Taught course

Education: Leadership and Management

Oxford Brookes University · School of Education

Entry requirements

This MA course attracts students from a wide range of backgrounds and nationalities, normally graduates with a recognised teaching qualification, or other educational professional experience. Applicants have: a good honours degree or pass degree QTS (Qualified Teacher Status) or other equivalent professional qualification relevant professional experience. Entry with credit - credit for the award can be made up of appropriate work completed outside the course, for example, M level credit from PGCE awards or Postgraduate Certificate courses in relevant subject areas. Please contact education@brookes.ac.uk for more information.

Months of entry


Course content

The MA in Education: Leadership and Management is for experienced teachers, lecturers and educational managers and other professionals in all phases of education (primary, secondary, further and higher education). It is designed for those working in training and professional development to gain an award focused on leadership and management.

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

The MA programme has a compulsory research based module to support your studies and to prepare you for the compulsory dissertation study. In addition, for the MA in Education: Leadership and Management, there are two further compulsory modules providing a Leadership and Management focus:

Compulsory elements (6 modules)

  • Researching Education, Childhood and Language (1 module) will enable you to develop knowledge of a range of research approaches, methods and techniques and to consider ethics in educational research. You will have an opportunity to develop your research skills through preparatory work for the dissertation.
  • The Dissertation (3 modules) will involve a piece of investigative research and will comprise approximately one third of your degree work. Your dissertation will focus on a research problem of interest to you. It need not be based in an educational setting and may be literature based, but should be relevant to educational concerns.
  • Leading and Managing People in Education (1 module) 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 (1 module) 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.

Optional modules

You need to select a further 3 modules from the list below or from the module offer for the related course pathways in TESOL and Childhood and Youth Studies.
  • 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.
  • 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, 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.
  • 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.
  • 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.

Information for international students

IELTS requirement: 6.5 or above with a minimum of 6.0 on EACH of the four skills

Fees and funding

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

Qualification and course duration


full time
12 months
part time
24-36 months

Course contact details

Programme Administrator
+44 (0) 1865 488617