MA Education Studies

Module title: Research Methodology (30 credits)

This is a module undertaken by all students. It will enable students to develop their knowledge of research philosophy and methodology and to develop a proposal for a research project. 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 requirements.

Academic tutorials support and provide guidance 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. Students’ existing knowledge about research is identified and they are encouraged to learn from key texts and share learning with their fellow students.

Learning Outcomes
On successful completion of this module a student will be able to:

• Critically analyse philosophical perspectives underpinning current educational research
• Critically evaluate a range of quantitative and qualitative research methodologies and their alignment with philosophical perspectives
• Demonstrate a thorough understanding of ethical issues relating to permission, anonymity, observation and documentation
• Propose an appropriate topic, focus and scope for own research project
• Manage a diverse range of scholarly activities effectively and independently
• Critically review contemporary research on critical issues in education considering the ethical implications and influence of personal bias on the validity and generalisability of the findings

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Module title: Critical Review of Teaching, Learning and Assessment (30 credits)

This module aims for students to explore formal and informal educational contexts, including some understanding of their own and other educational systems, and the values underpinning their organisations culture and curriculum. This module is designed to introduce students to key aspects and perspectives about social justice and education and how this impacts on teaching, learning and assessing.

This 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. The feminist scholar bell hooks (1994) once declared that teaching is a liberatory endeavour; it enhances our practice to be free. For hooks, the pleasure of teaching comes from it being an act of resistance to the broader political forces and ideologies that impact on the educational sector and its learners.

Learning Outcomes

On successful completion of this module a student will be able to:

• Critically analyse theories and principles of inclusive learning and their application to the promotion of inclusive practice
• Critically evaluate the impact of current teaching, learning and assessment strategies on widening participation, inclusion and social justice
• Critically assess how the current socio-political values, attitudes and beliefs inform perceptions of race, gender and social class in the English education system
• Review the debate of the impact of intersectionality in Education settings and suggest strategies to address this issue
• Critically review contemporary research on critical issues in education considering the ethical implications and influence of personal bias on the validity and generalisability of the findings
• Critically evaluate the outcome of your research, acknowledge limitations and make recommendations related to the presented findings and analysis critically reflecting on the process of the research

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Module title: Learning Design and Technology (Optional) (30 credits)

In an era where technological innovation is rapidly reshaping educational landscapes, this module prepares educators to be at the forefront of digital transformation in their fields. Students will develop a deep understanding of how to leverage technology within a learning environment to enhance learning outcomes, foster engagement, and prepare learners for a digitally driven future, all while whilst navigating the complexities introduced by AI and GenAI. The module will be delivered through a blend of online-based lectures, workshops, and tutorials, independent study, allowing for personalised support and collaborative learning. Students will be encouraged to be self-directed, with guidance from the module tutor, to reflect on the development of their programme of learning as the module progresses and design iterations evolve research skills, competencies, and processes using a reflective blog. Students will explore a range of different technologies which could be incorporated within their programmes of learning and will engage with peer teaching.

By the end of this module, students will have designed, tested, and reflected upon a learning programme which could be deployed in the classroom. They will have developed a comprehensive understanding of how to authentically and transformatively apply technology in educational settings, guided by Laurillard’s (2012) Conversational framework. They will be prepared to lead digital innovation initiatives in their current or future roles, with a particular focus on addressing the opportunities and challenges presented by AI and GenAI in education.

Learning Outcomes

On successful completion of this module a student will be able to:

• Design an iterative programme of study on a chosen topic that applies learning design principles (including Laurillard’s Conversational Framework) and seamlessly integrates technology, including AI and Generative AI, to enhance learning experiences and outcomes
• Critically analyse the role of the educator in effectively integrating their programme of study within a chosen educational environment, focusing on the impact of facilitating learning, overcoming barriers, and adapting to contextual needs
• Critically analyse the role of the learner in effectively engaging with the proposed programme of study focusing on the impact of facilitating learning, overcoming barriers, and adapting to contextual needs
• Critically evaluate the effectiveness of own programme of study and assess its feasibility within a chosen sector, whilst identifying key elements that must be in place to ensure its transformative impact and sustainable implementation
• Synthesise key debates and emerging research surrounding the implementation of technology and AI in learning design and the subsequent integration within the classroom environment
• Engage in critical reflection to assess personal growth as an educator and use these insights to inform and enhance future teaching practice whilst considering the role of the educator as a result

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Module title: Mental Health and Wellbeing in Education (Optional) (30 credits)

This optional module is designed to provide students with a comprehensive understanding of mental health and wellbeing in educational settings, with a particular focus on the interconnectedness of staff motivation, mental health, and overall wellbeing of all individuals within learning environments. It aims to equip educators, managers, and leaders with the knowledge and skills to create and maintain healthy, supportive, and productive educational ecosystems.

The principal aim is to critically examine the complex relationships between staff wellbeing, student mental health, and the overall health of educational institutions, while exploring evidence-based strategies to enhance motivation, resilience, and positive mental health outcomes for all stakeholders in education.

This module acknowledges the interconnected nature of wellbeing in educational settings, recognising that the mental health and motivation of staff directly influence student outcomes and institutional health. By addressing these complex relationships, the module aims to equip students with the knowledge and skills to create more holistic, supportive, and effective learning environments for all.

Learning Outcomes

On successful completion of this module a student will be able to:

• Critically analyse and evaluate policies and processes related to mental health and wellbeing in educational settings, considering their impact on both staff and students
• Demonstrate a critical understanding of the complex interrelationships between staff motivation, mental health, and overall wellbeing in educational environments
• Critically examine and evaluate support structures and interventions in education, assessing their effectiveness in promoting anti-discriminatory practice, inclusion, and wellbeing for all members of the educational community
• Design and critically reflect on innovative strategies and collaborative pathways to support mental health and wellbeing in educational settings, with a focus on promoting inclusivity, social justice, and widening participation for both staff and students
• Critically evaluate the outcome of your research, acknowledge limitations, and make recommendations related to the presented findings and analysis critically reflecting on the process of the research
• Conduct and critically evaluate a small-scale research project on a topic related to holistic wellbeing in educational environments considering the ethical implications and influence of personal bias on the validity and generalisability of the findings

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

This module empowers students to critically examine and apply contemporary leadership and management theories within educational contexts. Students will develop their leadership potential while honing their skills as independent, critical thinkers capable of driving meaningful improvements in educational settings both in England and internationally.

The module is designed to deepen students’ understanding of educational leadership and management in the context of modern challenges and opportunities. It will explore various models of educational leadership, with a particular emphasis on transformative approaches that can effect significant positive change in educational institutions.

Throughout the module, students will engage in critical reflection, case studies, and practical exercises that challenge them to apply theoretical knowledge to real-world educational scenarios. The ultimate goal is to equip students with the skills, knowledge, and mindset needed to become effective, transformative leaders in diverse educational settings.

Learning Outcomes

On successful completion of this module a student will be able to:

• Critically analyse and evaluate the impact of contemporary challenges on educational organisations and their leadership strategies
• Explore and critically evaluate transformative leadership models, with a particular focus on communication and interpersonal skills that drive systemic change in educational settings
• Critically assess the leadership and management skills required for effective performance in current or future roles, integrating insights from reflective practice, theory and feedback
• Synthesise and apply transformative leadership theories to organisational leadership, critically assessing their relevance to personal leadership practice, future research and ongoing professional development
• Demonstrate a thorough understanding of ethical considerations in educational leadership
• Demonstrate the ability to engage in critical thinking, using analytical skills to evaluate complex information, theories and feedback and to develop well-supported arguments and conclusions

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Module title: Dissertation (60 credits)

The dissertation represents a substantial piece of independent research and academic writing. This module challenges you to synthesise and apply the knowledge and skills acquired throughout your MA studies to a topic of their choice within the field of education.

• Principal aim and objectives: Integrated Research Approach: The dissertation incorporates a comprehensive review of relevant literature seamlessly woven into the broader research context, theoretical framework, and analysis. This integrated approach allows for a more cohesive and dynamic exploration of the chosen topic.
• Contribution: Students are expected to make an contribution to effective teaching, learning and assessment within their organisations. This can be achieved through:
  – Conducting primary research and providing analytical evaluation of findings
  – Developing a detailed, scholarly juxtaposition and subsequent reconciliation of existing research perspectives
  – Proposing innovative theoretical frameworks or practical applications based on critical analysis of existing literature and research
• Professional and Academic Synthesis: The module provides a platform for students to combine insights from professional practice, scholarly research, and academic evaluations in one larger scale study. This synthesis allows for a rich, multifaceted exploration of educational issues.
• Advanced Academic Skills: Students will draw upon and further develop their academic skills, including critical thinking, research methodologies, data analysis, academic writing, and ethical considerations in research.
• Future Research Potential: While serving as the culmination of Level 7 study, the dissertation also acts as a springboard for identifying potential research topics for further study, possibly at doctoral level.

Learning Outcomes

On successful completion of this module a student will be able to:

• Conceptualise, design, and conduct an independent research project on a topic relevant to their educational practice or interest
• Critically evaluate and synthesise complex theoretical concepts and research findings from multiple sources
• Apply appropriate research methodologies and analytical techniques to address specific research questions or objectives
• Produce a cohesive, well-structured dissertation that demonstrates originality of thought and contributes to the existing body of knowledge in education
• Reflect critically on the research process, including ethical considerations and limitations of the study
• Evaluate and critically articulate implications of their research for educational practice, policy, or further research

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To see the module description, please click here.