MA Education

Welcome to the Masters in Education.

This course enhances the continued professional development of educators in preparation for leadership, qualification for Headship and progression to doctoral level study. We pride ourselves on the wide support provided to our students combined with developing critical research and analytical skills to investigate contemporary issues, concepts and debates.

This Masters course is designed to improve existing educators from a variety of educational levels to prepare for middle management and the NPQH programmes by producing work consistently at Masters level relating to a series of modules that they can study.

Course enquiries: 01206 712777
Ask a question
Course IntroductionModulesEntry RequirementsGraduate CareersAdditional

The aim of the MA Education is to give a more in depth look at the world of education and some of the forces that act upon it whilst enabling educators to critically review their own practice in a range of teaching related disciplines before embarking on a piece of major research to improve either their own or their learners’ education.

The aims of the course are to:

  • Widen participation of Masters level education in this field within North Essex, to enhance the continued professional development offered to teachers and prepare middle leaders in education for progression to doctoral level study or the National Progression
  • Qualification for Headship (which requires evidence of recent masters levels study for one of the admission criteria) and to update skills of existing teachers and educators to enrich the classroom experience for their learners.
  • A degree at 2:1 or above or substantial vocational and/or industrial experience
  • Satisfactory completion of the application and interview process
  • Two satisfactory references, one academic and one vocational

*UCAS Tariff points where shown, are for entry on to higher education programmes starting from September 2021.

International applicants

If English is not your first language you will need an IELTS score of 6.0, with a minimum score of 5.5 in each component (Reading, Writing, Listening and Speaking), or an equivalent English Language qualification.

Additional requirements for International Students:

  • You must provide evidence of having been in general education for at least 10 years and of having studied within the last five years
  • a face-to-face interview is required before an offer is made.

Typical progression routes after the course could include middle management of a school, senior administrator within the Education Sector as well as PhD or EdD level study. (This course is being developed in consultation with the Association of Secondary Head Teachers, Essex).

Timetables: Timetables are normally available one month before registration. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Part-time classes are normally scheduled on one or two days per week.

Teaching and Learning: You are taught through a combination of lectures, seminars and practicals. Seminars enable smaller group discussions to develop understanding of topics covered in lectures.

When not attending lectures, seminars and practicals or other timetabled sessions you will be expected to continue learning independently through self-directed study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, learning zone or technical learning resources, preparing coursework assignments and presentations, and preparing for examinations

Assessment: The course provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or ‘formative’ assessment for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark.

There is a formal or ‘summative’ assessment at the end of each module. Assessment methods include written examinations and a range of coursework assessments such as essays, reports, portfolios, performance, presentations and your final year major project. The grades from formal assessments count towards your module mark.

 Feedback: You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor.

 

ApplyFull-Time
ApplyPart-Time
MA Education - Full-time
LevelLevel 7
LocationColchester
Duration1 Year
Course CodeZE6MAEDFO1
Academic Year2021-2022
Study ModeFull-Time
CampusUniversity Centre Colchester
Start DateSeptember 2021
Fee(s)2021-22: £6,750 per year
Awarding/Validation BodyUniversity of East Anglia
MA Education - Part-time
LevelLevel 7
LocationColchester
Duration2 years (optionally up to five years)
Course CodeZE6MAEDPO1
Academic Year2021-2022
Study ModePart-Time
CampusUniversity Centre Colchester
Start DateSeptember 2021
Fee(s)2021-22: £3,375 per year
Awarding/Validation BodyUniversity of East Anglia
Course Modules

Module title: Research Methodology (30 credits)

What’s it about?

This is the first module undertaken by all students and serves as an introduction to understanding and applying different research methodologies. It will enable students to develop an understanding of research philosophy and methodology, and to apply this knowledge in three different written submissions.

What do I learn?

Using individual and group activities, students will explore different research methodologies, research ethics, examine methods and critically analyse the appropriate choices to make in relation to a chosen research topic. Students design a small-scale research project, informed by focused research aims, objectives and questions, and consider appropriate research methods to achieve the project’s aims.

Academic tutorial support provides guidance on preparing the overarching research questions. Students’ existing knowledge of research is identified, and they are encouraged to learn from key texts by sharing learning with their fellow students.

What’s the assignment?

  1. Research abstract: A 500 word outline of the main aim, proposed sample group, findings (based on a critical literature review), methods to collect data. Demonstrate how you will present your findings, analysis and limitations.
  2. A written critique of a research report (1500 words).

You will select a research report that explores a similar topic to analyse for this task.

  1. The research proposal (2000 words)

Want to know more?

To see the module description, please click here

Module title: Mentoring, Managing and Leading in Education (30 credits)

What’s it about?

In this module, students will explore leadership theories, concepts and models, and apply them to a familiar educational context in order to assess their relevance. Students reflect on and evaluate their own leadership potential, and facilitate their development as independent and critical thinkers.

What do I learn?

The purpose of the module is to enable participants to develop analytical and self-reflective insights into educational leadership and management. This will involve an examination of different models of educational leadership and of contemporary manifestations of both leadership and management in educational contexts. Module participants will be exposed to, and study, practices designed to develop their understanding of leadership and management in areas including coaching and mentoring.

What’s the assignment?

Research Project: The research project is an opportunity to apply both theory and practice to a topic of your choice. It may involve documenting a small-scale research project to evaluate what a creative and reflective leader and a manager is in contemporary educational organisations.

Want to know more?

To see the module description, please click here.

Module title: Critical review of teaching, learning and assessing (30 credits)

What’s it about?

The module content enables students to explore formal and informal educational contexts, including their own and other educational structures, by examining the values and practices underpinning a range of organisations. The module is designed to introduce students to key aspects and perspectives about social justice and education, and how these may impact on teaching, learning and assessing.

What do I learn?

The module explores general philosophical perspectives about the nature of education and social justice (exploring the purposes of education in relation to such theoretical perspectives as human capital theory, liberation theory etc.); overarching conceptual considerations to do with social justice in educational contexts (e.g. achieved by exploring educational issues through the lens of inclusion, equality, diversity); the contributions made to debates about social justice in education by empirical researchers; achievement and attainment in a variety of contexts (reflections of who gets what from education in teaching, learning and assessment); the issues associated with the pedagogical approaches proposed by advocates of social justice in education.

What’s the assignment?

Manifesto: The manifesto should concern itself with a single current issue in education that you feel strongly about. It should articulate what you would like to say, do or change about a particular situation in the contemporary education sector.

Essay: The essay will be informed by critical literature review

Want to know more?

To see the module description, please click here

Module title: Technology in teaching, learning and assessment. (30 credits)

What’s it about?

This optional module enables students to design a module of study, reflecting the identified requirements for contemporary educators to embed computational thinking in teaching, learning and assessment.

What do I learn?

This module will encourage the development of transformational competencies through innovate pedagogy by students designing and creating an independent digital teaching and learning programme on a topic of their choice.

What’s the assignment?

Produce and present a research project in the form of an online blended module or a MOOC (Massive open source online course) digital course, detailing the work you have undertaken to critically review the findings of evidence-based research and practice, and relate them to professional practice and values in your curriculum area.

Want to know more?

To see the module description, please click here

Module title: Mental Health and well-being in Education. (30 credits)

What’s it about?

The module introduces theories and core values of mental health when considering the experience of mental health problems across the key stages, from Primary through to Higher Education, and focusing on students, teachers and leaders. A key theme is the professional experience and ethical practice in relation to supporting all social agents involved in widening participation, inclusivity, promoting social justice and sustainable education.

What do I learn?

The differing manifestations of mental health, distress, including diagnosed mental health problems, substance misuse, eating disorders, early intervention and co-morbidity will be explored and the direct impact on education as well as the broader impact this circular causality has on education. Students will critically appraise models of support with a focus on anti-discrimination and empowerment in their practice.

What’s the assignment?

Assessment is through the production of a Research Project.

Want to know more?

To see the module description, please click here

Module title: Dissertation. (60 credits)

What’s it about?

The dissertation is a major piece of academic writing, which consists of two elements: a significant literature review, followed by the student’s contribution to the subject, which can be either primary research and an analytical evaluation, or a detailed, scholarly juxtaposition and subsequent reconciliation of research perspectives.

What do I learn?

The module seeks to enable students to draw on academic skills developed to date, and to provide a platform for professional practice, scholarly insights and academic evaluations to be combined in one larger-scale study.

The writing of a dissertation on a topic of the student’s choice is both the culmination of L7 study, and the identification of potential research topics for further study.

What’s the assignment?

Dissertation.

Want to know more?

To see the module description, please click here

Pre-2020 Course Information

This programme was previously validated by the University of Essex as MA (Hons) Education. Students who commenced study on the course prior to September 2020 will complete modules approved by the University of Essex and upon successful completion will be awarded a University of Essex validated degree.

TITLE: Research Methodology

What’s it about?

This module develops and extends the students’ existing knowledge of the theory and practice of research in educational contexts. Students are encouraged to develop their own research-related interests, which can be explored in preparation for their dissertation.  Throughout the module, support and guidance is provided on preparing the overarching research questions of a study, and in identifying which research designs and research methods are most suitable to answer those questions.

What do I learn?

By the end of this module, you will be able to analyse and critically evaluate a range of research methodologies with reference to theoretical knowledge at the forefront of the discipline. You will design and critically analyse an original research project proposal within your institution that demonstrates critical engagement with the processes of research and knowledge creation.  You will demonstrate a thorough understanding of ethical issues relating to permission, anonymity, observation and documentation in relation to your research task, and demonstrate this by a critical analysis of the ethical implications of research and BERA standards.

What’s the assignment?

By the end of the module, the student will complete a research proposal.  There are three tasks required for the completion of this module:

1. A 500 word outline research proposal, which will be subject to approval by the course tutor (Patch 1, 10%).

2. An individual presentation given to the group and tutor to discuss preferred methodology (15 mins, Patch 2, 30%).

3. An in-depth research proposal, to demonstrate successful implementation of research methods to include: a methodology section and ethical considerations. To show analysis, reflection, and limitations, there will be a discussion section. To complete the research proposal successfully, participants will also provide evidence of their skills to plan the research process with SWOT analysis and an example time line (4,000 words, Patch 3, 60%).

Want to know more?

To see the module description, please click here.

TITLE: Leading In An Educational Organisation

What’s it about?

This module is designed to encourage managers to become reflective practitioners and actively engage in personal and professional development planning. The module will begin by examining the theory, principles, and relevance of reflective practice focusing on their own personal performance and that of managing a team and / or educational establishment. A range of key managerial and leadership skills will be examined (in terms of both underpinning theory and practice) and students will have the opportunity to develop their competencies in these skills.

What do I learn?

By the end of this module you will be able to evaluate the relevance of reflective practice and personal development planning, demonstrate an ability to reflect-on-action and construct a personal development plan, analyse theories of intelligence, learning and skill acquisition and assess their relevance to personal performance, and analyse theories of management leadership and assess their relevance to personal performance before demonstrating an improved competence in relevant management and leadership skills.

What’s the assignment?

There are two tasks for this assignment: A 4,000 word essay (60%) and a 2,000 word reflection (40%) on your impact on others within your organisation.

To see the module description, please click here

TITLE: Mentoring And Coaching To Improve Educational Experiences

What’s it about?

This module is designed to increase the learner’s knowledge of mentoring and coaching within educational establishments as they are key aspects in improving any organisation. The role of mentoring and coaching new and existing staff will allow for greater contingency planning within organisations as well as continued professional development both for the deliverer and the receiver. There is a growing recognition within the educational sector of dual or even triple professionalism as teaching itself becomes just one facet of an increasingly complex role. In order to succeed, educational establishments need to become very dynamic institutions with a constantly changing skill set, and developing individuals, staff, and students is vital to this process. This module is designed to equip students with the theoretical knowledge and skills to undertake or assist with this role within their own organisations.

What do I learn?

By the end of the module you will be able to critically evaluate approaches to developing students, employees and teaching staff in two different educational settings, examine conceptual and theoretical knowledge of mentoring and coaching and be able critically analyse the benefits of them within their own organisations, critically evaluate the knowledge, skills and attributes required for mentoring and coaching, and critically examine existing roles and responsibilities within their organisations which focus on mentoring and coaching.

What’s the assignment?

There are 2 overall tasks in total for this module: 4,000 word essay (60%) and a 2,000 word case study reflecting on your experiences of mentoring and coaching, to include a reflective diary maintained over the course of the module (40%).

To see the module description, please click here

TITLE: Independent Module Design

What’s it about?

The students will be able to select an area to investigate to M Level whilst getting an overview of curriculum design and student interaction by designing their own level 7 learning outcomes specifically concerned with blended learning models and researching the HE process. In the latter stages of study the learner will then be required to conduct an in-depth analysis of their own performance and aptitudes before the major project module. Students will be required to evaluate their resources and abilities within the module reflecting the specific curricular needs of their subject specialist area or identified area of future professional interest e.g. management, continuing professional development, the role of technology in Further and Higher Education, in relation to designing a professional teaching and learning module of study.

What do I learn?

By the end of this module, you will be able to propose a programme of independent study incorporating technology and the characteristics of blended learning, which includes specific learning outcomes relating to independent study. You will provide evidence of the acquisition of new knowledge and understanding in direct relation to a current issue within the field of education, and be able to assess the process of independent study and the improvements which you can incorporate into your own practice as a direct result of this module. You will critically evaluate your own performance in independent study and create an action plan to address any issues identified.

What’s the assignment?

There are two overall tasks, an essay and a case study: 4,000 word essay (60%) and a 2,000 word (40%) reflective piece on how you have taken this knowledge into your establishment.

To see the module description, please click here

TITLE: Delivering Higher Education

What’s it about?

In this module learners will focus on the delivery of Higher Education as opposed to other educational sectors and investigate the differences between delivering Higher Education in a Mixed Economy College as opposed to a Higher Educational Institution. Learners will be able to identify the similarities and differences between the two sets of organisations, their staff and students. It will also give an in-depth view of student services and infrastructure that are required to deliver a successful Higher Education programme.

What do I learn?

By the end of this module, will be able to critically analyse the differences in delivery of a Higher Education course in a Mixed Economy College and Higher Education Institution, critically evaluate the required infrastructure and resources required to successfully deliver a Higher Education course at both a Mixed Economy College and Higher Education Institution. You will research and identify the needs of a Higher Education Student in modern higher education, and critically analyse the impact of a Higher Education Institution on its local community.

What’s the assignment?

There are two tasks for this assignment: report and case studies – 6,000 word written report in three case studies (approximately 2,000 words each): One to address the requirements of L.O.1, one to address L.O.2, and one to address L.O. 3 and L.O.4

To see the module description, please click here

TITLE: Major Project

What’s it about?

The dissertation is a major piece of independent work that effectively constitutes the culmination of a student’s Education studies. The dissertation will require students to engage in rigorous research, information gathering and/or analytical investigation into an educational concern. There is an intention that not only the individual conducting the research but the organisation itself should benefit from the knowledge, expertise and results of the project being conducted. Colchester Institute recognises the need for ethical practice in the conduct of research and confidentiality in the presentation and publication of findings and recommendations.

What do I learn?

By the end of this module you will be able to successfully complete a self-managed and extended piece of work, requiring independent thought and initiative at the forefront of an educational field, develop a critical and effective level of argument that evidences engagement with analysis, synthesis and interpretation of relevant theory and data, and engage critically review the literature that constitutes the existing context of an area of investigation. You will select, justify and critically examine appropriate methods for information gathering and research, draw conclusions and make recommendations related to the presented analysis, and critically reflect on the process of the research.

What’s the assignment?

There are 2 overall tasks in total for this module: Research Proposal (Patch 1, 1,000 words, 10%, subject to agreement in consultation with the course tutor) and a dissertation (13,000 – 15,000 words, 90%).

To see the module description, please click here


Education Studies
Education Studies
Education Studies


Education Studies
Education Studies
Education Studies

OpenEvents
PlacesTo Live
AboutFinances
AcademicCalendar
ProspectusRequest
ViewSchool

Disclaimer

All Fees and prices shown on the website are for courses starting in the 2020-21 academic year and are correct at the time of entering/printing information, however these may be subject to change. The College cannot accept legal or financial liability as a result of any such changes.

The course information describes programmes offered by University Centre Colchester at Colchester Institute. The College takes all reasonable steps to provide courses as described, but cannot guarantee provision. The information is for guidance and does not form any part of a contract.

The College reserves the right to update and amend information as and when necessary. University Centre Colchester at Colchester Institute will do its best to provide the courses shown, but may have to modify or withdraw a course depending on customer demand and other factors.