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MSc Educational Leadership

Academic Year 2021/22

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 Educational Leadership

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

Master of Science

Programme Code

EDU-MSC-ES

UCAS Code

HECoS Code

100459

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

Teaching Institution

Queen's University Belfast

School/Department

Social Sciences, Education and Social Work

Quality Code
https://www.qaa.ac.uk/quality-code

Higher Education Credit Framework for England
https://www.qaa.ac.uk/quality-code/higher-education-credit-framework-for-england

Level 7

Subject Benchmark Statements
https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

N/A

Accreditations (PSRB)

REGULATION INFORMATION

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

Recognition of Prior Learning. Students may be awarded credit of up to 30 M points for completed awards, such as the PQHNI or PGCE, and therefore gain exemption from optional taught modules of the programme.

Programme Specific Regulations

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 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.

Students should normally have obtained 120-CATS points in the taught modules before undertaking an individual research project and submitting a dissertation.

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:

Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.

Teaching/Learning Methods and Strategies

Teaching approaches include: whole class lectures, small group activities, debates, discussion, Q&A, case studies, academic reading and the use of multimedia.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading, personal research and written assignment and small group presentations.

Understand and apply theoretical perspectives around leadership, educational leadership, educational change and school improvement.

Teaching/Learning Methods and Strategies

Teaching approaches include: whole class lectures, small group activities, debates, discussion, Q&A, case studies, academic reading and the use of multimedia.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading, personal research and written assignment and small group presentations.

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

Teaching/Learning Methods and Strategies

Teaching approaches include: whole class lectures, small group activities, debates, discussion, Q&A, case studies, academic reading and the use of multimedia.

Methods of Assessment

The methods of assessment are based on challenging learning tasks, appropriate reading, personal research and written assignment and small group presentations.

Learning Outcomes: Transferable Skills

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

Many of the practical skills are transferable including: ICT skills, capacity to research, general and academic writing skills, presenting complex ideas, interpreting data, problem solving collaborative working, communication and critical thinking.

Teaching/Learning Methods and Strategies

IStudents are encouraged to use library services and utilise academic databases. Students are encouraged to use the university virtual learning environment to access online learning materials and to collaborate with other students.

Methods of Assessment

Written assignments, small group presentations, in person and online discussion forums.

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 leadership theories, research associated with educational change and school improvement and school effectiveness alongside general educational research, policy and practice.

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.

Students are also encouraged to learn independently.

Methods of Assessment

Written assignments are generally set at 3,000 words. Students will often have a choice of assignment or will be directed to produce a self-titled written assignment.

Each module is assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Double marking (for dissertations) and anonymous marking (for assignments) ensure fairness and consistency. Group presentations are also required for some of the modules accounting for 30% of the total mark for that module.

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

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

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

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.

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

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.

Learning Outcomes: Knowledge & Understanding

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

analyse and apply critically examples of the research literature relating to the content of the programme;

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

show evidence of reflection on their professional practice;

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

demonstrate transferable skills such as writing and research skills;

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

demonstrate knowledge of a range of educational research methods;

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

choose fit-for-purpose methods for a research project within the context of their own professional role;

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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

demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

Teaching/Learning Methods and Strategies

Students will experience a variety of pedagogic approaches including: lectures, small group discussions, collaborative tasks. Students can also avail of one to one support around academic writing.
Students are also encouraged to learn independently.

Methods of Assessment

The assessment of assignments, exams and any other tasks in each module is carried out according to 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.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Reflective Practice and Action Research

EDU7089

7

10

YES

6 weeks

N

YES

100%

0%

0%

Leadership for Change

EDU7186

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%

Bilingualism, Literacy and Disciplinary Literacy Development

EDU7277

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%

Education, The Law and Children's Rights

EDU7034

7

20

YES

12 weeks

N

YES

100%

0%

0%

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

EDU7250

7

20

YES

YES

12 weeks

N

YES

100%

0%

0%

School Effectiveness and School Improvement

EDU7209

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%

Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion

EDU7083

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%

Assessment Issues in Teaching and Learning in Classrooms

EDU7200

7

20

YES

12 weeks

N

YES

100%

0%

0%

Digital Literacy and Communication

EDU7273

7

20

YES

12 weeks

N

YES

100%

0%

0%

Dissertation

EDU7999

7

60

YES

YES

24 weeks

N

YES

100%

0%

0%

Behaviour Change in Education and Supervising Others

EDU7228

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%

E-learning: Concepts and Pract

EDU7275

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%

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

EDU7254

7

20

YES

12 weeks

N

YES

100%

0%

0%

Notes