Why do this course?
Course overview
The MA/MEd Leading in Education is an innovative new programme that enables education leaders to carry out master’s level study which is clearly linked to developing professional leadership practice in an appropriate setting. It is designed to support you in your journey as educators and system leaders and to meet the increasing prioritisation of leadership training by the teaching profession.
The programme will provide students with the opportunity to research and improve own educational leadership practice, by engaging with a range of specialist areas to an advanced academic level. This process is supported by the study of relevant education theory and literature, through modules designed to provide the skills and critical understanding necessary to build resilient, research literate, critical professionals who are able to develop effective informed leadership skills for a rapidly evolving educational landscape.
Phase 1: Social and Emotional Leadership (60 Credits)
This module examines social and emotional aspects of learning. In particular, it explores how children’s familial contexts, early developmental experiences and consequent attachment patterns, impact on their attitudes to learning, to relationships and to their ability to reach their educational potential.
This module offers students the opportunity to engage in an in-depth, critical consideration of contemporary research linked to educational improvement.
Students’ exploration of this knowledgebase will be informed by a critical reflection on the role of values in shaping their views about the aims and ends of education while also considering how professional experience informs their preferred “ways of teaching”.
Students will develop their skills as critical consumers of research, exploring the strengths and limitations of different methodologies and considering the extent to which there can be strong and direct links between research and practice.
Throughout the module, there will be an emphasis on creating opportunities for personal reflection and professional dialogue to inform questions about the purposes of education and ways to enhance educational effectiveness in a self-improving system.
Phase 2: Social and Emotional Leadership (60 Credits)
Recognising the challenges faced by those in leadership roles and the need to support the development of leadership competencies at all levels, this module explores leadership, with a specific focus on leadership within different education organisations. In particular, the module explores the nature of leadership and management through a number of different thematic ‘lenses’ and considers the role leaders play within improvement and change programmes.
This module takes as its focus the need for all those working within schools and other education institutions to develop positive and productive relationships with others. Leadership and management do not occur in a vacuum, and this module has been designed to develop both functional knowledge and critical understanding of a number of key perspectives on human behaviour within organisations and on the nature and processes of organising human activity. As such it is designed not only to encourage the development of solutions to specific leadership and management problems but also to provide participants with insights into the complex nature of organisations and of organisational life.
Phase 3: Research Informed Leadership (MEd Route) or Research Phase (MA Route) (60 Credits)
Research Informed Leadership (MEd Route)
This module offers students the opportunity to gain systematic understanding of common research methods used in professional inquiry for the purposes of school improvement. Student exploration of this knowledgebase will be informed by a critical reflection on research methods with the intention of evaluating for implementation in cycles of school improvement. Students will develop their skills as critical consumers of research methods, exploring the strengths and limitations of different methodologies and considering which methods, or combinations of methods, might be better suited to different types of inquiry.
Throughout the module, there will be an emphasis on creating opportunities for personal reflection and professional dialogue to inform questions about the practicalities and value in using particular methods as a professional practitioner in school improvement. As a result of undertaking the module, students will be well positioned to make their own plan for professional inquiry, and justify their own selection of research method choices made for different types of school improvement.
This course provides an opportunity to undertake a professional development project within a school or other setting. It is intended to support practising professionals in understanding the impact of research on practice, including how theory relates to practice, designing effective projects and evaluating impact. This will necessarily include the development of understanding of both sector specific and/or setting specific issues at local and wider levels. It promotes the development of reflective professional practice, linking relevant theory to educational practice. It is intended that participants will consolidate their professional confidence and autonomy through critical reflection and focused research.
Research Phase (MA Route)
In this module students use their knowledge and understanding gained through the study of Leading in Education to undertake a research project into a relevant area and complete a dissertation. Using appropriately selected research instruments or theoretical approaches students will conduct research to further extend their understanding of education and the process of researching education and related disciplines.
First class or upper second class honours degree in a relevant discipline (applications from students who do not hold a 1st or 2:1 Honours Degree (or equivalent), but have appropriate professional experience may be considered).
This course is not open to international students as it is part-time only.
Teaching is delivered by staff of Liverpool Hope University’s School of Teacher Education supported by partnership staff.
Significant emphasis is placed on professional, practical research and its application.
The provision is available on a part-time basis and can be delivered in various modes, including evenings, and full and/or half day sessions spread throughout the year, some of which may take place at a weekend.
A dedicated Virtual Learning Environment (VLE) is an essential feature of the programme, including discussion forums.
Tutorials may be accessed at a distance through email, telephone or Skype.
Tuition fees for Home/EU students for 2019/20 are £5,200
Tuition fees for Home/EU students for 2019/20 are £5,200
Accreditation of Prior Learning
Students that have successfully a PGCE within the last 10 years may access the MA Leading in Education for £3,466 (Only with leadership experience)
Accreditation of Prior Certificated Learning
Students that have successfully completed an NPQH or NPQEL may access the MA Leading in Education for £4,066.
Students that have successfully completed an NPQML or NPQSL may access the MA Leading in Education for £4,632.
Additional credits may be considered, please contact us for details.
This course is not open to international students as it is part-time only.
The programme will provide students with the opportunity to research and improve own educational leadership practice, by engaging with a range of specialist areas to an advanced academic level. This process is supported by the study of relevant education theory and literature, through modules designed to provide the skills and critical understanding necessary to build resilient, research literate, critical professionals who are able to develop effective informed leadership skills for a rapidly evolving educational landscape.