Name of Programme
MEd Educational Leadership and Management
Final Award
MED
Location
Online
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Education
Programme Code(s)
PMAF1PED / Part Time / 1.5 Years
Professional Body Accreditation
N/A
Relevant Subject Benchmark Statement (SBS)
Master’s Degrees
(June, 2015)
Admission Criteria
To apply for this course, you must: have a degree from a UK University (2.2 or above) or equivalent, be working in a school or educational environment.

To enrol on the course you are likely to be an experienced graduate teacher who is either currently aspiring to leadership or is already in a leadership role.
Applicable Cohort(s)
September 2019
FHEQ Level
Level 7
UCAS Code
Summary of Programme

This Master of Education programme is a two year full-time particularly targeted at those teachers looking to develop their professional knowledge and practice. It is a blended programme that takes account of the latest research on Educational Leadership and applies this to the existing educational landscape. It is written for those teachers who are either currently in leadership roles and for those who aspire to leadership. It is open to teachers from all educational contexts and cohorts. Assessment will consider and enhance the applicant’s ability to develop their own arguments, evaluate and analyze the material they cover and reflect upon these concepts in relation to their own context. The backbone of the programme is the development of the practitioner as researcher through the development in research methodology. The focus of the two year programme will be a research dissertation based in their own context and bringing together the theory with application, organization, analysis of data and exploration of the implications for their own educational context. The MEd will bring together the academic rigour of Level 7 writing with the relevant application to their own leadership journey.

There are 4 taught Modules which are delivered through pre-reading, residential lectures and seminars, contributions to online forum and post-residential essay writing. This is followed by the fifth Module that is independent study linked to the preparation of their final dissertation. The Modules are:
1. The Leadership Landscape: Roles, Responsibilities & Relationships
2. Leadership in Action: Making Changes
3. Developing Strategy
4. Researching Leadership and Management
5. Final dissertation

The first three essays will be approximately 3000-4000 words and will incorporate the students’ experiences at work as well as the content they have learned on the residential days. The fourth essay will be a draft of the final dissertation 8000-10000 words and the final dissertation will be 12,000 – 15,000 words. All written work is assessed according to a Level 7 rubric that has been previously approved by the university for work with the Masters programmes. In addition to the written assignments each residential will be followed by a specific online task for a set amount of time. This will be the equivalent to an online seminar and will be conducted through the School of Education forums on our app, with access only available to our students. Forums will be opened with a task and accompanying reading and questions posed for the students. They will be required to engage with the debate on at least three occasions, whilst the debate is open, for example for two weeks, and to critically engage with their peers and the seminar leader. Their contributions will then be assessed according to the Level 7 criteria.

There are four residential stays which students will attend and these will be followed by online discussion as well as an essay. Throughout the programme they will be assigned a supervisor who will support them through the assignments and with the final dissertations.

Module 1 The Leadership Landscape: Role, Responsibilities and Relationships (25 credits)
This module sets the MEd in the broader context of the range of theory that currently exists relating to Educational Leadership and Management. The application of this will be to consider how this is reflected in different forms of leadership within schools. They will look at what does it mean to want to be a leader and how leadership is often portrayed in conflict with management. The course will also look at their role as a reflective practitioner and how this can enhance their understanding of the course.

Module 2 Leadership in Action: Making Changes (25 credits)
This module introduces the concept of change management and its place within educational leadership. This is linked to the challenges facing schools today and ways in which the educational landscape has changed over the last fifty years. This module looks at the different ways in which leaders can bring change about in their institutions and the how this links to the different kinds of contexts that you can find in modern schools. An understanding of these processes includes practical applications to modern leadership challenges, for example with regard to finance and funding concerns.

Module 3 Developing Strategy (30 credits)
The module begins with a focus on different styles of leadership and the effect that this would have on decision making in schools. This is then linked to a unit on managing people, whether this is dealing with staff or working with the parental community. The module looks at managing underperformance and connects this back to work on change management. Strategic thinking is looked at and how this links to organisational structures and whether there are alternative ways of this being organised. The module links all of this to Teaching and Learning issues and how leadership is linked to pedagogy. The research project is introduced in more detail at this point.

Module 4 Researching Leadership and Management (40 credits)
The focus of this module is the development of the research project in relation to each student’s educational context. This looks at research topics such as finding your critical voice, exploring research paradigms and methodologies, how data can be analysed and confidence in relation to ethics and validity. The project is set in the context of the educational leadership academic community and the implications for the immediate and wider settings. These issues are linked to educational research and the organisations that exist looking at these topics, e.g. BERA, BELMAS

Module 5 Dissertation (60 credits)
This is the culmination of the programme and the production of a 12,000-15,000 word dissertation. The students will work independently on this whilst also being supported by their tutor and with the option of attending online webinars.


Educational Aims of the Programme
The programme is designed to develop the role of the practitioner researcher who has an active interest in leadership in schools today. The programme brings together the latest in research within and in parallel to education with application in different educational contexts. Those participating will gain an enhanced understanding of what it means to be a leader in a school today, but will also be encouraged to reflect on their own experiences. This allows for leaders and potential leaders to grow in confidence from having a research-informed approach. Through the modules we expect participants to develop in their reflective and critical capabilities.

The aims of the programme are:
• To critically analyse, engage in and reflect on residential educational issues, philosophies and initiatives
• To take responsibility for one’s own learning and study independently
• To function as an independently-minded professional capable of contributing to wider educational debate
• To develop skills in searching for and critically analysing relevant literature in order to plan educational research relevant to their chosen areas of interest
• To select and critically evaluate relevant theoretical perspectives relating to a chosen area of educational research
• To synthesise relevant literature and current trends within residential education in support of arguments
Programme Outcomes

Knowledge and Understanding

By the end of the course, students will know and understand a variety of leadership and management areas through an educational lens, including;

1. Research Methods;
2. Change Management;
3. Leadership Styles;
4. Professional Effectiveness;
5. Strategic Thinking;
6. Leadership in Practice;
7. Financial Accountability;
8. Alternative leadership structures;
9. Managing Staff;
10. Vision, Values and Aims;
11. Evaluating Policy;
12. Teaching and Learning;
13. Applying research methods or data science to enhance understanding of complex organisational problems (MEd Dissertation).

Teaching/Learning Strategy

All topics to be covered initially in Module units and reading lists. This is then developed at the residential meetings by means of lectures, seminars, group work and discussions. Core knowledge and understanding is acquired through residential stays. These will have a strong practical and/or experiential orientation achieved through the use of group work, lectures, DVDs, etc., and, where possible, the direct involvement of experts.

Both at residential stays and through in-school reflection, the student’s understanding of what it is to be a research practitioner will be developed. Throughout the residential days students will be required to reflect on the material, evaluate it critically, to discuss it at the residential meetings and apply it to their own context, as evidenced in their written assignments and contributions to an online forum. During the residential seminars they will be encouraged to express and justify their own position through guided self-evaluation, interviews with colleagues, and tutorial support.

Students will focus on a topic relevant to their own educational context, and reflect on it as a major research project.

Our VLE will be used to provide support materials to students, and additional medium for communication.

Assessment Strategy

Assignments will be used to assess:

1. Knowledge and understanding of the programme
material;
2. Knowledge and understanding of relevant scholarship
3. Ability to reflect and apply theoretical knowledge to practical organizational problems;
4. Ability to evaluate the efficacy of theory in relation to both wider academic debates and to engage with the material in relation to their existing practical work experience;
5. Ability to construct clear, concise and well-developed written arguments;
6. The ability to write academically and to edit and refine an argument with the correct Harvard referencing

Online forums will be used to assess:

1. Improvements in learning and development;
2. Capacity for personal, critical reflection;
3. Ability to articulate reflections on learning and progress, identify and make changes that improve personal performance;
4. Ability to develop a critical voice in response to a range of different viewpoints.
5. Ability to synthesise ideas and to interact with a range of views

The written dissertation will be used to
assess:

1. Knowledge and understanding of how to apply appropriate research methodology to conduct school-based investigations or educational research
2. How to systematically identify and evaluate educational concepts and engage in critical debate, drawing on evidence from relevant theory, research and practice
Programme Outcomes

Cognitive Skills

1. The ability to access, understand, evaluate and apply complex social theory;

2. The ability to undertake quantitative and qualitative research, and be able to apply that research to complex organisational problems relevant to schools;

3. The ability to evaluate qualitative and quantitative data (both primary and secondary) in ways which support
school decision-making;

4. The ability to synthesise relevant literature in support of an argument

5. The ability to communicate effectively across a range of different media, and present quantitative and qualitative data;


Teaching/Learning Strategy

Cognitive (thinking) skills:

1. The ability to access, understand, evaluate and apply complex social theory;

2. The ability to undertake quantitative and qualitative research, and be able to apply that research to complex organisational problems relevant to schools;

3. The ability to evaluate qualitative and quantitative data (both primary and secondary) in ways which support
school decision-making;

4. The ability to synthesise relevant literature in support of an argument

5. The ability to communicate effectively across a range of different media, and present quantitative and qualitative data;






Teaching/Learning Strategy:

The acquisition of skills in areas 1-3 will be achieved through a tutor-led pedagogical model which promote the critical scrutiny of theory, discussion and debate about application(s) to contemporary organizational problems.

Guided Independent reading and study and assignments (including preparatory reading, written essays and online contributions) will play a formative role in supporting the development and acquisition of skills in all areas.

Assignments and discussion time build on this initial tuition and help students to refine their skills. Learning will be aided through written feedback on performance (provided as part of the assessment process). Guided reading will form the basis of the development of these skills. Specific guidance will be given at the residential days about the nature of reflective study as part of the research process as well as the importance of synthesis as part of the Level 7 expectations.

Assessment Strategy

Written assignments will be used to assess intellectual development in relation to areas 1-4 where the cognitive skills being tested are complex in nature and are principally articulated through the products of sustained intellectual engagement (e.g. written essays). Assignments are also include as a method of communication and the presentation of both quantitative and qualitative data.


Online Forum. The fifth skill will also include the online forum as a means of assessment as well as the written assignment.
Programme Outcomes

Practical/Transferable Skills

1. The ability to make decisions in complex education specific organisational environments;

2. The ability to communicate complex information clearly and concisely to specialist and non-specialist audiences across a range of different media;

3. The ability to critically analyse quantitative and qualitative data;

4. Demonstrate advanced reflective and evaluative skills to debate issues connected to Educational Leadership

Teaching/Learning Strategy

Practical/Transferable skills (able to):

1. The ability to make decisions in complex education specific organisational environments;

2. The ability to communicate complex information clearly and concisely to specialist and non-specialist audiences across a range of different media;

3. The ability to critically analyse quantitative and qualitative data;

4. Demonstrate advanced reflective and evaluative skills to debate issues connected to Educational Leadership.




Teaching/Learning Strategy:

Initial foundations for all practical, transferable skills are laid as part of first module, which is designed to support students during their enrolment on the programme, but also to provide them with skills that will enable them to continue their learning after graduation (‘life-long learning’ skills). Communication skills will be developed through all aspects of the programme including discussions at the residential events, contributions to the online forums and in their written assignments. All practical and transferable skills will also be embedded into the modules on the programme.

Skills such as the ability to critically analyse quantitative and qualitative data are integral to the MEd project module and will be developed through initial research methods training and are then referenced through specific units in modules 1-4.

Skills such as academic report writing are developed throughout the programme culminating in a focus on research methodology, ethics and validity in the fourth module.
.

Assessment Strategy

Written essays and the final dissertation are used to assess the acquisition of these skills and the development of the individual student.

Contribution to the online forum will assess their ability to analyse material and ideas as well as be able to respond to a range of views, considering the place of counter argument
External Reference Points
Framework for Higher Education Qualifications
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.
Date of Production
May 2019
Date approved by School Learning and Teaching Committee
N/A
Date approved by School Board of Study
May 2019
Date approved by University Learning and Teaching Committee
Summer UALTC 2019
Date of Annual Review
In line with the University's annual monitoring processes.

 

PROGRAMME STRUCTURES