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Master Educational Leadership, Management and Learning

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  • Objectives
    The stated aims of the MA course are as follows: • To support the development of a community of reflective practitioners based on scholarship, professionalism and ethical practice in learning and teaching • To develop participants’ leadership and management skills and their understanding of the issues related to educational leadership • To develop participants’ understanding of issues relating to teaching and learning • To inform teaching practice on the basis of theory, research and practical experience • To encourage the development of critical reflection on the relationship between theory and practice in educational leadership, management and learning • To encourage critical and productive engagement with the professional contexts within which participants work, at local, regional and national level • To provide a forum for support and regular discussion of teaching issues with peers • To prepare course members for further academic study
  • Entry requirements
    Applicants should have a first degree in a relevant subject or be able to demonstrate relevant professional experience.
  • Academic Title
    MA, PgDip, PgCert Educational Leadership, Management and Learning
  • Course description
    Part-Time study


    The education team within the School supports critical and independent enquiry into leadership, management, learning and teaching that draws on social science perspectives and debates. It supports research that aims to improve the educational experiences of all participants in education and has a very successful track record of providing continuing professional development (CPD) opportunities for education professionals, whether practising teachers or educational managers. This MA has been designed to complement other education programmes run within the School providing serving teachers with professional development and accreditation opportunities.

    The modular programme allows flexibility in that participants may take single modules, or build modules into recognised awards (Postgraduate Certificate, Postgraduate Diploma and MA). Delivery is through a combination of self-study materials and one day taught sessions for each module enabling sharing of ideas and good practice. In certain circumstances there are opportunities for school-based delivery on core modules that has proved successful in the past and is in line with current TDA thinking.

    Course Structure and Content

    The award of MA will be made to participants who successfully complete 120 credits of taught modules plus a 60 credit dissertation. Participants who complete the taught modules only (120 credits) may be awarded a Postgraduate Diploma while those completing four taught modules (60 credits) may be awarded a Postgraduate Certificate.

    In year 1, participants take six modules (15 credits each).

    In year 2, participants take a research methodology module (30 credits) and the dissertation (60 credits).

    Course Modules

    Modules offered include:

    • Professional development experience
    • Leading educational improvement and effectiveness
    • Managing teaching and learning
    • Managing change and conflict
    • Curriculum leadership
    • Managing groups and teams
    • Research methodology (30 credits)
    • Dissertation (60 credits)


    Participants must complete work-related written assignments for each module, plus a 15,000-20,000 word dissertation. The assignments will provide opportunities to investigate key aspects of their own practice, consider them in the light of theory and literature, and reflect on the implications of their findings. The assignments are designed to lead to individual, team or institutional improvement.


    Candidates will need to obtain their own source of funding.

    However, where applicants are members of staff of Keele Initial Teacher Education (ITE) Partnership schools or where schools wish to support several teachers taking the programme, discounts on fees may be available.

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