Manchester Metropolitan University
This award provides the opportunity for educational and public sector professionals to critically analyse leadership and management in educational settings. The programme draws upon the outstanding specialist research and expertise developed within the Faculty of Education's Centre for Educational Leadership and Management.
This MA is aimed at those who are interested in the transformative possibilities of education and who wish to extend and deepen their leadership/management and/or become educational leaders in that context. Students will study theories of leadership and management and the complex ways in which they relate to their own context. This includes critically analysing current models relating to leading change, organisational culture, managing people and resources and the impact of leadership on organisational effectiveness.
Students will also have the opportunity to develop their understandings of transformative and ethical leadership, and explore the contribution of educational leadership in delivering social change and equality in global contexts.
This award is part of the Manchester Met Faculty of Education postgraduate Professional Development Programme.
Standard Manchester Met entry requirements for taught postgraduate programmes apply.
You also need to have experience relevant to the award area (or taking up employment or similar related to the award area).
Mapping the Territory: critical concepts and issues
This unit enables a critical exploration of Educational Leadership theory and practice and the ways these inter-relate and extend each other, for practice. There is an emphasis on participants exploring (re-looking), analysing and reflecting on leadership and management theoretical, conceptual and contextual lenses and evidence salient for their own practice settings and professional priorities, to ask challenging questions, and make judgements about ‘what is going on’, where they sit, and how they might respond. Typical content might include current educational leadership discourse, educational policy perspectives, leaership practice in neo-liberalism and austerity, professionalism, the impact of globalisation, and diversities/inequalities but will be shaped by students’ own interests, and articulated in and for students’ own practice and practice contexts.
Specialist Supported Project: Educational Leadership and Management
This unit supports students to undertake a project that has particular relevance to their professional practice. Students identify and explore significant educational leadership and management themes, issues or challenges, select a relevant focus for their project, and appropriate approach/tools/methods. Projects might be desk, practice, or enquiry-based, but in all cases enable students to develop and demonstrate specialist knowledge through the use of evidence, analysis, reflection and evaluation, as appropriate to their project. The unit provides an introduction to the nature of knowledge, knowledge generation for practice and enquiry/investigation approaches and underpinning inter/disciplinary footprint.
Shaping the Future
This unit asks students to address critical challenges, tensions or contradictions, and professional dilemmas within their own practice, to think forward and develop possible ways of re-framing, re-imagining, or innovating for future practice. This provides opportunities to work at the leading edge (of thinking/practice) to rethink services or approaches/interventions, to plan forward and/or to consider specific changes and new innovations. Therefore, this unit will explore the possibilities of transformational and ethical leadership and professional identities in educational leadership.
Research and Practice
The unit aims to develop a greater understanding of the relevance of research to professional practice. Students examine different approaches to conducting research, and their limitations and possibilities for generating knowledge in their own practice area. The unit also explores the ethical tensions and dilemma inherent in the research process, especially those particular to practitioner research. As part of the assessment of the unit, students produce a research proposal (that can be taken forward to final dissertation) to demonstrate understanding and capacity to carry out a coherent and credible small research project.
This unit is designed to support and facilitate students in planning, conducting and evaluating a significant, practical and coherent (practitioner) research project. Participants finalise a research proposal for approval and for ethical clearance, and will then undertake the research project. Whilst undertaking the project students are offered tutorial support, this constitutes a blend of group tutorials as well as individual supervision. The entire process is supported by a suite of online resources as well as on-site activities that are aimed at enriching the students’ experience and improving the quality of the final dissertation.
Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.
For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.
All of the books required for the course are available from the library. The University also has PC labs and a laptop loan service. However, many students choose to buy some of the core textbooks for the course and/or a laptop. Students may also need to print their assignments and other documents. Campus printing costs start from 5p per page. Estimated costs are £300 for a laptop up to £100 for books and printing. Total optional cost: £400
|Qualification||Study mode||Start month||Fee||Fee locale||Course duration|
|MA||Part-time||£ 6,300 (Whole course)||Home/EU||2 6 Years|
|MA||Part-time||£ 13,050 (Whole course)||International||2 6 Years|
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