1 Master of Education Postgraduate Programme Part-time Year th Intake Programme Code: The MEd is an exempted programme under the Non-local Higher and Professional Education (Regulation) Ordinance (reference no ). It is a matter of discretion for individual employers to recognise any qualification to which this programme may lead.
2 MESSAGE FROM THE PROGRAMME COORDINATOR Teaching on the MEd at SCOPE is a stimulating experience for me and for my colleagues. Our students bring such a wide variety of experiences and backgrounds, thus engendering challenging and fascinating debates about a whole range of issues related to educational leadership and management. I do hope to welcome you on our programme. Should you decide to join us you can be assured of a very worthwhile and enjoyable experience! Dr. Sheila Trahar, Programme Coordinator (UK) Special Features of the Bristol MEd programme Gateway to Renowned Education Programme One of the top-15 * universities in the UK that is recognized internationally for its research & teaching. More than 200 school administrators, teachers and principals from all levels of education have studied and benefitted from the programme in the past seventeen years. Learn from experienced Education Professionals 100% taught by high calibre academics from the University of Bristol - Graduate School of Education Unique Class Schedule Every taught unit is designed as one weekend block every two months to allow students to study without affecting their full time commitment. Valuable Networking Platform International mix of students providing excellent opportunity for experience sharing and appreciation of cultural diversity. * Ranked 15th in The Times and Sunday Times University League Table Bristol at a Glance 100-year centenary celebrations in 2009 Top-30 (30 th ) University in the world (QS World University Rankings 2013) Graduate School of Education Celebrated its centenary in 2013 Among the top 5 for Education in the UK in the latest Research Assessment Exercise, which rates research quality Maximum points for teaching quality in the latest Quality Assurance Agency review
3 MASTER OF EDUCATION (MEd) The Graduate School of Education, University of Bristol is offering this two-year part-time programme leading to Master of Education (MEd) specializing in Education Management in Hong Kong in association with the School of Continuing and Professional Education, City University of Hong Kong. This long-standing programme is designed for education managers, administrators and practitioners from diverse educational backgrounds and establishments, and from other professions, united by a commitment to developing management and research skills relevant to their practices. It aims to develop students to become reflective practitioners with global perspectives to meet future challenges in their careers. The University of Bristol The University of Bristol, which was founded as University College, Bristol in 1876, is internationally acknowledged as one of the UK s leading universities. In recent teaching and research assessment exercises the University has performed exceptionally well with most of its principal departments being regarded as national or international centres of research and teaching excellence. The Graduate School of Education itself was the only School of Education in England to receive the top grade of 5 star in 2001 for the quality of its research. Equally importantly it also received the maximum score of 24 out of 24 for the quality of its teaching. The University is very well supported by the major Research Councils and Foundations and is able to attract a substantial amount of research funding from non governmental, industrial sources. The Graduate School of Education The Graduate School of Education celebrated its Centenary in It has been offering a Master s degree in Education Management for many years and its alumni are to be found in senior educational leadership positions throughout the UK and in over 70 countries world-wide. The Graduate School is one of the leading centres for study and research in Education in Britain. It offers a wide range of programmes at postgraduate certificate, Master s (MEd & MSc) and Doctoral (EdD & PhD) levels as well as short in service courses and consultancies. A postgraduate certificate course which involves close working with and in UK secondary schools caters for about 250 graduates each year who wish to enter the teaching profession. Masters or Doctoral students may undertake their studies part or full-time. International students taking full-time Masters programmes make up more than one-third of the participants in any one year. As well as Hong Kong, the MEd degree has also been offered in Norway, Malaysia, Argentina and Mauritius. The Graduate School has had a strong international involvement over more than 40 years, which currently extends to four continents and includes major links with governments and academic institutions in many countries. Major externally funded research and development projects have been carried out in Belize, Malaysia, Poland and South Africa. 1
4 Programme Aims and Objectives The programme aims to: extend and deepen students knowledge and develop their understanding of specific theories, ideas and practices, and the relationships between perspectives from different disciplines; provide a caring, collaborative working environment in which students from different backgrounds can work together and share experiences for their mutual benefit; encourage commitment to intellectual challenge; develop students intellectual, practical and transferable skills; help students to read and evaluate research in their subject area, and to conduct systematic research relevant to their professional practice; encourage critical thinking; encourage students to develop as reflective practitioners; provide clear and effective structures for the organisation of teaching and for students learning. On completing the programmes, you should: have a breadth and depth of knowledge and understanding in your subject area, providing a firm foundation on which to build your future professional development; understand and be able to use a range of research methods appropriate for your professional practice; have developed a range of relevant intellectual, practical and transferable skills appropriate to your professional practice, including personal reflection; have developed their capacities for critical thinking, analysis, synthesis and evaluation; understand the complex issues surrounding innovation and change and be prepared for changing and varied employment. 2
5 The Structure of the Degree The degree consists of six taught units (120 credit points), each unit of 20 credit points plus a dissertation of 60 credit points. Tentative Timetable for Intake 19 DATE UNITS 2014 September November Introduction to Educational Inquiry (20 credits) Leading and Managing Change (20 credits) 2015 January March May July September 2016 September Contemporary Perspectives on Learning (20 credits) Quality and Improvement in Education (20 credits) Managing People (20 credits) Developing as an Educational Researcher (20 credits) Dissertation (60 credits) The delivery of the Degree The degree is delivered in Hong Kong in a part-time block mode every two months. Each taught unit consists of a mandatory pre-unit task, 15 hours of contact time and a tutorial* to discuss the assignment. Each unit is normally spread over 3 days (Friday evenings, Saturdays and Sunday) in the pattern as follows: Pre-Course Reading Normally 4-6 weeks prior to the class Lecture Friday evening (3 hours), Saturday (6 hours) and Sunday (6 hours) Assignment Normally 8 weeks after class * Tutorial may be an individual meeting with the tutor or students may choose to meet with the tutors in small groups. Assessment Assessment is based on coursework (a written assignment about 4,000 words for each unit) and a dissertation not exceeding 15,000 words in length. Units Descriptions EDUCM5915 Introduction to Educational Inquiry Most students will undertake a piece of small-scale research as part of the MEd programme. This unit will introduce you to the variety of methods used to conduct research in education and engage you in the key debates surrounding educational research and its importance in developing educational policy and improving educational processes. You will be introduced to the entire process of conducting educational research from the initial stages of thinking about research questions to designing a project, choosing particular methodologies and methods. This unit will be complemented by the final taught component of the course, Developing as an Educational Researcher, which is designed to support you in developing your dissertation 3
6 EDUCM0018 Leading and Managing Change This unit will seek to enhance participants' understanding of the nature of educational organisations at all levels and their leadership and management in the context of global, national and local change. Following a review of contemporary organisation theories, leadership theories and associated research, the unit will focus on issues such as organisational cultures, how leaders learn and what they do, decision-making, strategic management, issues of organisational power and politics, and the leadership and management of change. Participants will be invited to reflect on specific management and leadership issues in the EDUCM5918 Contemporary Perspectives on Learning This unit explores how learning has been constructed over time and in particular examines some contemporary sociocultural concepts of learning. Recognising that all learning and teaching practices are culturally mediated, it encourages critical reflection on your own learning, teaching and assessment experiences and practices using a sociocultural approach. In addition, the unit foregrounds the crucial role of leaders and managers in education in being aware of and understanding contemporary perspectives on learning in improving the learning and teaching experiences of students and teachers/education practitioners. EDUCM5917 Quality and Improvement in Education This unit will review research and experience relating to effectiveness and improvement in educational settings and consider the implications for policy and practice. It will focus on research into the organisational factors that correlate with effective outcomes and consider strategies for promoting quality and improvement at local, national and organisational level. You will be invited to draw on your own experience to reflect critically on the usefulness of the theoretical and conceptual ideas discussed. EDUCM5916 Managing People People are the most important resource in any organisation. This unit will provide you with opportunities to explore a range of concepts that inform the management practices crucial in effective people management, especially in educational contexts. In addition, you will be encouraged to reflect critically on the importance of knowing and managing yourself as a basis for understanding and working effectively with others in a management role. EDUCM5919 Developing as an Educational Researcher This unit builds on the first unit, Introduction to Educational Inquiry and is concerned with generic issues involved in developing research appropriate for your MEd dissertation. Issues of methodology and research design such as the construction of appropriate research questions, the linking of theory and method, making an informed choice of research methods and ways of analysing data, will all be addressed. Using examples from existing MEd dissertations, issues around the crafting of the dissertation, and of ways that good ideas can be made into good dissertations are discussed critically, with an emphasis (1) on structure and organisation of the dissertation as a whole, and (2) writing as academic practice. The Dissertation 4 You will also submit a dissertation, not exceeding 15,000 words in length, on a topic in the area of education management, which you will choose in consultation with a tutor. The dissertation, which will usually involve a small-scale empirical enquiry, provides you with a major opportunity to explore in some depth a topic of relevance to your professional practice. Unit 6, Developing as an Educational Researcher, will help you to prepare for your dissertation and you will be allocated a dissertation supervisor who will support you in your research and writing.
7 Teaching 100% taught by academics from The University of Bristol. Student Support & Learning Resources Learning materials will be provided to students for each unit to support students learning. Assignments planning and writing is supported through electronic communication with Unit tutors. In addition, Dr Sheila Trahar, the Coordinator of the programme will always respond to students queries and concerns and be available to meet with any student to discuss progress whenever she is in Hong Kong. Library support and computing services will be provided by City University of Hong Kong. Students will also be provided access to the Bristol Virtual Learning Environment (Blackboard) and the University of Bristol Library collection of electronic journals via the off-site proxy server system. Period of Study The normal study period is 2 years ; the maximum period is 5 years. Commencement September 2014 Admission Requirements Applicants for direct admission to the MEd degree must: Hold an honours degree or equivalent recognized by the University Have a minimum of one year's appropriate professional experience Applicants whose degree/qualification was not taught and assessed in English may be required to demonstrate their English proficiency level equivalent to IELTS6.5. Non-degree holders with a teaching or other professional qualification and a minimum of one year s professional experience maybe considered on an individual basis. Such students will be provisionally registered for the MEd and have their registration confirmed upon completion of 3 assignments at an appropriate standard and the completed units will be counted towards the MEd degree. Fees Programme Fee : HK$100,800 (payable in 3 instalments) 1st instalment : HK$33,600 (due upon admission) 2nd instalment : HK$33,600 (due in February 2015) 3rd instalment : HK$33,600 (due in September 2015) Graduation Fee : HK$400 (due upon admission) In case of re-assessments and dissertation extension, additional fees will be charged. Financial Assistance Continuing Education Fund (CEF) Modules on Leading and Managing Change and Managing People have been approved as a reimbursable course under Government s Continuing Education Fund (CEF). Eligible applicants will be reimbursed 80% of the module fees, subject to a maximum sum of HK$10,000, on successful completion of the modules. For more information, please visit the government's website: or call the government s 24-hour hotline at
8 Education Loan Successful applicants are eligible to apply for the Extended Non-means Tested Loan Scheme (ENLS) administered by the Student Financial Assistance Agency (SFAA) of the HKSAR government. The maximum financial assistance under the ENLS is equivalent to the total tuition fees payable of the programme. For more details and enquiries, please visit SFAA s website: or call How to Apply Application should be made through the University of Bristol s online application system at: Completed online application and the supporting document should be submitted by the application deadline: at least ONE reference; copies of university degree certificate(s) and transcript(s); any other professional qualification(s) / supplementary information which is relevant to the assessment of your application Paper applications and hardcopy of supporting document WILL NOT be accepted Before completing your application, you are advised to go through the Notes for Online Applicants and the Online Application Guide which will guide you step-by-step through the application procedure. ** Notes for Online Applicants and Online Application Guide are obtainable online from the Download Area at Notification of the Application Result Applicants will be notified of the decision through the online system. Please notify CityU-SCOPE if you do not receive the results within a month after submission of your application. Use of Application Information The information that you provide in the online application form, including the HKID number, will be used for the following purposes: as a basis for various types of processing in relation to your application; as a basis for selection of applicants for admission in 2014/2015 to the programme you applied for and for other relevant or related purposes; for obtaining from relevant institutions information about your candidature for public examinations and studies in institutions in Hong Kong and elsewhere; for transferring to the student record system of University of Bristol and CityU-SCOPE upon successful outcome of your application; for statistical and research purposes (with personal identifiers removed). In accordance with the Personal Data (Privacy) Ordinance, you have the right of access to, and correction of the information contained in the application form, and the right to request a copy of such data. If you wish to obtain more information, please write to CityU-SCOPE. For details of the Personal Data Collection Statement, please refer to the website: For data privacy issue of University of Bristol, please refer to for details. 6 All the above information is updated as at 10 January The presentation of this programme is conditional upon satisfactory recruitment. The University of Bristol and City University of Hong Kong reserve the right to change any of the information without prior notice. Application Deadline : Early application is strongly encouraged as applications will be processed on a rolling basis until all places are filled.
9 STAFF PROFILE Elisabeth Lazarus BA, MA, PGCE Elisabeth is a senior lecturer in Education at the Graduate School of Education and is the Co-Director of all the Masters Programmes at the GSoE. She works across Masters and taught Doctoral Programmes focusing on Educational Management and Leadership, Mentoring and Coaching, Professional Development for early career professionals and Evaluating Quality and Improvement in Education. Elisabeth also runs lectures and workshops for postgraduate students wanting to become foreign language teachers in secondary schools and supervises them during their school-based practicum. She started her career as a foreign language teacher, before become involved in management both at school level and subsequently in Higher Education. She helped to develop, implement and teach on a twinning programme between the GSoE and the Educational Management Institute of Malaysia, Institut Aminuddin Baki focusing on Management, Mentoring and Language Teaching. In 2009 Elisabeth was awarded a prize for Excellence in Teaching by the Faculty of Social Sciences and Law. Her research interests and publications have been shaped by her professional background and international experiences. For more details, please visit: Janet Orchard MA (Cantab), PGCE, PhD Janet is a Senior Teaching Fellow at the Graduate School of Education. She is responsible for the Religious Education subject strand on the Secondary PGCE. She lectured previously at the Institute of Education, University of London and at the Department of Education University of Oxford, having been a teacher and administrator in schools in England. She was Deputy Director of an EIC Action Zone in London from 2001 to 2004, with particular responsibility for primary to secondary school transfer. She is a co-opted member of the Executive of the Philosophy of Education Society of Great Britain (PESGB) with particularly responsibility for the interchange between Teacher Education and Philosophy of Education; as well as being a member of the Editorial Board of 'IMPACT'. Professional associations she belongs to specifically concerned with RE include: NATRE (the National Association of Religious Education)and AULRE (the Association of University Lecturers in Religion and Education). In June 2012, she was appointed to project manage the RE Subject Review for England by the Religious Educational Council for England and Wales (REC). Janet's current research interests are concerned specifically with philosophical reflection on the future of teacher education with a view to reforming current practice; and in questions of quality and improvement in education more generally. She has recently completed one research project and is starting another concerned with the changing nature of ITE in RE in England. She is keen to promote the notion of "practical wisdom" as a necessary quality of the very best educational practitioners. Janet's wider research interests include: religious education, its aims and pedagogy; values education and schooling, including education for citizenship; philosophical reflection on school leadership, particularly in distributed and democratic forms For more details, please visit: Sally Thomas BSc, PhD(CNAA) Sally Thomas is Professor in education at the Graduate School and she has conducted and led academic research studies for over twenty years. Previously she was an Associate Director and founding member of the International School Effectiveness and Improvement Centre at the London Institute of Education, and has also worked at University of Oxford and the London School of Economics. Her main publications are on different aspects of educational quality, which have examined a variety of factors, indicators and processes related to school and institutional effectiveness and improvement (both in UK and abroad). In particular she has carried out extensive research studies on value added measures of school effectiveness and the application of these measures for different, or overlapping, purposes including: school improvement, school evaluation and self-evaluation, international quality indicators and academic knowledge-base research. In terms of future directions she is interested in exploring further the processes of schooling and learning as well as a range of educational outcomes including pupil, parent and teacher attitudes, academic and vocational measures, citizenship, formal and informal learning and behaviour. Publications include a co-authored book Educational Evaluation And Monitoring; A Systemic Approach published by SWETS (2003). For more details, please visit: Leon Tikly BEd(CNAA), MPhil, PhD(Glas) Leon Tikly is Professor in Education at the Graduate School of Education. His research interests include education and development, the quality of education, leadership and change in schools, raising the educational achievement of disadvantaged groups and social justice in education. Leon started his career as a science teacher first in London comprehensives and then in a school for South African refugees in Morogoro, Tanzania. He completed his postgraduate studies at the University of Glasgow. His PhD thesis is on Education Policy in South Africa Since Leon worked as a policy researcher at the Education Policy Unit, University of the Witwatersrand during the transition period between apartheid and democracy in South Africa where he helped to formulate education policy for the new provincial and national governments. On returning to the UK he took up a lectureship in International and Comparative Education at the University of Birmingham. Leon's research interests include educational leadership and management, the quality of education and the achievement of disadvantaged learners. Leon has been teaching on the MEd and EdD programmes in Hong Kong for the past 12 years. For more details, please visit: Sheila Trahar B.A., DipCounselling, M.Sc., Ph.D. Sheila is a Reader in International Higher Education, a senior lecturer in Graduate School of Education and Coordinator of the MEd programme in Hong Kong. She has been teaching in Hong Kong since 2003, contributing to both the MEd and EdD programmes. She has also taught in several other countries including Saudi Arabia and Malta and so has extensive experience of teaching in multicultural higher education environments. The common themes that connect her research interests are cross-cultural communication, learning and teaching in higher education and the methodological complexities of researching across cultures. Sheila s book Developing Cultural Capability in International Higher Education: a Narrative Inquiry was published in 2010 and she has published widely in the area of internationalisation of higher education and intercultural communication. Sheila is Co-Director of Teaching and Learning in the Graduate School of Education and also Chair of the Faculty of Social Sciences and Law Faculty Quality Enhancement Team. She is, therefore, passionate about the quality of the student experience. For more details, please visit: 7
10 Participant Profiles Join our vibrant and diverse mix of class International mix of students providing excellent opportunity for experience sharing and appreciation of cultural diversity. Participants profiles: Participants Nationalities Hong Kong 58% United Kingdom 20% Canada 7% Other countries (Including Austria, Ireland, Korea, Romania, Russia, Singapore, South Africa) 8% Australia 5% India 2% Job Nature Principal / Vice Principal 8% Business Director / Manager 13% Teaching Professionals 51% Education Administrators 24% Education Counsellor 1% Research Associate 1% Others 2% Workplace Distribution Kindergartens / Starters Schools 17% Primary Schools 15% Secondary Schools 17% Tertiary Education 22% Government / NGO 9% Education Consultancy / Learning Centers 15% Business Sectors (including banking, IT, manufacturing, accounting) 6% 8
11 What our students say about the programme I found that the MEd experience exceeded my expectations in regard to provision of content and learning opportunityaccolades to you and your staff who have crafted this high calibre educational programme. An International School Principal I did enjoy very much the class interactions with the instructors and classmates, as well as the friendship from the classmates. The program was such an eye-opener to me to my job and it helps me to consolidate what I have gained through my job. Most importantly, I have been able to apply the knowledge in my work, which is really wonderful! A University Administrator You ve put together a really strong programme, and I enjoyed it immensely while also learning a great deal. A Secondary School Teacher I enjoyed the program a lot. I valued the knowledge and the skills I gained from the program, but the most invaluable part of it is the relationship I have developed with the good friends whom I first met in the course. A Secondary School Principal The friendly course tutors from the UK were so professional and inspiring. They guided us with lots of patience and positive encouragement along the way...it was hard work, but the knowledge, vision and self-understanding that I gained through the course gave me the impetus and confidence to dream and to reach higher in my career. I would surely recommend this programme to any educator who would love to gain a refreshed perspective to what they have been doing. A Secondary School Principal I have greatly appreciated the quality teaching and supervision from Bristol. I have also valued the personal attention that you have provided to students in the program - from my perspective, this greatly enhanced the enjoyment and provided a large measure of encouragement throughout. An International School Principal The MEd course has really given me the chance to read up literature about school management. It is really exciting to see the different perspectives of academics in regard of the topic and the glaring similarities found in the experience of Hong Kong and that of other countries. A Primary School Teacher 9
12 University of Bristol School of Continuing and Professional Education, City University of Hong Kong Address : LG/F, Academic Exchange Building, Tat Chee Avenue, Kowloon Tel : Fax : Website : SCOPE/1/14/01/007