apply a range of trans-disciplinary concepts and theories to the understanding of policies, practices, structures and systems in the areas of cultural policy, cultural relations and cultural diplomacy
  • Identify and critically analyse contemporary issues
  • Build on your existing experience and/or interest to further develop analytical, critical and conceptual skills within cultural policy and international cultural relations

Practical skills

You'll be able to:

  • Analyse public policies in the areas of culture and international cultural relations at micro and macro levels
  • Devise, develop, conduct and deliver an independent piece of research relevant to cultural policy and international cultural relations, using a self-reflective approach
  • Demonstrate the origins of your thinking in cultural policy and international cultural relations by adequately referencing sources that have been evaluated for credibility, objectivity, accuracy and trustworthiness
  • Communicate effectively and succinctly through oral presentation and express yourself in writing for academic and other audiences, employing when necessary the appropriate ICT tools and skills

Key transferable skills

You'll be able to:

  • Share and exchange expertise and skills with other students and the tutors on the course employing effective written and oral communication skills
  • Demonstrate you are an independent and creative learner able to exercise initiative and personal responsibility for your own learning and planning processes
  • Conduct research methodically to find an answer that is complete, accurate and authoritative
  • Work effectively as part of a team

Find out more about employability at Goldsmiths



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The University of Bath Institute for Policy Research offers a pioneering Doctorate in Policy Research and Practice (DPRP). Read more
The University of Bath Institute for Policy Research offers a pioneering Doctorate in Policy Research and Practice (DPRP). The course is designed to enable experienced professionals working in a range of policy arenas – locally, nationally, and globally – to develop their policy analysis expertise without having to take a full career break. Combining advanced training in policy research and analysis with a thesis based on original research, it is based on a cohort model and can be spread out over up to six years.

Key features

- A combination of advanced policy research and analysis training with a thesis component based on original research
- Part-time programme structure designed to cater for busy professionals
- A means to enable participants to draw on their working experience at the same time as engaging with up-to-date academic research and thinking
- A cohort structure based around an annual two-week residential to provide networking with other participants as part of the programme
- Access to a wide range of sector-specific expertise across the University, including Technology Policy, International Development, Health, Education and Social Policy

Visit the website http://www.bath.ac.uk/study/pg/programmes/prof-doct-in-poli-rese-and-prac/

Why take a professional doctorate in policy research and practice?

In all areas of government and public administration – whether in local government, national civil services or international organisations – the world of policy making is changing fast. There is an increasing recognition of the need for a secure and transparent evidence base on which to make policy, but there are also a range of approaches and methods that policy makers can use to assess the evidence base and consider the likely impact of different policies. This Doctorate will enhance professional capability and critical reflection on the theories, methods and practices of policy making.

The course involves a blend of face-to-face and distance learning. The academic coherence of the course is built around a ‘hub and spoke’ model comprising two core policy analysis units (in Transformational Policy and Practice and Policy Research Methodology) and two specialist units to enable students to broaden and deepen their understanding of policy research across a range of disciplines. You are required to complete four ‘taught’ units over three years of study – two core and two optional – followed by a supervised piece of original research over up to three years.

Educational aims of the programme

The Professional Doctorate in Policy Research and Practice is designed to:

- give particular priority to the transfer of multidisciplinary research and learning to the workplace, to enhance the academic and the professional contribution that policy makers and practitioners can make to theory and practice in their field
- engage current practitioners with knowledge, awareness and understanding of philosophical, organisational, political, social, economic, managerial, interpersonal, and technical dimensions of policy
- develop the capability to broaden an understanding of critical issues facing policy makers today
- provide you with a broad foundation from which you can hone your specific interests towards the conduct of supervised research and make an original contribution to your field
- support you in publishing and disseminating your research

Course structure

The Professional Doctorate in Policy Research and Practice is built around a part-time cohort model. You will advance through the course with a cohort of other participants from a range of countries, sectors and organisations. Teaching is focused on a two-week residential held in early September each year, with subsequent virtual seminars, tutorials, and supervision throughout the rest of the year.

This structure will enable you to interact, learn, and network with a stable cohort of participants, while ensuring the flexibility to continue your own professional career.

The course is structured into two stages: the taught stage and the thesis stage.

If your circumstances change and you are unable to complete the course, there are alternative qualifications that may be awarded depending on the number of credits accumulated.

- Taught stage:
The taught stage is based on four units. In the first year, two compulsory core units provide advanced training in policy analysis and research methods. The first year is designed to equip you with the knowledge and capability to understand and use a range of research methodologies, novel analytical frameworks and toolkits to address key issues within a broad policy context. The two core generic analysis units include:

- Transformational Policy and Practice – to introduce you to theoretical understandings of ‘policy’ and policy making and how they relate to practice. This will include a series of case studies of policy making and implementation from different countries

- Policy Research Methodology – to develop your knowledge and understanding of the methodologies (philosophic frameworks) employed in policy research, their advantages and disadvantages, as well as the merits of particular quantitative and qualitative methods.

Each of these generic units carry 18 credits and are assessed with an 8,000 assignment or equivalent. Successful completion of these units would normally entitle you to the PG Certificate exit award if appropriate.

- Specialist streams:
Over the subsequent two years you elect two specialised units, relevant to their field of practice, from a choice of up to four units. These are designed to enable you to develop and hone specific interests towards the conduct of supervised research: current optional units are listed below. The five initial units are:

- international development policy
- education policy
- health policy
- technology policy
- social policy (awaiting final approval).

Each specialist unit carries 18 credits and is assessed by an 8,000 word assignment.

You will be asked to choose a specialist unit in the first year, while undertaking your core modules so that teaching resources can be planned for the following year.

- Research enquiry:
You will spend the final three years of your study developing a supervised research enquiry. Supervision is primarily provided virtually over this period but it would normally be expected that you adhere to a minimum number of face-to-face contact hours. We also provide other online support for you during this time including webinars and online forums.

About the IPR

The University of Bath Institute for Policy Research (IPR) brings together many of the University’s research strengths to foster inter-disciplinary research of international excellence and impact. It bridges the worlds of research, policy and professional practice to enable us to address some of the major policy challenges we face on a local, national and global scale.

Read more (http://www.bath.ac.uk/ipr/)

Find out how to apply here - http://www.bath.ac.uk/study/pg/apply/index.html

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This specialist programme is suitable for educators such as teachers, school leaders, lecturers, inspectors, administrators and officials who want to gain an insight into educational policy issues of current global significance and their implications for the effective leadership of educational institutions. Read more

This specialist programme is suitable for educators such as teachers, school leaders, lecturers, inspectors, administrators and officials who want to gain an insight into educational policy issues of current global significance and their implications for the effective leadership of educational institutions.

The policy themes are covered in the first semester, and the leadership and management implications are covered in the second semester. Both areas emphasise an international comparative perspective.

Optional modules are to be taken from across the School of Education to place your studies in a broader context, including those tat cover research methods; technology, education and society; and special educational needs. There is also access to modules offered in the School of Politics and International Studies, including education and development, global justice, and global inequalities and development.

Participants from around the world come together to learn from each other as well as our tutors: all of whom are expert researchers in their fields. You’ll learn to apply critically educational theories to real challenges affecting schools, further and higher education worldwide.

You’ll have a wide range of opportunities to enhance your learning.

In your first year of postgraduate study, you’ll be able to join the British Educational Leadership Management and Administration Society (BELMAS), complete with the access to leading journals and events that it provides, including its annual conference. You’ll also be encouraged to join the Commonwealth Council for Educational Administration (CCEA).

In addition, we provide opportunities for educational visits, including a local school and a visit to London to discuss educational policy development with the local MP and civil servants.

Course content

The programme provides a comprehensive coverage of educational policy, leadership and management from an international comparative perspective.

There will be a wide choice of assignment topics, so that you can focus on themes of personal professional interest, including policy and leadership issues relating to schools, colleges and/or universities.

From the beginning of the programme, you’ll develop your research skills and apply them to your critical study. This gives you the chance to conduct independent research on a topic of your choice, which may be related to your own professional background.

You’ll be expected to sit in on our Getting Started: Research Questions and Approaches module to improve your understanding of educational research, unless your tutor believes you already have enough knowledge in this area.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

You take three core modules, including your dissertation. You then choose another one or two optional modules from the School of Education or the closely-related MA in Global Development offered by the School of Politics and International Studies to complete the programme.

Compulsory modules

  • Contemporary Global Challenges in Education Policy and Leadership Practice 30 credits
  • Critical Perspectives on Leadership Theory and Practice 30 credits
  • Dissertation 60 credits

Optional modules

  • Getting Started: Research Questions and Approaches in Education 15 credits
  • Philosophical underpinning of educational research 15 credits
  • Qualitative data: processes of collection, interpretation and analysis 15 credits
  • Introduction to quantitative data analysis 15 credits
  • Technology, Education and Society 30 credits
  • Digital Learning in Practice 30 credits
  • Special Educational Needs: Inclusive Approaches 30 credits
  • Education in Development 30 credits
  • Gender, Globalisation and Development 30 credits
  • Global Inequalities and Development 30 credits
  • Global Justice 30 credits
  • Development Management Techniques 15 credits

For more information on typical modules, read International Education Leadership and Policy MA Full Time in the course catalogue

For more information on typical modules, read International Education Leadership and Policy MA Part Time in the course catalogue

Learning and teaching

Most of our taught modules use a combination of lectures, seminars and tutorials, and you’ll also be able to enhance your learning by attending the visits we organise to government departments and educational institutions.

However, independent study is also an important part of this programme, allowing you to form your own ideas and develop high-level skills.

Assessment

We assess the module Contemporary Global Challenges for Research-informed Education Policy and Practice through an oral presentation on an educational policy issue supported by either a PowerPoint or a Poster to the equivalent of a 3,000 word assignment (worth 50%) and a 3,000 word essay assignment (worth 50%).

The assessment for Critical Perspectives on Educational Leadership Theory and Practice is through a single essay of around 6,000 words. This will provide a transition in the preparation of a more extended piece of writing leading up to the 12,000 word critical study.

Other modules selected from the School of Education and/or the School of Politics and International Studies may use similar or different methods of assessment, such as assignments, reflective logs and portfolio work, depending on the modules you choose.




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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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The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education. Globalisation is perhaps the key driving force of modern education systems. Read more
The Department of Education offers a one-year (12 month) taught full time MA in Global and International Citizenship Education.

Globalisation is perhaps the key driving force of modern education systems. Schools (and other educational enterprises in universities, businesses and communities) are part of a global network. This programme explores important issues about what it means to be a citizen in a global world - what could and should be done by educators to respond to the needs of individuals and groups in nation states and the new global society. We discuss issues about rights and duties and communities in the UK, Europe and globally and explore learning, teaching and assessment methods in schools and beyond.

This programme will be attractive to all those who have an interest in social studies education. This includes political and ideological education, moral education and education for diversity. This is a broad field that includes global education, comparative education, international education, intercultural understanding and citizenship education. In particular, the programme explores how to help people understand society and develop the skills to take part in it. This includes investigations of European citizenship and global citizenship education and focusing on learning and teaching methods. The programme will be of interest to those who see themselves as current or future teachers, researchers or policy makers. Applications are welcomed from both home and international students. Examples of what our graduates have done include PhD research in Australia; becoming and academic in a university in Japan; being an international student advisor at a university in the USA; working in business and in higher education in China.

Programme Aims

The MA programme aims to:
-Provide advanced-level study of forms of education appropriate for global citizens
-Illuminate the nature of citizenship and global education through insights into comparative education
-Link citizenship and global education to wider issues in society (history, politics and culture) and education via rhetorical and other perspectives
-Develop personal, academic and professional language skills in English
-Develop basic research capabilities in the field of citizenship and global education

Programme Content

Term 1
In term 1 there are 2 compulsory modules:
-Citizenship Education (20 credits)
-Research Methods in Education (20 credits)

And one option module (20 credits) which may be chosen from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Education and Social Justice
-Intercultural Communication in Education
-Motivation in Education
-Teaching and Learning in Schools

Term 2
-Teaching and Learning Citizenship & Global Education (20 credits)

And one option module (20 credits) from the full list of modules available to all taught MA students. Modules that may be of particular interest to MAGICE students are likely to include:
-Contemporary Issues in Teaching
-Cross-cultural Perspectives on Language and Discourse
-Qualitative and Quantitative Data Analysis
-Gender, Sexuality and Education
-Higher Education in the 21st Century

Term 3
-Planning and Communicating Research (20 credits, classes spread over Terms 2 and 3)

The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September. Previous studies have included an examination of global education; universities as sites of global citizenship; studying the media.

Careers

Our graduates find employment in a wide range of sectors within education and higher education, but also in journalism, information management, human resources and other careers.

Others find employment opportunities in the civil service, NGOs and other international organisations.

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USF's M.A. degree in International & Multicultural Education (IME) Program is dedicated to understanding formal and informal education within its sociocultural, linguistic, and political contexts around the world. Read more

USF's M.A. degree in International & Multicultural Education (IME) Program is dedicated to understanding formal and informal education within its sociocultural, linguistic, and political contexts around the world.

Based on principles of equity, social justice, and human rights, the program critically addresses the realities of education within and beyond the borders of public schooling in the United States and around the world.

Distinctive Features

  • Rich in-class learning experiences with expert faculty blended with opportunities for practical work in schools and community organizations in the Bay Area.
  • Curriculum and pedagogy aimed at addressing inequities based on race, class, gender, sexual identity, religion, and nation.
  • A strong sense of community composed of highly diverse faculty and students who offer personal and scholarly support

Program Details

The MA in International and Multicultural Education is rooted in critical social theory and the practice of critical pedagogy. This program provides a dynamic learning community where students benefit from rigorous scholarship and experience both in the classroom and in the community. We believe that our program equips students with the knowledge and strategies they need to be highly effective social justice teachers, leaders, and practitioners across various learning contexts in the U.S. and abroad.

We interweave theory and practice while utilizing the following lenses to inform our curriculum

  • equity and social justice education
  • intersectionality of race, class, nation, language, gender and sexuality
  • youth culture and resistance
  • human rights and social movements
  • globalization and migration studies
  • community cultural wealth

PROGRAM DELIVERY

The program follows a schedule of alternate weekend classes that convene nine times a semester (Friday evenings and all day Saturdays). See Teaching Weekend dates.

COURSE DETAILS

THE MASTER OF ARTS IN INTERNATIONAL AND MULTICULTURAL EDUCATION (IME) CONSISTS OF 30 CREDITS FROM THE FOLLOWING COURSES.

Course descriptions are available in the catalog.

THEORETICAL FOUNDATION COURSES | 9 CREDITS

  • Students select three of the following courses:
  • IME 605 - Re-conceptualizing Multicultural Education (3)
  • IME 612 - Critical Race Theory and Praxis (3)
  • IME 169 - Gender and Globalization (3)
  • IME 621 - Human Rights Education: History, Philosophy and Current Debates
  • IME 639 - Cross-Cultural Literacy

IME CORE COURSES | 15 CREDITS

  • Students select five of the following courses:
  • IME 602 - Linguistic Rights and Bilingual Education (3)
  • IME 603 - Applied Linguistics (3)
  • IME 604 - Global Perspectives on Education and Decolonization (3)
  • IIME 606 - Critical Analysis of Urban Schooling (3)
  • IME 610 - Sociology of Language (3)
  • IME 611 - Language and Culture (3)
  • IME 613 - Emotional Intelligence and Cultural Competency (3)
  • IME 615 - Education for Inclusion (3)
  • IME 616 - Social Movements and Human Rights (3)
  • IME 617 - Tools for Human Rights Practice (3)
  • IME 618 - International Human Rights Law for Educators (3)
  • IME 620 - Human Rights Education: Pedagogy and Praxis (3)
  • IME 624 - African-American Education History in the US (3)
  • IME 625 - Contemporary International Issues (3)
  • IME 628 - Women of Color in Higher Education (3)
  • IME 631 - Research in 1st and 2nd Language Acquisition (3)
  • IME 634 - Assessment/Testing of Second Language Proficiency (3)
  • IME 635 - Latinos and Education (3)
  • IME 636 - Human Rights and Media (3)
  • IME 637 - Critical Pedagogy (3)
  • IME 640 - Immigration and Forced Displacement (3)
  • IME 647 - Technology and Diverse Learners (3)
  • IME 650 - Asian American History and Education (3)
  • IME 668 - Discourse, Pragmatics and Language Teaching (3)
  • IME 676 - Teaching and Learning Through the Arts (3)
  • IME 697 - IME Directed Study (1-3)
  • IME 698 - IME Special Topics (1-3)

MASTER'S THESIS/RESEARCH PROJECT | 3 CREDITS

  • GEDU 603 - Methodology of Educational Research (3)
  • IME 649 - IME MA Thesis/Research Project (3)

Program Learning Outcomes

The International and Multicultural Education Program Learning Outcomes

The goal of each IME program is to develop professional practitioners with expertise in three key areas:

  • Conceptual knowledge: including human rights education, urban education, language and literacy education, emotional intelligence and cultural competency.
  • Theoretical knowledge: including critical social theory, critical pedagogy, multicultural theory, critical race theory, feminist critical theory.
  • Application skills: analysis, synthesis, and evaluation skills for teaching and research, program/policy development and administration, and local/global social justice/human rights activism.

The International and Multicultural Education Program Student Learning Outcomes

The IME programs are designed to enable students, upon graduation, to:

  • Use theory as a lens for thinking critically about social inequities in local/global contexts.
  • Critically engage with scholarship.
  • Be skillful in applying research-based teaching practices.
  • Work as a transformative professional in schools, universities and communities to bring about social change.
  • Use a wide range of assessment tools for including informal/formal, individual/group, formative/summative instruments.
  • Design, implement, and assess K-12 and post-secondary classroom/community programs focused on human rights, multicultural, and/or language/literacy education


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