Programme Specification ( )

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Date of Revision Date of Previous Revision

Programme Specification (2014-15)

A programme specification is required for any programme on which a student may be

registered.

All programmes of the University are subject to the University’s Quality Assurance

and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

MSc Educational Leadership

_{Final Award}

(exit route if applicable for Postgraduate Taught Programmes)

MSc

(DASE in Educational

Leadership; Advanced Certificate in Education)

Programme Code

EDU-MSC-ES

UCAS

_Code

N/A

JACS

Code

X300

Criteria for Admissions

(Please see General Regulations)

Criteria for Admission

Applicants must normally have:

o

a second class honours degree or higher (or equivalent qualification) OR

o

a degree (or equivalent qualification) with at least five years professional experience in an education, training, or professionally relevant context.

Candidates who do not satisfy the above but who are holders of an equivalent approved professional qualification or work experience will be considered on a case-by-case basis. In line with University Regulations, there is a language requirement for applicants whose first language is not English (IELTS 6.5 or approved equivalent. For IELTs a minimum score of 5.5 is required in all four elements of the test.)

Mode of Study (Full-time, Part-time, other)

Full-time or Part-time

Type of

Programme

Single Length of Programme 1 - 5 years Total Credits for Programme 180 M points

Awarding Institution/Body

Queen’s University Belfast

Teaching Institution

Queen’s University Belfast

School/Department

School of Education

Framework for Higher Education

Qualification Level

http://www.qaa.ac.uk/publications/informationan

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dguidance

QAA Benchmark Group

http://www.qaa.ac.uk/assuringstandardsandqualit

y/subject-guidance/pages/subject-benchmark-statements

N/A

Collaborative Organisation and form of

Collaboration (if applicable)

N/A

Accreditations

(PSRB)

N/A

Date of next

scheduled

accreditation visit

N/A

ATAS Clearance

N/A

External Examiner Name:

External Examiner Institution/Organisation

Dr Lani Florian Professor Colin Harrison

University of Edinburgh University of Nottingham

Does the Programme have any approved

exemptions from the University General

Regulations

(Please see General Regulations)

Yes

□

No

x

(If yes, please state here any exemptions to regulations which have been approved for this programme)

Programme Specific Regulations

The programme may either be completed over one academic year (full-time) or students may build up the required number of modules over a period of five years from initial enrolment (part-time). An M.Sc. Educational Leadership may be awarded to students who satisfactorily complete 120 CATS points of taught modules and the dissertation module (60 CATS points).

Students who have completed the Professional Qualification for Headship (PQH) degree within the last 10 years would be allowed to transfer in up to 30 CATS points of credit.

Students may also exit with an Advanced Certificate in Education by successfully completing 60 CATS points from taught modules; completing 120 CATS points from taught pathway modules means a student could exit with a Diploma in the Advanced Study of Education in Educational Leadership.

Students must pass 120-CATS points of taught modules on the programme and complete a dissertation (60 CATS points) to be eligible for the award of a Master’s degree in Educational Leadership. Students must complete either 90 CATS points from modules in this pathway plus 30 CATS points from taking EDU7183 ‘Research Methods in Education’. Or students may take all 120 points from core Educational Leadership modules and audit EDU7183. All students must take EDU7185.

Successful completion of a module requires a minimum attendance of 70% at all planned teaching sessions.

Module Assessment

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submitted within a period of no more than five years after commencement of the taught modules.

Students who fail one or more taught modules are permitted one further attempt to pass at the next available opportunity for a maximum mark of 50%.

Candidates who pass all the taught modules but who fail to achieve a mark of at least 50% in the dissertation shall be eligible for the award of a Diploma in Advanced Study of Education.

Mark Scales

For Postgraduate Certificate, Postgraduate Diploma and Master’s Degree results there is a common mark scale as follows:

70+ Pass with distinction* 60+ Pass with commendation 50+ Pass

Below 50 Fail

*For Master’s Degrees, a pass with distinction will be awarded only when the following three conditions have been satisfied: an overall average of 70+ is achieved and a mark of 70+ is achieved in the dissertation module and an average of 65+ is achieved in the other modules.

Students with protected characteristics

n/a

Are students subject to Fitness to Practise

Regulations

(Please see General Regulations)

Please indicate Yes/No

No

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Educational Aims of Programme

In the current climate of structural and political pressure on improving educational performance and opportunities, there is an increased focus

upon the quality of leadership within educational institutions.

The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of

positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in the

educational system: schools at all levels, local authorities, policymakers, and any other organisations invested in providing educational

opportunities.

The programme aspires to equip students with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership

challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more

collaborative and more organic, models of leading. It is expected that graduates will be able to inform their professional practice with the latest

research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support

teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will

be able to:

Teaching/Learning Methods and Strategies Methods of Assessment

Synthesise theoretical perspectives from a variety of sources

with critical evaluation and integration of theory.

Critically interrogate research-informed organisational and

leadership theory.

Teaching/learning methods and strategies are based on challenging learning tasks, appropriate reading and personal research.

The methods of assessment are based on challenging learning tasks, appropriate reading and personal research.

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Engage in independent research and scholarship.

Think creatively in a constantly changing, poorly-defined

environment.

Reflect on their own professional experiences and practices in

the light of current theory, research, and debate.

Learning Outcomes: Transferable Skills

Teaching/Learning Methods and

Strategies

Methods of Assessment

Effective communication skills

ICT usage is variously promoted by staff using

Microsoft PowerPoint presentations and Internet-based resources and offering additional support for students through email and Internet-based discussion forums.

The methods of assessment include essays,

Information Literacy and Technology

Improving own learning and performance

Working with others

Problem solving

Engagement with, and evaluation of, research, including

action-oriented research in organisations to improve outcomes for all

those involved.

Academic writing skills

Creative and critical thinking skills

Learning Outcomes: Knowledge and Understanding

On the completion of this course successful students will

be able to:

Teaching/Learning Methods and

Strategies

Methods of Assessment

Demonstrate knowledge and critical understanding of a range

of organizational and leadership theories.

Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures.

Assignments of 4,000 words for each module are assessed against published criteria. The tutor’s assessment is subject to internal moderation and external examining. Blind double marking (for dissertations) and anonymous marking (for assignments) ensure

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and understanding of leading change for improving the quality

of school education; intra- and inter-school collaboration and

partnership; and the multifaceted role of the School Head of

Deparement.

fairness and consistency.

Understand how to evaluate and implement educational

practices successfully through effective use of resources.

Learning Outcomes: Subject Specific Skills

On the completion of this course successful students will

be able to

Teaching/Learning Methods and

Strategies

Methods of Assessment

Apply insights from the theories studied during the course in

their everyday work situations.

Learning is, in general, independent and supervised by module tutors and has a practical as well as

conceptual/theoretical orientation.

Assignments and dissertations are required, as far as practical, to be situated in the student’s working context.

Demonstrate competence in leading from a variety of different

positions depending on contextual situations.

Demonstrate a capacity to work with diversity, difference and

cultural issues.

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Programme Requirements

Module Title

Module

Code

Level/

stage

Credits Availability Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Examination %

Middle management issues EDU7182 7 30 x 30 hours

contact time None Core 100% Assignment

Leading School Improvement EDU7209 7 30 x 30 hours

Theory and Practice in

Educational Collaboration EDU7213 7 30 x 30 hours contact time None Core 100% Assignment

Leadership Theory and

Practice: An Overview EDU7185 7 30 x 30 hours contact time None Compulsory 100% Assignment

Leadership for Change EDU7186 7 30 x 30 hours

Research Methods in Education EDU7183 7 30 x x 30 hours

Master’s Dissertation EDU7999 7 60 x x 120 M points Core 100%

Dissertation