MEd Educational Leadership

The Masters in Educational Leadership aims to improve the quality of education in the nation’s schools by developing the leadership capacities of current and potential heads and deputies. The course exists in two versions: Secondary and Prep and Primary. The principles and methods are identical; some of the examples used are different  (as are the attendees!). Current participants praise its “deep practical usefulness”, “stimulating and challenging material” and “inspirational approach”. All written assignments are rooted in live issues in participants’ own schools, and term-time demands are sensitive to the practical realities of their professional lives.

Course outline

“If you want a good school, get a good Head. All depends on the courage, risk-taking and autonomy of one person, the Headteacher… Leadership is essential.”
Simon Jenkins (The Sunday Times – June 2008)

“The nearest thing to a magic wand in education is a good Headteacher…”
Sir Keith Joseph (when Secretary of State for Education)

The University of Buckingham accepts these assertions as truths. In consequence, our Masters 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

1. Its methods have more in common with a degree in engineering than one in theoretical physics, with medicine than biological science.
2. It draws on best existing practice in the state and the independent sectors.
3. 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.
4. 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.

It is based on these 4 core assumptions

1. The central concern of schools is Teaching and Learning and therefore the central concern of heads must be to ensure excellence in this area
2. Such excellence is achieved through the motivation and management of people – not through administration and bureaucracy
3. Success in the enterprise is dependent on intellectual honesty and independence of thought, not on adherence to fashionable nostra
4. 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.

Teaching methods

The degree programme is based both in Buckingham and in the candidates’ own schools. It is built around 4 units, each with its own supporting text:

• Leadership theory
• Managing the people
• Teaching and learning
• Effective use of resources

The course begins with a self-assessment process, at the end of which, candidates are visited in their own schools by a course tutor. The tutor discusses with them the results and implications of their self-assessment, and frames with them a provisional action plan for the next 12-18 months.

The taught course lasts for one academic year. Four 2- or 3-day residentials are held at Buckingham. At these, the issues tackled in the course units are discussed, Harvard-style case studies are examined, and national figures in education outline their own views on leadership issues. During the final 6 months of the course, candidates work alone on their dissertations, though online support is available for the whole 18 months.

Full course information in the University Handbook.

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.

Affordability

As well as being a fast-track route to a Masters qualification, the course offers exceptional value for money. The tuition fee is fully inclusive for the entire 18-month course: it includes the cost of food and accommodation at residentials and of the four course units.

What Our Customers Say

• The course is approved and recommended by HMC. In 2010, they sent an official “guinea pig” on the course. He judged that “it does exactly what it says on the tin” and recommended it unreservedly. (See the Summer 2011 edition of Conference and Common Room for his very flattering review of the course.)
• IAPS have adopted the UoB MEd as their recommended leadership course. They have been closely involved in the development of a bespoke Prep and Primary school version.
• “Inspirational: the most powerful message I have received in my career. What’s more, as a new head, I found it deeply useful.” Course graduate.
• “I really don’t think you can have any idea how many people’s lives are being affected by this course. A lot of us went away from residentials and behaved very differently in our schools as a result of what we had learnt.” Course graduate.
• “Fantastic! I feel both inspired and aware of what a mountain there is to climb! The combination of reflection on the nature of educational leadership and on the purposes of education, and all the practical tips, guidance and examples of effective practice was immensely helpful.” Current student.

How to apply

Download the MEd Application Form 2012 (55 KB) or contact Nikki Mugford or Sally Elvin, Secretary to the Department of Education, on +44 (0)1280 820219 / 820222 or email education@buckingham.ac.uk.

The closing date for applications for 2012 / 2013 is 29 June 2012.