Programme Specification for the 2023/4 academic year
MA Education Leadership and Management
1. Programme Details
| Programme name | MA Education Leadership and Management | Programme code | PTA1EDUEDU06 |
|---|---|---|---|
| Study mode(s) | Full Time |
Academic year | 2023/4 |
| Campus(es) | St Luke's (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
The purpose of this programme is to explore theory and practice related to leadership and management in educational contexts. The programme will introduce you to major schools of thought on educational leadership and management and to the ideas, theories and concepts underpinning these varying perspectives. It will examine the research basis of education leadership and management theory and practice and the relationship between education policy environments and the development of leadership in education contexts. You will be asked to critically examine leadership theory and practice in a range of local, national and international contexts.
In addition, through this programme you will be able to develop your own understanding and potential to manage and lead change within and between educational institutions. This will involve an examination of those qualities, competencies and behaviours associated with performing leadership and management roles as well as a consideration of the moral, social, economic and political dimensions of such activities. There will be a particular focus upon the leadership of learning and the assorted technologies and techniques that seek to change and enhance learning outcomes and processes. These will include a critical evaluation of approaches to raise learner achievements and the associated use of data, target setting and learner/institutional monitoring.
You will undertake a range of formative and summative assessment tasks including a dissertation.
3. Educational Aims of the Programme
1. What is leadership and management?
2. What is the relationship between leadership, management and education?
3. How is educational change understood and theorised?
4. What is the relationship between educational change and the practices of education leaders and managers?
5. What are the qualities, competencies and behaviours associated with the leadership and management of educational change and how do they relate to the wider political, social, economic and moral climate?
6. How do different policy environments impact upon educational leadership and management?
7. What are the major schools of thought on education leadership?
8. What is distributed and collaborative leadership?
9. How might leadership promote and support learning communities?
10. What factors might inhibit the development of education leadership?
The principal aim of this programme is to facilitate critical examination of education leadership in global, national and local contexts. You will consider theories of leadership and their relationship to policy, international research and the educational settings in which leadership is practiced. You will also critically examine and reflect on educational change theories and practices so you might develop your own leadership and management practices accordingly.
The programme will examine key questions such as:
4. Programme Structure
The MA Education Leadership and Management is a 1-year programme of study at Regulated Qualifications Framework (RQF) level 7 (as confirmed against the FHEQ). This programme consists of 1 stage. A stage is normally equivalent to an academic year.
Interim Awards
The modular format of the Programme provides exit points in the form of Postgraduate Certificate (60 credits) and Diploma (120 credits) organised in line with the national framework established by the QAA. You may exit the programme with these qualifications provided you have obtained the requisite number of credits as shown below.
|
Postgraduate Certificate (60 credits) 2 x 30 credit modules OR 1 x 60 credit module |
Postgraduate Diploma (120 credits) 4 x 30 credit modules OR 2 x 30 credit modules plus 1 x 60 credit module |
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
https://www.exeter.ac.uk/study/studyinformation/
Stage 1
Stage 1: 150 credits of compulsory modules, 30 credits of optional modules
Compulsory Modules
A - Students must take either EFPM308 Preparing for Educational Research and Dissertation OR EFPM331 Preparing for Education Inquiry Portfolio
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM914 | Education Studies | 30 | No |
| EFPM911 | Educational Leadership and Management | 30 | No |
| EFPM910 | Education Policy | 30 | No |
| EFPM200 | SoE Success for All | 0 | No |
| EFPM308 | Preparing for Educational Research and Dissertation [See note A above] | 60 | Yes |
| EFPM331 | Preparing for Educational Inquiry Portfolio [See note A above] | 60 | Yes |
Optional Modules
Choose 1 of the following:
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| EFPM919 | Critical Perspectives on Inclusive Education | 30 | No |
| EFPM294 | Technology and Education Futures | 30 | No |
| EFPM907 | Creativity in Education: Valuing, Facilitating and Assessing It | 30 | No |
| EFPM918 | Reflecting on Educational Practices | 30 | No |
| EFPM913 | Debating the Big Questions in Education | 30 | No |
| EFPM375 | Education for diversity | 30 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Demonstrate a critical understanding of different notions of educational leadership and management and educational change | Whilst there may be some differences in terms of teaching and learning methods across modules, you can expect to engage with a range of learning activities. For example, in addition to lectures, you will also take part in seminar sessions where you will get the opportunity to develop your knowledge and understanding even further by contributing to group discussions, taking part in debates, critically engaging with academic literature and research, (guided and independently) and encouraged to work independently and collaboratively with others. | The following assessment methods will be used to assess ILOs 1-3:
|
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
4. Critically reflect upon and evaluate your own interpretation of education change and its application to education settings with which you are familiar | Whilst there may be some variation in learning and teaching activities across the programme (depending on optional module selections), you can expect to attend lectures and seminars, as well as take part in group discussions and debates, and critically engage with academic literature and research (guided and independently). Throughout the programme, you will be encouraged to work independently and collaboratively with others. | The following assessment methods will be used to assess ILOs 4-6:
|
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
7. Synthesise and organise ideas to present a convincing argument | Whilst there may be some variation in learning and teaching activities across the programme (depending on optional modules taken), you can expect to attend lectures and seminars, as well as take part in group discussions and debates, and critically engage with academic literature and research (guided and independently). Throughout the programme, you will be encouraged to work independently and collaboratively with others. | The following assessment methods will be used to assess ILOs 7-10:
|
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
Personal and Academic tutoring: It is University policy that all Faculties should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.
As an undergraduate or postgraduate taught student in the Faculty of Humanities, Arts, and Social Sciences (HASS),, you will be allocated a Personal Tutor at the commencement of your studies. In normal circumstances your Personal Tutor will remain your tutor throughout your study programme. Your Personal Tutor is normally available through scheduled office hours but should also see you as a matter of course three times a year. These meetings may typically commence soon after registration. These meetings will take place termly to discuss your progress and to perhaps consider Personal Development
You should feel that you are able to approach your personal tutor for advice, pastoral support or academic support in a wider sense.
Library, ELE and other resources provided to support this programme:
The Library offers you core services for learning and research. Whilst the various locations house a large collection of materials and services, many of our resources are available online through the library website for you to use at home, work or wherever you are located for your study. Each discipline has a subject librarian on hand to help you to find resources and we also work with tutors to digitise reading lists for inclusion in the Exeter Learning Environment (ELE). ELE is used throughout the University to make course materials available online. You will be able to access module information, presentations, handouts, reading materials as well as interacting with other students and your tutors. Many tutors use ELE to run assessments and set coursework assignments. In addition to the materials provided by your tutors, there are various other resources available on ELE to help you in your studies.
The University provides a range of IT services, including open and training clusters of PCs (available on a 24/7 basis). In the Faculty of Humanities, Arts, and Social Sciences this includes a 24/7 suite in Amory and a second one in the St Luke’s Campus Library. These suites are accessible by swiping your university card. The majority of the Faculty also has access to the university’s wireless network. Network access is available from the majority of rooms in University halls of residence through the ResNet system.
Helpdesks are maintained on all campuses but for students based on St Lukes campus, your main point for help will be Info St Lukes.
Student/Staff Liaison Committee enables students & staff to jointly participate in the management and review of the teaching and learning provision.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
Applications can be made via the application link on the MA Education Management and Leadership webpage.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Humanities, Arts and Social Sciences (HASS)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
MA Education Leadership and Management
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | 180 |
ECTS credits | 90 |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 25/05/2018 |
Date of last revision | 12/12/2023 |
|---|
