Are you interested in the field of education?    

Our Masters in Education programme is an innovative programme that allows you to approach education as a multi-dimensional discipline, exploring educational issues through economic, social, political and professional lenses. The programme is aimed at educational practitioners, including those wishing to prepare for original research at postgraduate level, or seeking a career in education leadership and management in the UK and internationally.

The programme is available on either a full-time or part-time basis, which allows you the opportunity to study flexibly around current work commitments without the need to give up your job.  

Applicants who already hold a Postgraduate Certificate of Education (PGCE), or equilvalent qualification may be considered for Accreditation of Prior Learning (see APL tab for further details).

The aims of the programme will enable you to:

• Demonstrate systematic knowledge and critical awareness of a range of educational theories and issues that reflect your chosen specialisations;
• Communicate effectively to specialist and non-specialist audiences through higher level writing and presentation skills;
• Critically reflect upon an array of educational practices and policies (including your own practice, where appropriate);
• Draw upon appropriate theories, methodologies, practices and a wide range of evidence to design and undertake small-scale independent research on an educational issue of your choice.

Programme benefits:

• Research-led teaching.
• Emphasis of robust theoretical understanding and strong practice and policy focus.
• Engage with highly qualified, experienced academics working at the forefront of their fields.
• Excellent student support and supervision.
• Opportunities to engage with policy and the wider social world through social media initiatives and public engagements.

Keele Graduate attributes

Engagement with this programme will enable you to develop your intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Our educational programme and learning environment is designed to help you to become a well-rounded graduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in after your studies are completed.

Further information about the Keele Graduate Attributes can be found here: http://www.keele.ac.uk/journey/

Entry requirements include a good honours degree (minimum 2:2) from an awarding institution, or its equivalent. For applicants who fall short of this requirement, relevant work experience, or evidence of experience in the field may be considered as an alternative. Admission to the programme may be subject to an interview.  

Applicants from a country where English is not the first language are required to take one of the internationally recognised English language tests such as Academic IELTS. The minimum entry level is IELTS 6.5, with a minimum score of 5.5 in each subtest, or equivalent English language test scores.

The MA in Education consists of seven taught modules, followed by a 60-credit dissertation.

Mode of study

Each module is structured around taught input that is delivered via a range of means, depending on the module. The taught sessions will be delivered via a mixture of large and small group activities, individual tasks, and workshop sessions. Research training is also undertaken, in preparation for your dissertation, and will be supported by a personal dissertation supervisor.  Towards the end of your studies, you will be required to submit a dissertation of up to 15,000 words.   This will be the result of original research carried out during your MA studies, under the supervision of a member of academic staff.

Teaching

The MA is taught and assessed by Keele University staff who are highly qualified, experienced and respected academics, working at the forefront of their fields. The breadth and depth of this expertise brings a unique inter-disciplinary flavour to the programme, and enables us to offer you excellent support and supervision.

Taught elements of the programme are delivered through a mixture of lectures, seminars and small group tasks. Online support materials will also be available and comprise both text based resources and a range of electronic resources.  All sessions and activities are a key part of the programme, and this should allow you to fully immerse yourself in your studies (whether full or part-time study).  

Furthermore, as a postgraduate student, you are able to attend the School’s annual research seminar series, which will enable you to become involved in the School's research culture. You may also have the opportunity to engage directly with policy and the wider social world, through appropriate public engagement and social media initiatives. 

Assessment

Assessment is based on written work in the form of module assignments, blog posts, case studies, policy analyses/policy briefs, research proposals, followed by an end of course 15,000-word dissertation.  

• Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
• Travel, subsistence and accommodation costs are to be covered by the student.

Accrediatation of Prior Learning

Where appropriate, an Accreditation of Prior Learning (APL) route is also available subject to a successful APL application.  This will include, but not be limited to, those who have satisfactorily completed a PGCE (60 credits) at PG level.

Up to 60 Level 7 credits can be accredited through the University’s APL procedure against the MA Education modules, with the exception of the Research Methods and Dissertation modules.

The University’s APL procedure is found at: www.keele.ac.uk/qa/accreditationofpriorlearning/

Issues in Inclusive Education (EDU-40118): 15 credits
Inclusive education has been positioned and promoted as a positive reaction to segregated schooling, inequality and prejudice. Inclusion, more generally, has permeated policy and social discourse in the last few decades as a concept and practice that attempts to include everyone into the local community.  For example, community work rather than imprisonment, community housing rather than mental (health) institutions and not least of all, mainstream education is promoted for ALL pupils including those with a range of difficult learning needs.  In the face of this, politicians and policy makers emphasise their commitment to issues of inclusion and social justice and in the process the meanings, policy and practice of inclusive education have been rethought - nowhere more so than in relation to special educational needs.  This module offers insights into many different aspects of inclusive education. 

Leading Groups and Teams (EDU-40042): 15 credits
The key focus of this module is the issue of group management skills, with particular emphasis on the nature of team roles and team building within an educational context. It looks not only at the generic skills needed for managing teams, such as problem solving, negotiating and communication, but also task-specific skills such as those needed for chairing meetings. The module begins by considering the difference between a group and a team; it then moves on to consider team building, team roles and team performance. There is an emphasis on effective leadership and creative problem solving strategies in order to improve team motivation and performance.

Global Education Issues (EDU-40100): 15 credits
This module explores the changing world of education in the context of social, political, economic and cultural globalisation. It reflects on the ‘nature' of international identity, both for teachers and students, and critically explores what ‘international' means, educationally, in this context.

Research Methods (EDU-40123): 30 credits
This module addresses issues about research design and analysis with an emphasis on qualitative and ethnographic perspectives. Students are prepared to consider the ethical issues entailed in designing and conducting various forms of enquiry, such as narratives, life histories, auto/biographies, case studies and other qualitative or ethnographic methods. The module also explores the political and social contexts related to the research process and analysis. It considers aspects of the research process such as the researcher's own reflexivity, and the negotiation of consent and involvement in the research process.

Managing Change and Conflict (EDU-40045): 15 credits
This module focuses on the skills required to successfully manage the process of innovation and transition within an educational context, so as to enhance and maximise the benefits of the teaching / learning process. It reviews the leadership skills required within the context of appropriate management styles; the development of decision making skills and looks at the management of conflict and resistance. The module begins by examining theory and practice in managing change and explores different models in understanding organizations. It moves on to consider the strategic approach to initiating, implementing and evaluating change processes. Collegiality and staff participation and ownership are explored, combined with an understanding of culture and effective leadership skills. Possible causes of conflict are explored with an emphasis on understanding and managing micro political activities.

Creative Practice (EDU-40101): 15 credits
The module critically examines creativity in classroom practice. Students are asked to consider the perspective from which creativity is defined and the criteria that are used as the basis for the definition. Students explore the practical implications of teaching creatively and teaching for creativity and will have the opportunity to critically examine alternative models of learning and teaching and how can they be incorporated into practice.

Global Citizenship Education (EDU-40120): 15 credits
What role does education have in creating good citizens? What does it mean to be a citizen today? Both of these questions have long informed educational policy and practice in different ways across the world. Education has been seen as key to creating a nation's loyal subjects, skilled workers, intelligentsia, political activists – helping, in short, to shape people's sense of their place and values in their country and community. But as the nature of the world has changed, the citizenship role of education has begun to be contested. In particular, it is argued, the nation-state is no longer so central. So education today has the function of creating ‘global citizens', in which ideas such as multi-cultural identity, sustainable development, values and the common good are important. Through lectures, seminars, workshops and group presentations, this module explores how ideas of citizenship have been reflected in educational policy and practice over the past century and in different countries today.