PgDip Educational Leadership
Academic Year 2020/21
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 |
PgDip Educational Leadership |
Final Award |
Postgraduate Diploma |
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Programme Code |
EDU-PD-ED |
UCAS Code |
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HECoS Code |
100459 |
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ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
Interview Required |
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Mode of Study |
Full Time |
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Type of Programme |
Postgraduate |
Length of Programme |
1 Academic Year(s) |
Total Credits for Programme |
120 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
School/Department |
Social Sciences, Education and Social Work |
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Quality Code Higher Education Credit Framework for England |
Level 7 |
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Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
N/A |
Accreditations (PSRB) |
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REGULATION INFORMATION
Does the Programme have any approved exemptions from the University 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 Students must pass 120-CATS points of taught modules on the programme. Students must complete 60 CATS points from core modules in this pathway plus 60 CATS points from optional 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.
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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 SkillsOn the completion of this course successful students will be able to: |
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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. |
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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. |
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Analyse, critically evaluate and synthesise different information from external and internal sources. |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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Engage in independent research and scholarship. |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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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 SkillsOn the completion of this course successful students will be able to: |
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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, |
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Information Literacy and Technology |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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Improving own learning and performance |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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Working with others |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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Problem solving |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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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 |
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Academic writing skills |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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Creative and critical thinking skills |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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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. 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. |
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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 |
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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 SpecificOn the completion of this course successful students will be able to: |
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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. |
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Demonstrate competence in leading from a variety of different positions depending on contextual situations. |
Teaching/Learning Methods and Strategies TBC Methods of Assessment TBC |
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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 |
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Assessment |
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S1 |
S2 |
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Core |
Option |
Coursework % |
Practical % |
Examination % |
Reflective Practice and Action Research |
EDU7089 |
7 |
10 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Social Justice in Special Needs Education and Inclusion: A Capability Approach |
EDU7254 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Leadership for Change |
EDU7186 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Contemporary Perspectives on Learning and Teaching |
EDU7271 |
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% |
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Understanding Adults with ASD |
EDU7241 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Education, The Law and Children's Rights |
EDU7034 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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An Introduction to Research Methods: Children, Young People and Education |
EDU7250 |
7 |
20 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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School Effectiveness and School Improvement |
EDU7209 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Understanding Children with ASD |
EDU7240 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion |
EDU7083 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Leadership Theory and Practice: An Overview |
EDU7185 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Assessment Issues in Teaching and Learning in Classrooms |
EDU7200 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Digital Literacy and Communication |
EDU7273 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Behaviour Change in Education and Supervising Others |
EDU7228 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Curriculum: Theory, Policy and Practice |
EDU7103 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Deconstructing Special Needs Education and Inclusion |
EDU7256 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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E-learning: Concepts and Pract |
EDU7275 |
7 |
20 |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
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Notes |
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