Programme Specification ( )

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1 Date of Revision Date of Previous Revision Programme Specification ( ) 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) Programme Code EDU-MSC- ES Criteria for Admissions (Please see General Regulations) UCAS Code Criteria for Admission JACS Code Applicants must normally have: MSc (DASE in Educational Leadership; Advanced Certificate in Education) X300 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 Level 7

2 dguidance QAA Benchmark Group y/subject-guidance/pages/subject-benchmarkstatements Collaborative Organisation and form of Collaboration (if applicable) Accreditations (PSRB) ATAS Clearance External Examiner Name: Date of next scheduled accreditation visit 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) Programme Specific Regulations Yes No x (If yes, please state here any exemptions to regulations which have been approved for this programme) 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 The pass mark for all taught modules and the dissertation is 50%. Students should normally have obtained 120-CATS points in the taught modules before undertaking an individual research project and submitting a dissertation. All dissertations will be assessed by internal examiners and the external examiner; marks will be finalised at the Board of Examiners.The dissertation must be

3 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 Are students subject to Fitness to Practise Regulations (Please see General Regulations) Length of Programme n/a Please indicate Yes/No No One year full time or up to five years part-time

4 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: Synthesise theoretical perspectives from a variety of sources with critical evaluation and integration of theory. Critically interrogate research-informed organisational and leadership theory. Analyse, critically evaluate and synthesise different information from external and internal sources. Teaching/Learning Methods and Strategies 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.

5 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 Effective communication skills Information Literacy and Technology Improving own learning and performance Working with others Problem solving Engagement with, and evaluation of, research, including actionoriented research in organisations to improve outcomes for all those involved. Academic writing skills Creative and critical thinking skills Teaching/Learning Methods and Strategies ICT usage is variously promoted by staff using Microsoft PowerPoint presentations and Internet-based resources and offering additional support for students through and Internet-based discussion forums. The methods of assessment include essays, Learning Outcomes: Knowledge and Understanding On the completion of this course successful students will be able to: Demonstrate knowledge and critical understanding of a range of organizational and leadership theories. Depending upon the modules selected, demonstrate knowledge Teaching/Learning Methods and Strategies Depending on the nature of the modules they choose, students experience a variety of pedagogic approaches including seminars, workshops and lectures. s 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

6 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. 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 Apply insights from the theories studied during the course in their everyday work situations. 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. Use qualitative and quantitative research methods to investigate the needs and practices of their organisations with the view to promoting growth and improvement Teaching/Learning Methods and Strategies Learning is, in general, independent and supervised by module tutors and has a practical as well as conceptual/theoretical orientation. fairness and consistency. s and dissertations are required, as far as practical, to be situated in the student s working context.

7 Programme Requirements Module Title Module Code Level/ stage Credits Availability Duration Pre-requisite Assessment S1 S2 Core Option Coursework % Examination % Middle management issues EDU x 30 hours Leading School Improvement EDU x 30 hours Theory and Practice in Educational Collaboration EDU x 30 hours Leadership Theory and Practice: An Overview EDU x 30 hours None Compuls ory 100% Leadership for Change EDU x 30 hours Research Methods in Education EDU x x 30 hours Master s Dissertation EDU x x 120 M points Core 100% Dissertation Approved by Director of Education: Print Name: Dr Billy McClune.. Signature: Billy McClune Date: 29/8/14.. Updated