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  • Study Type

    Full time & Part time available

  • Subject Areas

    Education

  • Start Date

    September, January

  • Course Duration

    1 year FT 2 years PT

  • Course Type

    Research Only

  • Course Fees

    FT £4,400 p/a
    PT £2,235 p/a

    If you are an international student coming to study at the University of Huddersfield, please visit the International Fees and Finance pages for full details of tuition fees and support available.

  • Last Updated

    11 July 2019

The research degree

A Master's by Research (MA) allows you to undertake a one year (full time) research degree. It contains little or no formal taught component. This type of study gives you the chance to explore a research topic over a shorter time than a more in-depth doctoral programme, but it still requires independent study.

Research Master's students choose a specific project to work on and have a greater degree of independence in their work than is the case with a taught masters course.

You are expected to work to an approved programme of work which you will develop within the first few months of commencement of study, in conjunction with your supervisor. Whilst undertaking the research project, under the supervision of the supervisor, you will also develop your research skills.

At the end of the project you write up your findings in the form of a short thesis of around 25,000 words and this will then be examined.

You will be appointed a main supervisor who will advise and support you on your project.

On successful completion, you will be awarded your degree and if you have enjoyed this taste of research you may then decide to apply for the full research doctoral degree (PhD).

What can I research?

There are several research topics available for this degree. See below for full details of individual research areas including an outline of the topics, the supervisor, funding information and eligibility criteria:

  • A critical analysis of staff experiences of working in the further education (FE) sector in England.
  • Academic professional development, change and the impact of technology
  • Action Research
  • Adult literary and numeracy students and learning identities
  • Alternative education – differing provisions and experiences of
  • Aspects of social policy (Education, Family, Youth Justice)
  • Assessment Practices and Processes
  • Assessment for Learning
  • Blended Learning
  • Children's experiences of the outdoors
  • Classroom-based research
  • Critical analyses of post-secondary education and lifelong learning, vocationalism and teacher professionalism.
  • Digital participation of children and young people.
  • Doing research with children and young people
  • E tutoring
  • ECEC workforce
  • Education Policy Framing of Muslims
  • Education and training for the professions
  • Education for sustainability
  • Education policy with emphasis on Higher Education
  • Educational approaches to preventing extremism amongst young people
  • English curriculum, pedagogy and assessment. The focus of such study could be the teaching of English language or literature or of TESOL or TEFL.
  • Faculty and Institutional Change
  • Feminism and informal education
  • Gamification of learning
  • Higher Education Practices
  • Higher and professional education: education and training for professions, pedagogies
  • How do international policies interpret inequality and what is their impact at the national and local level?
  • Inequalities in access to higher education
  • Inter-professional working and learning
  • International education: Pedagogical approaches for global higher education, the effects of globalisation and the knowledge economy
  • Investigating criterial features at different CEFR levels 'Language Assessment Literacy' 'Teacher attitudes towards assessment' 'Teacher and student attitudes to Self Assessment'
  • Mental Health & Teaching & Learning
  • Migration and displacement and their impact on children's and young people's experiences
  • Model making as a research tool
  • Muslim & State Schools
  • Muslim Faith Schools
  • On-Line Learning
  • Participatory visual research methodology: Ethical and analytic challenges in childhood research.
  • Pastoral Care and Inclusion provisions and the increase of paraprofessionals in state school settings.
  • Pedagogical and critical issues of social media use in teaching and learning
  • Pedagogy and practice
  • Pedagogy and practice in education
  • Philosophy of Education
  • Policy engagement and enactment
  • Professional Identity
  • Professional Knowledge, Professional Change, Gender and the Professions
  • Professional education and reflection
  • Professionals and their identities
  • Pupil, student and staff resistance
  • Religious Education; pedagogy, policy and practice
  • Social deprivation and widening participation
  • Social identities of children and young people
  • Social justice and vocational education and training
  • Social justice and vocational education and training
  • Social study of children and childhoods
  • Teacher Identity
  • Teacher education for the FE and Skills sector
  • Teacher education in the Further Education and Skills sector
  • Teacher education in the Further Education/ Learning and Skills sectors
  • Technology and its impact on student and teacher identities
  • The Prevent counter-terrorism strategy and education
  • The changing nature of post-compulsory education, particularly staff and student experiences of vocational education and training – either historically or in contemporary settings
  • The history and development of youth work/informal education
  • The interaction between Educational Policy and the practice of School Leadership
  • The lived experience of teachers and learners in post-secondary education and training.
  • The political economy of the education and training sector
  • Training and Regulation in the Professions
  • Vocational education and training experience, policy and practice, including vocational pedagogy.
  • Wellbeing Support in Schools
  • What factors prevent or encourage adults to enter and complete University studies?
  • Young people, ethnic segregation and policy attempts to promote community cohesion
  • Young people’s transitions into adulthood, especially their experiences of education and work. I am particularly interested in those wishing to research the lives of young people classified as NEET or at risk of becoming NEET, or those engaged in provisio
  • Youth Work with Roma Young People in Yorkshire
  • Youth transitions, education and social class
  • Youth work innovations/practices
  • Youth, multiculturalism and ethnic identity

The main topic areas that can be supervised in the subject area are:

• Policy 

• Professional Identities 

• Pedagogies

To find out more about the research we conduct, take a look at our Research, Innovation and Skills webpages, where you will find information on each research area. To find out about our staff visit ‘Our experts’ which features profiles of all our academic staff.

You will need to complete a research proposal in the region of 500 words outlining your areas of interest and when this is submitted along with your research degree application form we will look for the academics within the University who have the expertise and knowledge to supervise you and guide you through your research degree.


Visit the Education (MA by Research) page on the University of Huddersfield website for more details!

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