The MSc Education currently provides two dedicated pathways leading the award of ‘MSc Education Management and Leadership’ or ‘MSc Education Practice and Innovation’ depending on your module selection. It is also possible to gain a more generic MSc Education.
The overall aim of this programme is to examine critically the relationship between educational research and educational practice in a range of learning contexts.
Broadly, the programmes:
- Enable you to examine critically the nature of education, learning, teaching and educational practice in the context of policy through different perspectives such as: global, national, regional, organisational, institutional and through to the individual classroom;
- Provide you with a range of opportunities for studying and assessing the relationship between learning theory and practice in educational and training settings;
- Facilitate raising your levels of knowledge, perceptions and ability to reflect critically on a range of educational matters such as: values; globalisation; innovation and control;
- Provide you with opportunities to engage with current debates in educational research
- Offer you opportunities to study the nature of and issues related to educational research methodology and for you to develop methods and techniques of data collection, analysis and interpretation;
- Enable you to consider the nature and influence of evidence and its scope to support effective education;
- Develop your understanding of complex inter-relationships and roles within educational contexts such as leadership and management;
- Develop your skills and abilities in critical and indpendent thinking and capacity for managing your own learning, development and employment.
The aims of each pathway are to provide you with experiences relevant to your needs as educational practitioners with a focus on a particular aspect of education.
Our postgraduate programmes offer you the chance to work alongside internationally respected researchers. We offer a flexible route to a master’s degree which allows practitioners to research and develop more effective practice across different areas while gaining an MSc Education.
Study full-time up to 18 months and part-time up to 30 months.
Contact is mainly through evening sessions
Typical entry requirements
A first degree at first or upper second level from a UK University or equivalent qualification from a non-UK University. You will need to supply evidence that you have appropriate experience in education or in a related professional field relevant to the programme.
If your first language is not English and you do not have a degree from a UK university, you will be required to provide evidence of competency in English. You can find fuller details on the Entry requirements page.
Intake: around 70 students
Average applicants per place: 3
Selection is by online application. We advise you to check the Entry requirements carefully before submitting your application. We may ask you to come for interview before making an offer.
Typical course content
On the full-time programme, you will take four modules in each semester. With the exception of the dissertation, which has a triple weighting, each module is worth 20 CATS (10 ECTS) credits and is expected to require a total of around 200 hours of study. On the part-time programme, you will take two modules in each semester and spread your study over 2 years.
Two of the Semester 1 modules are common to all MSc Education programmes. You can choose your third and fourth modules from the options listed below, which are a mix of specialist pathway and generic modules. Alternately, you can take another suitable option from the Faculty or University. All options are offered subject to availability and a viable cohort.
- Leadership in Education
- Context of Lifelong and Work-related Learning
- Training Models and Evaluation
- Globalisation and Internationalisation in Education
- Learning and Digital Literacies
- Mentoring and Staff Development
- School Effectiveness and Improvement
- Improving Learning and Teaching in Mathematics and Science Education
One of the Semester 2 modules is common to all MSc Education programmes. The other should be chosen from the available specialist pathway modules.
The remainder of the semester is allocated to preliminary classes, planning and research work on your dissertation.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information can be found in the programme handbook (or other appropriate guide or website).
Learning and teaching
Full-time and part-time study
Full-time study typically follows a schedule of two evenings a week although this can vary depending on the programme. Part-time study is normally based on the same timetable as our full-time programmes in a convenient pattern consistent with a two-year completion period. Part-time study involves an average of four evenings attendance at the School per month during term-time between October and May. For both full and part-time students a non-assessed enrichment programme can also be arranged, including attendance at our professional themes lectures and research seminars.
How will you learn?
Your understanding of the subjects covered and your ability to use the knowledge and skills gained will be enhanced through a variety of methods and strategies. These also aim to promote continuing professional development. Some of the key learning approaches that you will experience as a student in the School will include:
Group work This is recognised as vital in your development when looking forward to, or continuing in, a professional role. You will be supported in learning how to form and maintain group cohesiveness to achieve clearly defined outcomes, such as a report, a group presentation or a combination of both. Group work will be managed through different ways reflecting approaches you may well experience in the work place. In some cases you will be grouped by the lecturer and at other times you will have the task to form your own group.
Research and Case-studies You will be presented with different case studies that reflect the reality of research design, decision making and problem solving activities in today’s organisational environment. The case studies are selected to reflect the specific needs of your programme or module of study.
Learning alongside other students Throughout your time with us you will be working alongside fellow students from a wide range of cultural and geographical backgrounds. This is a powerful resource and we are particularly keen to encourage you to set up learning networks with other students that may extend beyond the time of your study at Southampton. You will be expected to learn to communicate with each other as well as your lecturers in a variety of contexts. During group lectures you may be given the opportunity to discuss a specific problem or complete a task in small groups, often with people who are sitting alongside you. The possible answers would be shared
by the group as guided by your teacher. You will be an ‘active’ learner through taking part in small group discussions and offering your views on many occasions.
E-learning E-learning facilities are provided through a learning environment called ‘Blackboard’ which enables access to many additional resources and supporting learning materials. The School also provides a dedicated website
with links for online learning support.
Student Support Service for Learning We will help support your learning needs throughout your time of study. We will provide an induction programme as well as individual support in study skills, where appropriate. You will also be allocated a personal tutor to support your academic development.
Each of your taught modules will normally be assessed by one or two assignments totalling the equivalent of 4000 words. You will be required to demonstrate your knowledge and understanding of a range of key educational concepts in conjunction with an appreciation of how such concepts may be integrated with practice. Assessment methods may include:
- Oral/electronic presentations
- Authored materials (e.g. an audio of video podcast, a learning resource or educational game)
- Artefacts.(e.g. the application of specified learning outcomes in relation to selected learning objects e.g. photographs, costume, uniform, video, puppets, plus Religious items such as Kara bangle, Kangha comb etc.).