detail

MSc (T) Educational Leadership

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc (T) Educational Leadership

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Master of Science

Programme Code

EDU-MSC-ES

UCAS Code

JACS Code

X990 (DESCR) 100

Criteria for Admissions

Criteria for Admission
A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline.

Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of professional experience in an education, training or relevant context.

In line with University Regulations, there is a language requirement for applicants whose first language is not English (IELTS 6.5 or approved equivalent. For IELTs a minimum score of 5.5 is required in all four elements of the test.)

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Postgraduate

Length of Programme

1 Academic Year(s)

Total Credits for Programme

180

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Accreditations (PSRB)

Date of most recent Accreditation Visit

External Examiner Name:

External Examiner Institution/Organisation

Dr Gerry Mac Ruairc

University College Dublin

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

No

Programme Specific Regulations

The programme may either be completed over one academic year (full-time) or students may build up the required number of modules over a period of three years from initial enrolment (part-time).

An M.Sc. Educational Leadership may be awarded to students who satisfactorily complete 120 CATS points of taught modules and the dissertation module (60 CATS points).


Students must pass 120-CATS points of taught modules on the programme and complete a dissertation (60 CATS points) to be eligible for the award of a Master’s degree in Educational Leadership. Students must complete 60 CATS points from core modules in this pathway plus 20 CATS points from taking EDU7250 and an additional 40 CATS points from optional modules.

Successful completion of a module requires a minimum attendance of 70% at all planned teaching sessions.

Module Assessment
The pass mark for all taught modules and the dissertation is 50%.

Students should normally have obtained 120-CATS points in the taught modules before undertaking an individual research project and submitting a dissertation. All dissertations will be assessed by internal examiners and the external examiner; marks will be finalised at the Board of Examiners.

Students who fail one or more taught modules are permitted one further attempt to pass at the next available opportunity for a maximum mark of 50%.

Candidates who pass all the taught modules but who fail to achieve a mark of at least 50% in the dissertation shall be eligible for the award of a Postgraduate Diploma.

Mark Scales
For Postgraduate Certificate, Postgraduate Diploma and Master’s Degree results there is a common mark scale as follows:
70+ Pass with distinction*
60+ Pass with commendation
50+ Pass
Below 50 Fail
*For Master’s Degrees, a pass with distinction will be awarded only when the following three conditions have been satisfied: an overall average of 70+ is achieved and a mark of 70+ is achieved in the dissertation module and an average of 65+ is achieved in the other modules.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

In the current climate of structural and political pressure on improving educational performance and opportunities, there is an increased focus upon the quality of leadership within educational institutions.

.

The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in the educational system: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.

The programme aspires to equip students with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Synthesise theoretical perspectives from a variety of sources with critical evaluation and integration of theory.

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading and personal research.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading and personal research.

Critically interrogate research-informed organisational and leadership theory.

Teaching/Learning Methods and Strategies

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading and personal research.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading and personal research.

Analyse, critically evaluate and synthesise different information from external and internal sources.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Engage in independent research and scholarship.
Think creatively in a constantly changing, poorly-defined environment.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Reflect on their own professional experiences and practices in the light of current theory, research, and debate.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Effective communication skills

Teaching/Learning Methods and Strategies

ICT usage is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources and offering additional support for students through email and Internet-based discussion forums.

Methods of Assessment

The methods of assessment include essays,

Information Literacy and Technology

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Improving own learning and performance

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Working with others

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Problem solving

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Engagement with, and evaluation of, research, including action-oriented research in organisations to improve outcomes for all those involved.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Academic writing skills

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Creative and critical thinking skills

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate knowledge and critical understanding of a range of organizational and leadership theories.

Teaching/Learning Methods and Strategies

Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures.

Methods of Assessment

Assignments of 3,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency.

Depending upon the modules selected, demonstrate knowledge and understanding of leading change for improving the quality of school education; intra- and inter-school collaboration and partnership; and the multifaceted role of the School Head of Deparement.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Understand how to evaluate and implement educational practices successfully through effective use of resources.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Apply insights from the theories studied during the course in their everyday work situations.

Teaching/Learning Methods and Strategies

Learning is, in general, independent and supervised by module tutors and has a practical as well as conceptual/theoretical orientation.

Methods of Assessment

Assignments and dissertations are required, as far as practical, to be situated in the student’s working context.

Demonstrate competence in leading from a variety of different positions depending on contextual situations.
Demonstrate a capacity to work with diversity, difference and cultural issues.

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

Use qualitative and quantitative research methods to investigate the needs and practices of their organisations with the view to promoting growth and improvement

Teaching/Learning Methods and Strategies

TBC

Methods of Assessment

TBC

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Special Needs Education and Issues of Equity

EDU7083

7

20

YES

12 weeks

N

YES

100%

0%

0%

Curriculum: Theory, Policy and Practice

EDU7103

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership Theory and Practice: An Overview

EDU7185

7

20

YES

12 weeks

N

YES

100%

0%

0%

Leadership for Change

EDU7186

7

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

EDU7999

7

60

24 weeks

N

YES

100%

0%

0%

School Effectiveness and School Improvement

EDU7209

7

20

YES

12 weeks

N

YES

100%

0%

0%

Fundamental elements of behaviour change

EDU7226

7

20

YES

12 weeks

N

YES

100%

0%

0%

Understanding Children with ASD

EDU7240

7

20

YES

12 weeks

N

YES

100%

0%

0%

Understanding Adults with ASD

EDU7241

7

20

YES

12 weeks

N

YES

100%

0%

0%

An Introduction to Research Methods: Children, Young People and Education

EDU7250

7

20

12 weeks

N

YES

100%

0%

0%

Social Justice in Special Needs Education and Inclusion: A Capability Approach

EDU7254

7

20

YES

12 weeks

N

YES

100%

0%

0%

Deconstructing Special Needs Education and Inclusion

EDU7256

7

20

YES

12 weeks

N

YES

100%

0%

0%

Notes