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MEd in Educational Leadership
Simon Jenkins (The Sunday Times – June 2008)
The University of Buckingham accepts these assertions as truths. In consequence, its MEd course aims not merely at the study of educational leadership but at the development of top quality educational leaders. For this reason:
The course is deeply practical
- Its methods have more in common with a degree in engineering than one in theoretical physics, with medicine than biological science.
- It draws on best existing practice in the state and the independent sectors.
- The leadership models that it considers are not confined to the world of education and its approach is heavily influenced by the Harvard Business School's famous case study model.
- All written assignments are rooted in the professional concerns of individual course members. Our intention is that, at all times, the work should be directly relevant to their interests and the professional challenges facing them.
Sir Keith Joseph (when Secretary of State for Education)
It is based on the 4 core assumptions
- The central concern of schools is Teaching and Learning and therefore the central concern of heads must be to ensure excellence in this area
- Such excellence is achieved through the motivation and management of people – not through administration and bureaucracy
- Success in the enterprise is dependent on intellectual honesty and independence of thought, not on adherence to fashionable nostra
- Since leaders are individuals, the course needs to be tailored to individual requirements
Though its intentions are deeply serious, its style is irreverent, even idiosyncratic. The course aims to couple intellectual challenge with enjoyment. The best leaders are, after all, independent-minded individualists not humourless automata.
Programme features
The degree programme is based both in Buckingham and in the candidates' own schools. It is built around 4 units, each complete with its own supporting text and four 2- or 3-day residentials:
- Leadership theory
- Managing people
- Teaching and learning
- Effective use of resources
The degree begins with a self-assessment process and students receive a visit in their own schools from their course tutor. Online support is available throughout the programme. Speakers include nationally renowned headteachers from both the independent and state sectors and former HMCI Chris Woodhead. The programme's author and leader is Peter Ireland.
The taught course will run for the duration of the academic year. Early in the autumn term, you will receive a visit at your school from a course tutor who will discuss with you your current situation and your aspirations with regard to the course. Together, you will then draw up a provisional action plan for the next 12-18 months. See the programme specification for more details.
Assessment
A 4,000-5,000 word essay on Leadership Theory must be submitted by the start of January, in the Spring term (20% of total marks).
A 6,000-7,000 word essay on the Teachers and Teaching must be submitted before the end of the Summer term (at the end of the taught part of the degree programme) (30% of total marks).
Candidates then have up to 2 terms to complete their Leadership in Action research project of up to 12,000 words (40% of total marks).
10% of marks are allocated for performance at the residentials.
Fees
For the 2010/2011 intake the course fee is £3,000, which includes accommodation at the residentials.
Applications
Download the Master of Education application form in PDF format (51 KB) or contact Nikki Mugford, Secretary to the Department of Education, on +44 (0)1280 820219 or email education@buckingham.ac.uk.
The closing date for applications for 2010 / 2011 is 30 June 2010.