Name of Programme
MA Education [Mentoring]
Final Award
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Education
Programme Code(s)
PMAP2PME / Part Time / 20 Months
Professional Body Accreditation
Relevant Subject Benchmark Statement (SBS)
QAA 2020 Characteristic Statement – Master’s Degree. QAA 2019 Subject Benchmark Statement for Education Studies.
Admission Criteria
UK Degree (2.2 or above). Equivalent qualifications, contact admissions for confirmation.
Applicable Cohort(s)
January 2022
FHEQ Level
Level 7
Summary of Programme
This programme is a school based course, which comprises of four x 30 credit modules that will incorporate all aspects of the Mentor Standards (DfE National Standards for school-based mentors, 2016) and a 60 credit Dissertation module to complete the Master’s programme. Examining the Mentor Standards enables participants to be able to respond to demands from Ofsted regarding the quality of mentoring in their community. Looking at the Mentor Standards will be combined with rigorous academic study at Master’s level; evaluating and critiquing a range of academic research relating to mentoring and leadership skills and behaviours, integrating research with practice throughout. This will culminate in a research dissertation on an aspect of mentoring for the final module. Students will be able to critically analyse, engage in and reflect on mentoring and evaluate the implications for their own educational setting. They will be expected to develop their ability to explore what it means to be a critically reflective practitioner in their work as a mentor.
Module 1: Introduction to Mentoring Theory (30 credits)
The first of the four modules in the Diploma introduces students to a range of theories relating to mentoring in education. One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT. This suggests that more attention should be given to the quality of training for mentors working in schools. Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring. Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic.

Module 2: A Research Based Approach to Mentoring (30 credits)
This module builds upon the first module and focuses on existing research to understand how theory in implemented into practice. Building upon the theory and models explored in the previous module these topics aim to synthesise theory with their own experience. This module focused on developing further the skills required for effective mentoring.

Module 3 Critical reflections on Mentoring (30 credits)
This module enables students to critically reflect on their own practice and critically engage with research in light of their own experience and context. This brings together the review of mentoring standards with the intellectual rigour of Master’s level writing. This module focuses on an extended assignment with guidance to develop appropriate evaluative skills.

Module 4: The Wider Context of Mentoring (30 credits)
The final module brings together the preceding modules, develops the implications of topics already raised, for example, dealing with difficult situations by examining complexity. There is also an opportunity to evaluate different research models of effective mentoring and places this in a wider context. The arguments surrounding mentoring and coaching are considered. The role of mentoring in an educational context are evaluated and the implications for leadership. Comparisons are also made between mentoring in education with different examples of mentoring. What can education learn from different contexts, e.g. business, psychology?

Module 5: Education Research Dissertation (60 credits)
All Masters students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain firstly, knowledge of the research process itself and be able to evaluate other research projects in a specific field. Once this has been undertaken then secondly, students devise and carry out their own small-scale research project with guidance from the university and specifically their supervisor. Students engage with the topic of research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research.
Educational Aims of the Programme
Those participating in this programme will gain an enhanced understanding of what it means to be a mentor in an educational setting, but will also be encouraged to reflect on their own experiences. The programme aims to build on the skills developed on their educational pathways. This course aims to translate educational thinking, theory and research into effective mentoring. It also enables students new to reading research to understand how this can translate into effective practice.
The aims of the programme are:
• To provide an in-depth analysis of the Mentor Standards
o 1. Personal Qualities
o 2. Teaching
o 3. Professionalism
o 4. Self-development and Working in Partnership
o 5. To critically engage in educational debate and display independent judgement and to know how to apply appropriate research methodology to conduct school-based educational research
• To combine practice with relevant research and evidence-based practice in academic study at Master’s level
• To enable participants to reflect upon and improve their support of mentees
• Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future
• To able to critically analyse, engage in and reflect on educational issues, research, 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 understand the implications of studying mentoring in the context of educational leadership
• To be able to apply knowledge gained from examining mentoring in an educational setting with a wider context.
• 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 education in support of arguments
Programme Outcomes

Knowledge and Understanding

By the end of the course, students will know and understand the meaning and implications of good mentoring in an educational setting, including:
1. The Role of the Mentor
2. Mentoring Skills
3. Expertise in Modelling
4. Mentoring as CPD
5. Support and Challenge
6. Professional Standards
7. Engaging with Research
8. Critical Reflection
9. Mentoring Models
10. Mentoring and Coaching
11. Advanced Professional Learning
12. Critically engage in educational debate and display independent judgement
13. Know and understand how to apply appropriate research methodology to conduct school-based investigations or educational research
14. Systematically identify and evaluate educational concepts and engage in critical debate drawing on evidence from relevant theory, research and practice
15. Deal with complex problems both systematically and creatively and develop strategies for their resolution through careful consideration of multiple factors and analysis

Teaching/Learning Strategy

Blended learning of online course content, individual mentoring, reading and reflective practice. All topics to be covered initially in four course units with accompanying independent reading. Students will focus on an aspect relevant to their own mentoring within their educational context, and reflect on it in their assignments.
Students will focus on a topic relevant to their own educational context, and reflect on it as a major research dissertation in Module 5.

Assessment Strategy

Assignments, PDPs and participation in online discussions will be used to assess:
1. Knowledge and understanding of course 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 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.
The written dissertation will be used to
1. Display an advanced understanding of the relationship between pedagogy and practice
2. Critically engage in educational debate and display independent judgement
3. Know and understand how to apply appropriate research methodology to conduct school-based investigations or educational research
4. Systematically identify and evaluate educational concepts and engage in critical debate drawing on evidence from relevant theory, research and practice
5. Deal with complex problems both systematically and creatively and develop strategies for their resolution through careful consideration of multiple factors and analysis
Programme Outcomes

Cognitive Skills

1. The ability to access, understand, evaluate and apply complex mentoring theory;
2. The ability to be able to apply that research to potential problems relevant to schools;
3. The ability to synthesise relevant literature in support of an argument
4. The ability to communicate effectively across a range of different media
5. Be able to identify potential problems or issues
6. Be able to explore, analyse and reflect on the role of the mentor
7. Know best how to support the improvement of a mentee’s practice by modelling exemplary practice
8. Know how to analyse individual needs and strengths in order to enable and encourage the trainee to evaluate and improve their teaching
9. Critically evaluate educational theory and be able to theorise key issues relating to educational practice
10. Exercise critical and independent judgement on key issues in education
11. Analyse and critically evaluate current national and global trends in education

Teaching/Learning Strategy

Blended learning of online course content, individual coaching, reading and reflective practice. 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 of mentoring. Reviewing of data by using the DfE Mentor Standards and with support of the Course Leads. Learning will be aided through written feedback on performance (provided as part of the assessment process). Guided reading and online resources will form the basis of the development of these skills
Specific guidance is given during the Dissertation module 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 and the dissertation will be used to assess intellectual development where the cognitive skills being tested are complex in nature and are principally articulated through the products of sustained intellectual engagement.
PDPs and participation in online discussions
Programme Outcomes

Practical/Transferable Skills

1. The ability to make decisions in complex education specific organisational environments;
2. To audit and assess the needs of their trainee to strategically plan steps for implementation
3. The ability to communicate complex information clearly and concisely to their trainee and to specialist and non-specialist audiences across a range of different media;
4. To communicate effectively to receptive and non-receptive colleagues
5. The ability to critically reflective on development of self and to be able to critically analyse data;
6. Demonstrate advanced reflective and evaluative skills to debate issues connected to mentoring
7. Understand how to use a range of effective interpersonal skills to respond to the needs of the mentee; offer support with integrity, honesty and respect
8. Effectively conduct an extended enquiry in to an educational mentoring issue
9. Question their own values and analyse from where they originate
10. Show originality in the interpretation and application of knowledge and findings through research

Teaching/Learning Strategy

Initial foundations for all practical, transferable skills are laid from the first module onwards, to provide them with skills that will enable them to continue their learning after the completion of the diploma (‘life-long learning’ skills). Communication skills will be developed through all aspects of the course. Blended learning of online course content, individual coaching, reading and reflective practice will develop these transferable skills.
Each module is designed to deepen the learning from the previous one.
8 and 10 are delivered through the first part of the final Module. This is where there is the opportunity to apply knowledge to conduct an extended enquiry. This will build upon the earlier assignments and assessments in previous modules. They are encouraged to apply findings and knowledge from other modules and to relate this to their own experiences of undertaking a small-scale research project.

Assessment Strategy

Written Assignments are included as a method of assessing communication and the presentation of data. Fortnightly self-reflections and termly reviews with course tutor
Written assignments and the final dissertation are used to assess the acquisition of these skills and the development of the individual student.
External Reference Points
• Framework for Higher Education Qualifications (Link);
• Relevant Subject Benchmark Statement(s) (Link);
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
September 2021
Date approved by School Learning and Teaching Committee
Date approved by School Board of Study
September 2021
Date approved by University Learning and Teaching Committee
Autumn UALTC 2021
Date of Annual Review
In line with the University's annual monitoring processes.