Teaching institution: Institute of Education, University of London

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1 PROGRAMME SPECIFICATION MBA Educational Leadership (International) Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of final award Master of Business Administration (MBA) Postgraduate Diploma Postgraduate Certificate Programme title MBA Educational Leadership (International) UKPASS code: P Language of study The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission. Participants The programme is targeted at leaders, consultants, and members of senior teams from a range of education organisations such as academies federations, Trusts, and free schools. Many of the participants will have already completed, or be in the process of completing, the NPQH qualification. Those undertaking the programme will most likely be senior education leaders from all phases including senior leadership staff, bursars and school business managers, and advisory staff. The programme is also suitable for education leaders in policy-making and local authority roles. The programme is designed for both the maintained and independent sector. Criteria for admission to the programme A good (second class) honours degree, or equivalent academic qualification or professional equivalent and leadership experience is usually required. All applicants must have related professional experience. Those who do not meet these criteria will be considered on the basis of their Personal Supporting Statement, part of the application process. Guidance on how this can be most effectively written is available via the web European or international applicants are expected to have qualifications at an equivalent level. 1

2 Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from candidates with disabilities. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia) Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students home, EU and international. Distance learning students need regular access to a computer with internet access. If they want to print out materials a printer would also be required. Further information on computer requirements is detailed at Aims of the programme Specifically, the programme aims to: provide participants with the opportunity to review and evaluate practice in the context of scholarship, research and theory develop skills of scholarship and academic development to support reflective practice offer the sort of intellectual and professional challenge that will become increasingly important to future school leaders enable participants to reflect critically on key areas of theory, empirical research and values under-pinning leadership and management enable participants to analyse and reflect critically on the policy context as it impacts on leadership and management support the creation of personal and professional knowledge through research and enquiry foster further reflection on practice throughout the programme through the creation of a learning community of education leaders committed to mutual support and to exchange and share professional insights support participants development and role as strategic thinkers, leaders for learning and school improvement, and managers of financial and human resources 2

3 Programme outcomes Extend knowledge and understanding of key concepts in the field of educational leadership and innovation Engage in scholarly and professional learning to inform leadership practice Increase skills in communicating complex ideas Develop the ability to engage in focused research and enquiry related to their own or others professional practice Enhance reflexive practice Understand key ideas and developments across theory and practice in education leadership and management Critically examine the policy context relating to education leadership and management Develop strategies to improve education organisations that reflect the values and practices of learning-centred leaders Mode of study Each module is largely delivered through face-to-face two-day intensive blocks; this normally takes place on Fridays and Saturdays. Electronic and hard copy materials are also included to support independent study. Programme structures and requirements, levels, modules, credits and awards Level Core Module/Programme element Credit value M System Leadership 30 M Strategy and Marketing 15 M Financial Management 15 M Leading People for Effective Learning 30 M Leading in Diverse Cultures and 30 Communities M Dissertation 60 M Report 30 M Optional Module 30 For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required, of which: 120 credits must be gained from the modules System Leadership (30 credits), Financial Management (15 credits), Strategy and Marketing (15 credits), Leading People for Effective Learning (30 credits), Leading in Diverse Cultures and Communities (30 credits). 60 credits must be from a dissertation within the field of the programme, or from a report (30 credits) plus a further 30-credit module from any master s programme run within the Institute of Education. NPQH accreditation (awarded within five years of the start of the programme) may be used to transfer 30 credits into the MBA programme. Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively, and awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area. 3

4 The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits). Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated The programme has been designed specifically to meet the contemporary needs of diverse education leaders to explore and so develop the practice and theory of educational leadership, transformation and systemic reform. The programme emphasises the combination of academic rigour to extend learning with practical application for educational leadership, management and improvement of outcomes for children and young people. The modular nature of the programme includes blended learning methods and mixed delivery modes to provide an exciting learning environment and meet a range of learning needs. Information about assessment regulations Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework is assessed according to the grade-related criteria provided in the programme handbook. All assignments are independently marked by two staff members, who reconcile the marks for each individual. All assignments are graded from A to D; grade D is a fail grade. Participants are permitted to re-submit a failed assignment on one further occasion and within 12 months of the original submission. An External Examiner is appointed by Senate. The External Examiner plays an important role in monitoring the quality of the programme and evaluating the effectiveness of teaching and support for programme participants, and the reliability of assessment judgements. Further details about assessment regulations can be found at /2010_Assessment Regulations.pdf Support for learning An induction session at the commencement of the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre. Programme and module handbooks offer full guidance and advice on studying, writing and submitting both assignments and dissertations or reports. The programme leader is available to advise all participants on academic matters, and to refer them to the range of support services available at IOE. Formative feedback is provided on draft assignments to take forward to the final submission. Peer support and networking is facilitated in the group by the use of virtual 4

5 learning environment (VLE). Access to the full range of welfare and student union facilities is afforded to all Institute students. Induction in the use of the library and information services, and of the VLE operating system is available to all students. Methods for evaluating and improving the programme The mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include: Module evaluation by participants Termly participant and staff Programme Committee Annual programme review prepared by programme team and considered by Faculty learning and teaching committee Periodic programme review and revalidation involving external panel member Staff review and development External Examiner reports Professional development for teaching teams National student surveys Committees with responsibility for monitoring and evaluating quality and standards Programme Committee Board of Examiners Faculty Learning and Teaching committee/s Teaching Committee Validation Sub-Committee Equality and Diversity committee Academic Board Senate Mechanisms for gaining participant feedback on the quality of teaching and their learning experience Participant module evaluation (sessional and programme); Student representation on programme committees Indicators of quality and standards Promotion and career enhancement Programme participants developing other practitioners in their own institutions or on a local or national basis Participation in continuing professional development programmes Publication and dissemination of outstanding work External examiner s appraisal of how standards compare with other universities Progression to higher level award programmes Date of completion/amendment of specification September