The University of Birmingham’s School of Education is one of the best schools in the UK to study social research as can be seen by its results in the Research Excellence Framework (REF) 2014 which shows that more than 81 per cent of all its research was rated as internationally excellent (3*) or world leading (4*). It was also ranked 25th in the World and joint 6th in Europe in the 2017 QS World Rankings.
The MA in Social Research will provide you with a solid foundation in a broad range of social science research methods as well as basic research skills.
Download information on all the postgraduate study programmes in the School of Education (PDF)
On this course you will acquire a general overview of the philosophy of social research, and understand how this informs research design, methods of data collection and analysis. You will also develop an ability to use a range of research methods, to communicate research findings effectively and an understanding of the potential use of and impact of your research within and beyond academia.
Many core elements of the programme are delivered by the College of Social Sciences, so you will be undertaking the modules with other students from across the College. However, your dissertation will be undertaken and supervised within the Department. In addition, there is an induction programme during the first two weeks of the term, which is compulsory, but non-assessed and a programme of skills training which is delivered at University-level, mainly by the Staff Development Unit, throughout the year. You are encouraged to attend all the modules in the programme which are appropriate to you. You must discuss your skills training needs with your designated supervisor in the first week of the first term.
This MA is recognised by the ESRC for the provision of research methods training as Year 1 of a '1+3' programme of doctoral study. It is also available as a stand-alone Masters. Home/EU students may enter into a departmental competition to be nominated for the ESRC open competition for '1+3' or '+3' funding (the '1+3' award covers the MA and provides three years' further funding for PhD research; for '+3' funding you must already have an ESRC-recognised research methods MA degree or equivalent).
The University of Birmingham has recently been ranked 9th in the UK, and 55th in the world, for post-qualification employability in a global survey of universities commissioned by the International Herald Tribune. Over the last five years, an impressive 98.3 % of Education postgraduates have been in work and/or further study six months after graduation.
Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Work in retail, sales and administration are also popular options. Some chose to continue their education and apply for professional courses such as teacher training or undertake a PhD.
What type of career assistance is available to postgraduate researchers in Education?
The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for postgraduate researchers on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles.
The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate researchers.
This programme delivers high-quality research methods training, including practical experience with qualitative and quantitative data analysis software packages and detailed analysis related to research epistemology and the philosophy of social science. It can provide opportunities to gain 'hands on' experience and contribute to current research projects, working, for example, with the Centre for Evaluation and Monitoring (CEM).
The programme is suited to those hoping to later pursue a research degree (usually PhD) but who do not meet the research methods training entry requirements, as well as those who wish to apply for an Economic and Social Research Council (ESRC) studentship, as the programme is recognised by the ESRC for 1+3 funding.
The programme is a Faculty-wide course and modules are taught within the School of Education, the School of Applied Social Sciences (Sociology) and the Department of Psychology. This provides you with the opportunity to come into contact with other students studying research methods in different disciplines across the Social Sciences.
Either:
Or:
Either:
And:
Or:
15 credits from:
Teaching is offered through lectures, seminars and tutorials. You will take part in a range of learning activities, including reading, discussion, presentations, criticising existing research, analysing and interpreting data, designing experiments, search literature and synthesising the results of multiple studies. Each module is assessed with an assignment (3,000) words for a 15-credit module and a dissertation of 12,000 words.
Career opportunities in education are wide and include classroom teaching, educational leadership and management, administration and policy development.
The MA Higher and Professional Education will give students critical insights into the changing field of higher education; reflecting on contemporary developments and debates. It will introduce conceptual and analytical frameworks for understanding the role of higher education in society. It will develop student’s knowledge, skills and confidence to operate effectively and creatively in a diverse higher education sector.
This programme provides students with the opportunity to study for an interdisciplinary, interprofessional qualification, examining higher and professional education policies and practices in relation to their own personal and professional experience.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), two optional modules (60 credits), and either a) a dissertation (60 credits), or b) a report (30 credits) plus a further optional module (30 credits).
Core modules
The two core modules must both be completed in order to gain the named award.
In 2017/18 both core modules were timtabled 5-8pm to enable students working in higher education to attend with ICHE running in the Autumn Term and HE: CiP running in the Spring Term.
Optional modules
Recommended optional modules appear below, but optional modules can be selected from the wide range offered by various taught Masters programmes at the Institute of Education.
The module Learning and Teaching for Adults has the additional requirement of experience of teaching.
Dissertation/report
All students undertake an independent research project which culminates in a 20,000-word dissertation or 10,000-word report.
Teaching and learning
Teaching is delivered through interactive lectures, seminars, group discussions, case study analysis and online learning. In many modules there are opportunities for all students to participate on a variety of ways, including giving short presentations or seminar papers or leading group discussions.
Assessment is through coursework assignments of up to 5,000 words and a 20,000-word dissertation or 10,000-word report.
Further information on modules and degree structure is available on the department website: Higher and Professional Education MA
Graduates of this programme are currently working across a broad range of areas, for example one is a university governance and quality assurance manager, while another is a government policy adviser for education. Others have jobs as academic standards and quality officer, careers and professional development consultant, learning, teaching and quality manager, and qualifications manager and students’ union officer. Some go on to doctoral studies in the field of higher education.
Recent career destinations for this degree
Employability
The employability of students will be significantly enhanced by the development of complementary skills which will help them to efficiently connect theory, policy and practice in their day to day to jobs.
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.
The Department of Education, Practice and Society is a multidisciplinary department at UCL Institute of Education. The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, government departments, regional organisations, national institutes, and international organisations.
The Centre for Higher Education Studies brings together students, researchers, consultants and practitioners from around the world focusing on higher education with a distinctive programme of seminars and events
Programmes offered by the Centre for Higher Education Studies provide high level academic and professional education for those working in higher education.
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.
This stimulating programme takes a broad view of education, covering themes such as: curriculum, pedagogy, assessment, the relationship between education and society, and the importance of education research. It is ideal for those working in teaching, education management or policy, who wish to increase their understanding of current education issues and enhance their career.
This programme is designed for participants across the world, and explores the global forces that influence education, encouraging students to relate their learning to their contexts. Optional modules from specialist fields are available and students can customise their studies to their interests. Students have excellent levels of support, including access to a personal tutor for the duration of the programme and an online learning environment which has discussion areas and links to online resources and library support.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).
Core modules
Optional modules
Students choose from over 25 modules - a selection of modules is listed below.
Dissertation/report
All students submit a written dissertation.
Teaching and learning
Modules are available as distance learning, face-to-face or mixed-mode. (Please note, some modules are only available in one mode.) The programme is flexible, so you can take one or two modules a year, or maybe more, and spread your studies out as you see fit.
Further information on modules and degree structure is available on the department website: Education MA
Graduates from the Education MA have gone on to be successful in a variety of fields related to education. Graduates who are already in teaching positions have reported that they have been promoted, often to senior leadership positions. Other graduates have gone on to find new jobs in their related fields, which has included education at all phases (from early years through to higher education), and policy and research contexts. Many of our graduates work in international contexts, and some are working on plans to open their own schools, or are working with NGOs on education and development projects. Some have also gone on to undertake further research on PhD programmes.
The Curriculum, Pedagogy and Assessment Department at UCL Institute of Education (IOE) is a world-leading centre for geography, business, mathematics, history, religious education, citizenship and science education.
The department provides an impressive range of cutting-edge MA and CPD programmes, variously presented in face-to-face, distance learning or mixed-mode formats. In addition we offer a first-class PhD programme and staff are actively involved in an extensive range of innovative, nationally and internationally acclaimed, research and development projects.
The department's student population is very diverse: students on initial teacher education programmes, practising teachers, and a rich and diverse range of international students.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Curriculum, Pedagogy & Assessment
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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.
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
Optional modules
Students select either two or three optional modules from a range across UCL Institute of Education (IOE) Master's-level offering, including:
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
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
Employability
It is intended that students who have participated fully in the programme will be able to:
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.
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.
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.
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.
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
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:
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
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.
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.
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.
The new African Studies degrees at UCL draw on world-leading research and expertise from across the university, and offer a unique opportunity to choose one of four distinct pathways. In the African Studies with Education MA students will come to understand some of the challenges surrounding education in contemporary Africa - including poverty, inequality, gender, education and employment, education and technology; vernacular education and the diaspora.
The degree pathways share a common core, comprising modules on the continent’s political and economic past and present. In addition, the Education pathway explores aspects of education and learning, through a bespoke 'African Studies and Education' core module and a range of advanced optional modules drawn from the UCL Institute of Education and other UCL departments.
Students undertake modules to the value of 180 credits.
The programme consists of three core modules (45 credits), three optional modules (45 credits), and a dissertation (90 credits).
Core modules
Optional modules
Students choose three from a range of optional modules including but not limited to the following:
Dissertation/report
All students undertake an independent research project which culminates in a dissertation of 15,000 words. This dissertation must focus on a research question related to educational issues in or about Africa.
Teaching and learning
The programme is delivered through a combination of lectures and seminars and guided independent research. Assessment is through essays, portfolio, research proposal and examination.
Further information on modules and degree structure is available on the department website: African Studies with Education MA
Graduates will be well placed to take up diverse positions within education-related organisations, national and international policy-making bodies, non-governmental development organisations, or within national ministries and the public sector.
Employability
Students will develop skills in a wide range of areas related to education in Africa, including theoretical and practical concepts concerning the challenges of researching and delivering education in Africa. Graduates will be well placed to go on to jobs in the enducation, NGO or policy sphere. Students will also have the option to choose a research methods module which will introduce them to transferable skills, including research ethics, participatory research skills, data analysis and GIS, archival work, ethnographic field techniques and presentation skills.
UCL offers a unique teaching and learning environment in which to study education as it relates to the continent of Africa. More than 35 permanent members of UCL academic staff focus their research primarily on Africa and their field activities span the continent. This expertise is combined with that of the world-leading UCL Institute of Education to provide unparalleled insight into education policy and practice.
African Studies marks the first time existing expertise on Africa at UCL has been combined to offer an interdisciplinary degree. The new African Studies and Education pathway has been co-developed with the UCL Institute of Education and draws on the university's core strengths in teaching and reseach on education in Africa.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
This programme is for people who are interested in taking an international and comparative perspective on educational issues. We offer two pathways on the International Studies in Education, the general International Studies in Education and the Education and Development specialist pathway. The specialist pathway shares the same core themes and outcomes, however it has a distinctive focus and different compulsory modules.
The International Studies in Education programme may be of interest to teachers, headteachers/principals, education administrators, and those working with non-governmental organisations and international agencies that play a role in formal and non-formal education. It will enable you to have a critical understanding of key debates surrounding education as an international issue and to make analytical comparisons between educational issues in different contexts, including your own.
Download information on all the postgraduate study programmes in the School of Education (PDF)
This programme is designed for people who want to gain an international perspective on education. You will be studying with a wide range of people from different countries, with diverse career aspirations, and with varied levels of experience. What you will all have in common is an interest in education, and a desire to understand its functions in different parts of the world, and as a global phenomenon.
Programme Aims
Global social justice is a theme of all strands of this programme.
Specialist pathway
The Education and Development pathway is in collaboration with the International Development Department in the School of Government and Society. It follows the same broad lines of the core programme, but has a different focus and different compulsory modules.
Please note that like most Masters programmes, this programme does not confer qualified teacher status.
Ask our current students and alumni a question
These are experienced postgraduates who have previously studied, or are currently studying, at the University of Birmingham, and they will offer help and advice from a student perspective.
You may also be interested in our Management of Special Education in Developing Countries programme
Module sessions run in weekly three-hour blocks. In a typical three-hour session, there will be a mixture of tutor presentation, group discussions and exercises, and independent research. We aim for a stimulating variety, and to take advantage of the international nature of the group, we encourage student-to-student learning to develop a comparative and international perspective. There are also opportunities for one-to-one tutorials with lecturers.
Assessment for the modules is typically comprised of one 4,000 word written assignment. For some modules, this will take the form of a traditional essay based mainly on an analysis of relevant literature. Innovative assessment approaches used in some modules include producing a written curriculum, reflections on school visits, or diaries. In the first term, there will be an early opportunity to submit a short piece of written work; the tutor will provide constructive feedback but a grade will not be assigned or counted. The dissertation is for 15,000 words in length, and usually includes some empirical research as well as literature review.
By the end of the programme, students will:
The employment prospects from the International Studies in Education programmes are as diverse as the students on the course. These courses are not qualifications for a particular role, but the knowledge and skills you gain will enable you to pursue a range of career paths in education. For example, graduates from this programme have gone on to work in the education sector in the following kinds of jobs in different countries:
International Studies in Education can help you to start your career; advance your career in new directions or to new levels; or it can simply help you to do and to appreciate your current job with an enlightened international perspective.
The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.
Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.
The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).
The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.
As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.
Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.
The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.
The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice
Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition
Term 2
-Recent research and innovation in science education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching
Term 3
Planning and Communicating Research (20 credits). Classes are 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.
Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.
Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length
Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.
Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.
The MA(Ed) programme supports the development of a high status, world leading teaching profession by focusing on advanced subject knowledge and understanding of how to best utilise evidence-based practice in order to unlock the
potential of all learners.
Typically you will study part time, taking four modules over two years, plus your dissertation over a third year.
One content module will be available per semester. MA(Ed) modules include: Effective Pedagogy; Emotional Aspects of Learning; and Leading Learning.
The Critiquing the Effect of Workplace Learning module enables you to accredit informal workplace learning that you may be undertaking in your work setting.
Our MA(Ed) programme provides the opportunity to follow your own particular area of interest throughout every module, for example a specific focus on maths subject knowledge; SEND; or management.
You will be encouraged and supported to ensure that the practitioner research you undertake during your study reflects your chosen focus, thus the programme is both specialised and personalised. Although this will not lead to a named specialist award, your modules will be shown on your academic transcript.
You are also able to select modules from other Masters programmes within the Institute of Education at the University of Chichester, for example MA in Inclusive Special Education.
The MA(Ed) is made up of four 30 credit modules and a dissertation (split into two, 30 credit modules).
You will study for your MA at our Bognor Regis campus.
Over the past few years, we have redeveloped both of our campuses so that you have the best facilities available for your degree. We pride ourselves on the quality of the learning environment we can offer our students.
At the Bognor Regis campus there is an integrated approach to the provision of learning resources and support. We offer a substantial collection of books, journals and other materials to help you further your research.
A range of study areas for group and quiet study including Wi-Fi areas for laptop use are available, or you can use our open access PC and Mac areas. We use an electronic learning environment with an expanding portfolio of online library resources from anywhere at any time.
Our brand new award winning Learning Resource Centre is at the heart of the campus. It hosts a modern library service with areas for quiet and silent study on both floors.
Also situated in the LRC is the Support and Information Zone, Costa Coffee and over 80 open access work stations. An equipment loans centre offers laptops, tablets and other electronic devices for short and long term loans.
The campus also offers purpose built classrooms for the teacher training courses, as well as lecture and seminar rooms.
SEMESTER 2 – January 2018
All modules will be held at the Bognor Regis campus
(All sessions 5.30 - 8.00pm, excluding Saturday Forum)
Modules on offer for Semester 2
Start date: Tuesday 6 February 2018, 5.30pm – 8.00pm
Modules on offer for Semester 2 for Continuing Students only
1. Independent Study – Preparing for the Dissertation
Start: Tuesday Jan. 30, Masters Forum Saturday March 24
2. Dissertation Part 1 – Planning and Developing the Research Project
Start: Tuesday Jan. 30, Masters Forum Saturday March 24, Tuesday 22 May
3. Dissertation Part 2 – The Research Project: Evaluation and Dissemination
Start: Tuesday 23 Jan, Masters Forum Saturday March 24, Tuesday 8 May
Teaching
Two years (four semesters) at the rate of one module per semester, plus a further year (two semesters) for the dissertation (parts 1 and 2). We appreciate that circumstances can change and part-time students are helped by having flexible study arrangements. To that end, we permit you to intermit from the programme for a maximum of 2 years over the whole programme, provided that you return and complete the degree within 6 years.
A module is a unit of up to 24 hours taught/face-to-face delivery, typically over one semester with its own discrete assessment and carrying 30 M level credits. Each module is formed of small group seminars and one Saturday Workshop, held at Bognor Regis campus. Sessions will normally be delivered between 5.30 – 8.00 pm, but times may vary.
Assessment
The MA (Education) programme draws on a range of assessment methods including video diaries; practitioner research projects; 6,000 word essays; and presentations.
To gain a MA (Education), you will need to complete four modules and the dissertation parts 1 & 2 (4 x 30) + 60 = 180 credits.
It is your right to exit the programme at any time. After successful completion of two modules you would be awarded a Postgraduate Certificate in Professional Practice and after four modules you would be awarded a Postgraduate Diploma in Professional Practice.
The Comparative Education MA will enhance students' awareness of education systems, traditions and issues in a number of countries, helping them to understand the relationships between education and other social phenomena by introducing the concepts and skills students need for systematic comparison.
This programme will help students to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.
Students undertake modules to the value of 180 credits
The programme consists of three core modules (90 credits), two optional modules (30 credits), and a research project (60 credits)
Core modules
Optional modules
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
This programme is delivered via face-to-face evening sessions. Attendance may vary depending on your choice of optional modules. It is assessed by coursework assignments of 5,000 words, and a 20,000-word dissertation or 10,000-word report. If the report is opted for an additional optional module is required.
Further information on modules and degree structure is available on the department website: Comparative Education MA
Graduates of this programme are currently working across a broad range of areas. Some are working as local and central government advisers, while others have jobs as charity managers. Graduates can also be found working as researchers and lecturers.
Recent career destinations for this degree
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.
The Department of Education, Practice and Society is a multidisciplinary department at UCL Institute of Education bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring education in all its guises: formal, non-formal and informal.
The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments, as well as with regional organisations, employer organisations, national institutes, and international organisations.
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.
The Sociology of Education MA will guide students through the latest theories, concepts and research in the sociology of education, exploring the wider political, social and cultural contexts of policy and practice in education. It will encourage them to use sociological research to reflect on their current and future roles in education and provide them with a grounding for evaluating education practice.
Students will develop critical theoretical, methodological and analytical skills in educational research in the sociology of education field and learn to apply them in their own professional context.
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) orreport (30 credits) plus one further optional module (30 credits).
Core modules
Optional modules
Students can also choose from a wide range of Master's-level optional modules across the IOE offering.
Dissertation/report
All students undertake an independent research project which culminates in a dissertation of 20,000 words or a report of 10,000 words.
Teaching and learning
The programme is delivered through a mix of face-to-face Saturday and evening sessions and interactive online learning. Sometimes a conventional lecture-based approach is taken, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted involving, for example, group discussion of set reading, a video or an introductory presentation.
Assessment is through coursework essay assignments, plus submission of a report or dissertation.
Further information on modules and degree structure is available on the department website: Sociology of Education MA
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this programme are currently working as lecturers and teachers, local authority officers, government department officers, members of education think tanks, or as research students (MPhil/PhD, EdD).
Recent career destinations for this degree
Employability
Students develop a capacity to critically engage with and conduct educational research on issues relating to sociology and education.
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.
The Department of Education, Practice and Society at UCL Institute of Education (IOE) is home to an interdisciplinary grouping bringing together high-quality teaching and research in the history, sociology and philosophy of education, international development, post-compulsory and vocational education and higher education.
The Sociology of Education MA is a cutting-edge programme taught by world-leading sociologists within the department who have expertise in research methods, policy analysis, equality and human rights: issues of gender, 'race', sexuality, youth, disability and social class.
Students gain invaluable networking opportunities with leading scholars and a cohort of internationally diverse students across the IOE's MA cluster in sociology, social justice and policy studies in education.
Be at the cutting edge of research in health, social care & education at Anglia Ruskin University
