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MA Educational Leadership

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Why choose Herts?

Excellent reputation: Ranked 1st as best university provider for Teacher Training in the UK (NSS).
Fantastic local connections: Benefit from our strong partnerships with over 300 schools and training providers across Hertfordshire, London, Bedfordshire, Buckinghamshire, and Cambridgeshire.
Employment prospects: Graduates have secured promotions with their current employer and some venture into research, advisory, or policy-making roles.

an honours degree (2:2 or higher) in a relevant subject such as Education, SEND, Childhood Studies, Social Sciences, Coaching, Mentoring or Counselling or other related fields. Other degree qualifications will be considered depending upon relevant professional experience in an educational context such as schools and colleges.Overseas awards need to be recognised as equivalent by NARIC
English language GCSE Grade 4 (iGCSE Grade C) or above or equivalent
a short personal statement (no more than 500 words) explaining why you are interested in education and any relevant experience (professional or voluntary) that might support your application
a work or academic reference.

Applicants from non-majority English speaking countries must provide evidence of English language proficiency, equivalent to overall IELTS score 6.5 with a minimum of 6.5 minimum in Writing and 5.5 in all other bands.

For country specific qualifications, please visit our Your Country page.

If you do not have the required IELTS or equivalent for direct entry on to your degree programme, our Pre-Sessional English
may help you to achieve this level.

More information about English Language qualifications is available on our International pages.

Many of our students join our Programme having already gained 'M-Level' or 'Level 7' credit from previous master’s level study – for example from a PGCE or accredited short course. Such credit in relevant subjects may be considered for accreditation through the APCL process and thereby exempt students from specific modules on our MA Programme.

Non-accredited masters level study in relevant subjects may be accredited through the APEL process. This must be completed prior to beginning study on the programme.


Institution code	H36
School of study	School of Social Science, Humanities and Education
Course length	Full Time, 1 Years Part Time, 3 Years
Location	University of Hertfordshire, Hatfield

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Employability

What job can I get?

The programme aims to equip students with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary organisations. Studying Educational Leadership has helped graduates to build deeper awareness and confidence within practice dilemmas and to secure promotion with current employers or to take on new leadership roles in new contexts. The programme also enables students to progress on to doctoral study.

About the course

The programme supports you in developing your knowledge and understanding of issues and practice through enquiry and research. The programme provides a range of module choices, but you are encouraged to bring your own ideas and focus on your own particular professional interests. This award is gained through taking an educational leadership focus for 50% of the study, including the Dissertation.

This award enables experienced professionals to build upon their interests and experience of educational leadership. Less experienced professionals are supported in developing their knowledge of issues relating to educational leadership.

Applicants must have substantial experience of practice in educational settings. Less experienced applicants must have an education qualification.

The MA Educational Leadership is offered as part of a suite of awards available through the MA Education Framework.

Study routes

This programme is offered on a 1 year full-time basis, and part-time study for 2 or 3 years.

Why choose this course?

The MA Educational Leadership award is designed for professionals who want to enhance their careers through exploring the leadership of learning in their own context. We will encourage students to challenge traditional notions of 'leaders' and 'leadership' and explore relational, collaborative and democratic leadership models.

Through this programme you will:

develop and deepen your knowledge and understanding of issues relating to education practice through critical reflection, analysis and enquiry
develop your ability to critically analyse educational theory and how it links to practice
become a member of a supportive learning community and learn from professionals from a range of educational settings
become a successful practitioner researcher.

What will I study?

Taught sessions are built around discussion, discovery, shared learning and peer review with tutor support and expertise immediately at hand. All modules are constructed so that the focus of the work should be upon your individual interests and professional requirements.

For each 30 credit module, attendance at up to 10 twilight sessions per module (or equivalent)
A significant amount of private study and reading
Independent research
An assignment of 4,500 words or equivalent for 30 credit modules
A final 60 credit module over a year with a 12,000 word assignment
Full access to the University’s Learning Resource Centre (LRC) and virtual learning environment

Level 7

Module	Credits	Compulsory/optional
Exploring Approaches to Research	30 Credits	Compulsory
In this module students will explore the development of research into educational practice, and its influence on policy and developing practice in a range of contexts. They will critically examine examples of research approaches and their appropriateness for different purposes. Students will critically review the different perspectives of quantitative and qualitative approaches to research. They will then explore a range of data collection methods such as questionnaires, interviews, observations and evaluate the strengths and limitations of each. Students will have an opportunity to trial a method to evaluate it in greater depth.
Educational Leadership Dissertation	60 Credits	Compulsory
The purpose of this module is to undertake an enquiry which aims to impact on leadership practice or enhance knowledge in the field. The focus for the enquiry should be based upon a problem or issue arising from a professional context or a current issue relating to their own leadership. In the design of the research students will examine the purposes and principles of research into practice and a range of both qualitative and quantitative research skills and strategies. A key feature of the enquiry is the emphasis on the impact of the research findings on leadership policy or practice.
Developing Subject and Professional Knowledge	30 Credits	Optional
In this module students will identify an aspect of their field of interest or professional practice and consider the macro and micro issues and influences that impact upon it. These might relate to local and national policy, political and economic perspectives and global influences. Students will be asked to consider the reasons for selecting this particular aspect and critically reflect on their own positioning, values and identity. Students will benefit from making links between their own knowledge, experience and new ideas and debates in order to contextualise and make explicit their own understanding and development. Students will explore a range of sources and critically analyse and evaluate the relevance of these. They will be asked to consider the ways in which their enquiry has had an impact on themselves and others both now and in the future.
Creativity: You and Your Practice	30 Credits	Optional
During this module, students will unlock and explore their own personal creativity (teaching and learning – pedagogy), using this experience and growing self-knowledge to inform their practice. Students develop their awareness and understanding of their own creative identities, learning about the concepts and theories of creativity which help to challenge assumptions and inform personal values and beliefs. Students will also explore the central role of the teacher/facilitator in identifying, supporting and enhancing creativity in children, young people and adults. In addition, they will be guided to analyse their own role in promoting and supporting creativity in colleagues and others with whom they work. The module will offer an exciting opportunity to meet people from different contexts and discover different perspectives about creativity. Students will carry out an (ongoing) enquiry related to personal practice or experience, designed to develop an understanding of creativity in action. Students will carry out a small scale enquiry related to personal practice or experience, designed to develop an understanding of creativity in action.
Early Childhood: Foundations for Life	30 Credits	Optional
This module will build on students' knowledge and understanding of early childhood development, practice and theory to develop their scope to design curricula, enhance service provision and advise policy development. Students will deepen their theoretical knowledge of social, personal, emotional and cognitive child development concepts like inter-subjectivity, companionship and containment and consider their impact on middle and late childhood, adolescence and adulthood. In synthesising ideas and insights from their enhanced understanding of child development, students will analyse existing curricula and policy, and develop new approaches to local and national frameworks for young children's care, learning and development.
Equality, Diversity and Inclusion	30 Credits	Optional
This module will cover issues of equality, inclusion and diversity. This will include history, legislation and different theoretical models as well as practical questions of how these issues arise, impact upon and may be tackled in areas of professional practice such as education in a variety of contexts in contemporary society. Participants will consider how different common conceptualisations of identity have profound implications for the extent to which equality can exist in areas of professional practice such as education. Participants will interrogate a range of literature, and media relating to popular culture in order to critically analyse questions of racism, sexism, attitudes to disability, homophobia and other concerns about equality in areas of professional practice such as education.
Leadership and Management	30 Credits	Optional
In this module students will critically examine dimensions of leadership and management, with a focus on particular issues which are significant for them in their context. The module will encourage students to reflect on and critically evaluate their own leadership and management practice and to become aware of the impact of issues in the leadership of change on practice and the implications for professional development, for themselves and for colleagues. This module will benefit students by enhancing their awareness of their own development needs, and by developing their skills and confidence to take on leadership roles in a range of contexts.
Education, Social Justice and Social Change	30 Credits	Optional
This module is designed for all students who are interested in education, in its broadest sense, and the underlying ideas that help to make sense of educational change. In the module students will explore the purposes of education, the ways in which education can change societies and communities, and the way education is manipulated and changed by politicians. Students will explore key thinkers, develop their own original thinking, and build an understanding of education that can enable human beings to flourish and that can bring about radical change in society and beyond.
Inclusive Perspectives on Special Educational Needs and/or Disabilities	30 Credits	Optional
This module will explore the causes and effects of SEND (for example Dyslexia, Dyspraxia, ADHD and Autism) from the perspective of multi-professional contexts, critically analysing the strategies and reasonable adjustments employed in a range of settings and environments including mainstream and special schools. Students will discuss issues around access, notions of ability and the negative effects of labelling. They will explore literature in the field in depth, examining a range of perspectives and the values, attitudes and beliefs that underpin practice in the UK and other countries. There will be opportunities to draw upon the experience of the student group throughout the module, particularly in discussions on the rights of those with SEND and medical versus social models of practice.

Further course information

Course fact sheets
MA Educational Leadership	Download
MA Educational Leadership	Download

Programme specifications
MA Educational Leadership	Download
MA Educational Leadership	Download

Additional information
Sandwich placement or study abroad year	n/a
Applications open to international and EU students	Yes

Student experience

At the University of Hertfordshire, we want to make sure your time studying with us is as stress-free and rewarding as possible. We offer a range of support services including; student wellbeing, academic support, accommodation and childcare to ensure that you make the most of your time at Herts and can focus on studying and having fun.

Find out about how we support our students

You can also read our student blogs to find out about life at Herts.

Funding and fees
Scholarships
- Helen Burchell Scholarship
Find out more about scholarships for UK/EU and international students

Other financial support

Find out more about other financial support available to UK and EU students

Fees 2022
UK Students

Full time
- £9750 for the 2022/2023 academic year
Part time
- £810 per 15 credits for the 2022/2023 academic year
EU Students

Full time
- £14750 for the 2022/2023 academic year
Part time
- £1230 per 15 credits for the 2022/2023 academic year
International Students

Full time
- £14750 for the 2022/2023 academic year
Part time
- £1230 per 15 credits for the 2022/2023 academic year
*Tuition fees are charged annually. The fees quoted above are for the specified year(s) only. Fees may be higher in future years, for both new and continuing students. Please see the University's Fees and Finance Policy (and in particular the section headed "When tuition fees change"), for further information about when and by how much the University may increase its fees for future years.

View detailed information about tuition fees

Living costs / accommodation

The University of Hertfordshire offers a great choice of student accommodation, on campus or nearby in the local area, to suit every student budget.

View detailed information about our accommodation

Read more about additional fees in the course fact sheet

International/EU applicants without pre-settled status in the UK

Apply through our international/EU application portal

Home and EU applicants with pre-settled/settled status in the UK

2022

Start Date	End Date	Link
15/01/2023	31/01/2024	Apply online (Part Time)

2023

Start Date	End Date	Link
25/09/2023	30/09/2024	Apply online (Full Time)
25/09/2023	30/09/2024	Apply online (Part Time)
15/01/2024	31/01/2025	Apply online (Part Time)

2024

Start Date	End Date	Link
25/09/2024	30/09/2025	Apply online (Full Time)
25/09/2024	30/09/2025	Apply online (Part Time)
15/01/2025	31/01/2026	Apply online (Part Time)

MA Educational Leadership

Next event: 7 - 11 November 2022

Why choose Herts?

What job can I get?

About the course

Study routes

Why choose this course?

What will I study?

Further course information

Student experience

Scholarships

Other financial support

Fees 2022

UK Students

Full time

Part time

EU Students

Full time

Part time

International Students

Full time

Part time

Living costs / accommodation

International/EU applicants without pre-settled status in the UK

Home and EU applicants with pre-settled/settled status in the UK

2022

2023

2024