Taught course

Education

Institution
Oxford Brookes University · School of Education
Qualifications
MAMA

Entry requirements

This MA course attracts students from a wide range of backgrounds and nationalities, who are graduates with a recognised teaching qualification, or other relevant educational experience. Applicants normally have: a good honours degree; QTS (Qualified Teacher Status), other equivalent professional qualification or relevant experience.

Months of entry

September

Course content

The MA in Education is designed for those working in education across a range of contexts and for those wishing to study and research in education.

The course is concerned with the development of critical enquiry and reflection in the field of education, and the development of professional knowledge and expertise.

The course follows a flexible modular programme. This structure enables you to design your course according to your particular areas of interest.

Please also see related awards:

MA in Education: TESOL

MA in Education: Childhood and Youth Studies

MA in Education: Higher Education

Course Structure

The MA programme has a compulsory research based module to support your studies and to prepare you for the dissertation. In addition, you select modules from the optional module programme (overview of choices listed below). You need to achieve 9 modules in total.

Compulsory modules (4 modules)

  • Researching Education, Childhood and Language (1 module)
  • Dissertation (3 modules).

Optional modules

You need to select a further 5 modules from the list below or from the module offer for the related course pathways in TESOL and Childhood and Youth Studies (please see the links to these pathways for details).
  • Learning, Pedagogy and Technology aims to develop awareness and critical reflection on the role of technology within education particularly in relation to pedagogical and curriculum design. The extent to which new technologies can enrich learning experiences, increase learner choice and support achievement will be examined. The potential for technology to 'transform' learning has been questioned and a key theme of this module will be to analyse factors that enhance learning and explore ways in which learning can be effectively measured.
  • Knowledge, Power and Curriculum explores key influences on curriculum design and delivery, including cultural, ideological, social, political and economic factors. Classic models of curriculum design will be debated and the relationship between types of knowledge, power and curriculum will be examined. The link between curriculum objectives and assessment processes will also be explored.
  • Mind and Brain explores previous and present developments within the field of educational neuroscience. The module will begin by exploring developmental changes that occur throughout the lifespan. Current insights from the field of cognitive neuroscience will be explored in relation to a number of specific educational issues which have implications for educational practice. The module will engage with philosophical exploration and deliberation over the relationship between mind, brain, self and body.
  • Diversity and Achievement is concerned with analysing the factors that are predictive of educational success and failure for children and young people and exploring the implications of this analysis for school policy and practice. These factors will be considered at the level of the individual child, the family, the school and the neighbourhood using data from case study material drawing in part on students' individual working contexts. Issues of class, gender, disability and ethnicity will be considered. The analysis at the level of an individual in a particular locality will be compared to educational outcomes from national and international data sources.
  • Leading and Managing People in Education brings together a range of themes and concerns in the management of staff in educational organisations. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about staff management and development.
  • Leading Change in Education builds on the experience of course members as observers of, and participants in, the management of change in the education sector. Drawing on national and international examples, it combines theoretical perspectives with practical concerns about organisational transformation in education.
  • Philosophy and Policy of Higher Education explores higher education as one of the great institutions of society and examines contemporary contextual policy frameworks and their influences on higher education (HE), for example, social constructivism, neoliberalism, transformation, workforce attachment, social capital. It aims to increase your repertoire and confidence in areas of your HE activity and foster engaged, participatory, critical, evidence-based approaches, informed by and contributing to, national and global debates.
  • Investigating Practice provides an opportunity for students to develop an inquiry related to their own practice which can be assessed through either a report or a portfolio of work. This might include the development of pedagogical approaches or curriculum materials or investigations into the achievement levels, or the opportunities provided, for particular groups of learners. It could also include the development of professional practice through shadowing others or engaging in collaborative work across organisations.
  • Action Research (2 module credits) comprises a taught unit on action research methods, including managing change, leading to an action research project. The project will require students to research aspects of their own work-based practice.
  • Independent Study offers the opportunity to engage in independent study of a topic, issue or area that is not available elsewhere within the course. You will, in consultation and negotiation with a tutor, identify a topic, issue or area of personal or professional interest and relevance and then draw up a course of independent study, which may include library and practical research.

As our courses are reviewed regularly, course content and module choices may change from the details given here.

Credit towards an MA award can also be made up of appropriate work completed outside the course, for example by M level credit achieved in your PGCE and Postgraduate Certificate courses.

Information for international students

Intenational students whose mother tongue is not English are required to pass IELTS with an overall grade of 6.5, and each of the four skills should have a minimum grade of 6.0.

Fees and funding

Please see www.brookes.ac.uk/studying-at-brookes/finance/

Qualification and course duration

MA

full time
12 months

MA

part time
24-36 months

Course contact details

Name
Programme Administrator
Email
pgeducation@brookes.ac.uk
Phone
+44 (0)1865 488617