ma_aelm_ps06_07 by pengtt


									                University of London External Programme

    MA degree Applied Educational Leadership and Management
                    Programme Specification

    General Information
Programme title              Applied Educational Leadership and Management
Final award                  ‘Master of Arts
FHEQ level of final award    Master ‘M’ Level
Associated Programmes        Postgraduate Diploma and Postgraduate Certificate and certificate of
(including short courses)    achievement for single module.
FHEQ level of associated     Master ‘M’ Level
Awarding body                University of London
Lead College                 Institute of Education
Programme Director           Dr Marianne Crawford until Jan 06, and then Dr Megan Crawford
Mode of study                Distance learning using VLE
Programme accredited by      N/A
Programme started            2003/04
Study year start date        September
Relevant QAA subject         None
Registration period          Minimum: Postgraduate certificate: 1 year
(minimum/maximum)            Postgraduate Diploma: 2 years
                             MA degree: 3 years
Average time to graduation   Not known yet
Teaching Institution         No
attendance required?

     Admissions Details
Intake (quota)               Min 8 max 70 per module and overall
Admission requirements –     MA: Either:
general entrance             a) A second class honours degree in Education from a university or other
                             institution acceptable to the University of London.
requirements, programme      Or b) A second class honours degree in an appropriate subject from a
specific entrance            university or other institution acceptable to the University of London and/or
requirements                 an equivalent professional qualification such as a PGCE, CIPD, training
                             qualification, TEFL or ESOL qualification, health qualification (e.g.
                             qualified nurse or other health worker), or an equivalent professional
                             qualification acceptable to the University of London, together with at least
                             two years relevant experience.
Possible exemptions                  NPQH exemption from one unspecified optional module from the PG Dip
                                     or the MA.
 Exemptions are given to students
 who have qualifications from
 outside the University of
 London; students will be exempt
 from subjects but no mark will

 There is currently a limit on the
 number of exemptions that can
 be awarded - up to one third of a

Credit and                           Applications for credit from students and graduates of the University of
transfer/progression                 London will be considered on a discretionary basis.

 Credits are given to students
 who have University of London
 qualifications; students can be
 credited with the same or
 equivalent subject previously
 passed and the mark they
 achieved will carry.

   Programme Outcomes
Distinctive features of the          Blend of research, practice and reflection on practice.
Possible routes to further           Completion of the MA enables application for doctoral work
Possible graduate                    NA, except for progression to doctoral work
employment routes

  Programme content and
Learning aims, objectives            Formal course aims:
and intended outcomes
                                     Through this course we aim to:
                                           • Equip participants with a body of knowledge that will improve
                                               their understanding of educational management and leadership
                                               in educational systems and institutions, particularly schools
                                           • Enable participants to reflect critically on key areas of theory,
                                               empirical research and values underpinning educational
                                               management and leadership.
                                           • Enable participants to apply key theory and research findings to
                                               their own working environment
                                           • Enable participants to analyse and reflect critically on the policy
                                               context as it impacts on educational leadership and management
                                           • Enable participants to explore ways in which educational
                                               management and leadership can contribute to the improvement
                                          of educational systems and institutions and to the quality of
                                          teaching and learning
                                     •    Foster reflection on practice throughout the course and
                                          particularly through engagement with other course participants.

                               Expected learning outcomes
                               Each module will have its own learning objectives but overall, by the end
                               of the course, you should:
                                    • Have acquired knowledge and a reflective understanding of key
                                         principles of educational management and leadership in
                                         educational systems and institutions, particularly schools
                                    • Have reflected critically on, and applied key concepts, analytical
                                         frameworks and selected research findings in relation to
                                         management and leadership issues in your own and other people’s
                                         work place
                                    • Be able to analyse and synthesise key concepts and frameworks
                                         derived from the academic and professional literature on
                                         educational management and leadership
                                    • Have carried out research related to your professional practice
                                    • Have developed a critical understanding of aspects of the policy
                                         context relating to educational leadership and management
                                    • Have considered how to develop strategies to improve educational
                                         organisations and reflected on the values that underpin them.
                                    • Have a greater appreciation of our own and colleagues’ continuing
                                         professional development needs.
Learning and Teaching          Learning is facilitated through the Virtual Learning Environment which
methods, including support,    incorporates focused conferencing and work spaces linked to specific
                               activities with each module, informal discussion areas, online learner
guidance, materials provided   support and links to online resources including the Virtual Library.
and study requirements         Support offered through a team of tutors.
Programme structure            MA: consists of five modules – two compulsory core module, two modules
                               from a list of options plus a compulsory research report (dissertation).

                               In any one year, a student registered for the MA, PG Dip or PG Cert may
                               attempt a minimum of one module and a maximum of two, excluding re-
                               Leading and managing educational change and improvement (919760010)
                                This module introduces some of the basic theories relating to leadership
                                and management in educational settings and considers how they might
                                work in a range of situations and national cultures. Students are alerted to
                                the 'Western' nature of leadership and management theory. The individual
                                organisation is looked at from the point of view of its structures, its own
                                institutional culture and the way power is distributed. The implications of
                                the changing division and allocation of power between national and
                                regional government and the individual educational institution are
                                considered. Educational improvement and change along with institutional
                                effectiveness are key themes in this course and they are introduced in this
                                module along with the related concept of evaluation.

                               Leadership for the learning community (919760020)
                               This module starts by considering the question: what do we mean by
                               learning? It then goes on to consider the implications for leaders and
                               managers if they are to promote effective learning and the role of the
                               wider community in supporting and enabling learning. The role of the staff
                               within a school, college or educational system is key to success, and this
                               module considers two ways in which human resource management links to
                               learning and the implications of this for leaders and managers. The
                               importance of continuing professional development for staff and the
support and growth of learning communities is stressed. Finally the
module considers the importance of practitioners both using available
research evidence and data from outside and from inside the institution
and system.

Financial and resource management in educational contexts (919760030)
First, this module considers the educational organisation as an open system
and the role of financial and resource management within it. Key principles
that are considered include those of efficiency and equity, particularly how
they can be put into operation. Attention is given to sources of finance both
private and public and the way in which finance is administered in
decentralised school systems. Theories relating to costs and to funding are
covered including the allocation of resources. Budget planning is
considered in relation to strategic management and budget preparation
including planning using spreadsheets is covered along with financial
control and monitoring. The module ends with an assessment of the linkage
between finance and educational outcomes – an overview of key issues,
methods and research evidence.

Developing leadership and management skills and insights (919760040)
This module develops in more detail the skills and insights arising from the
theories and practice presented in the core modules. In particular, this
includes development of leadership and management styles in relation to
teams, team building and leading teams; running and attending meetings;
decision-making in organizations; working with stakeholders; managing
conflict and communication styles. Issues of motivation and delegation first
introduced in module 2 will be developed further and some of the ideas
relating to continuing professional development will be re-visited and
explored in more detail. The module investigates the key issues for
managers of stress and time management and ends with an examination of
action planning.

Exploring educational policy (919760050)
This module helps to place the school and college in the context of
education policy, considering how policy is made at local, national and
international levels. It will consider trends and influences on policy-making
and implementation, including: globalisation and national economies,
central-local relations, relationships with ‘partners’, markets, bureaucracies
and networks as methods of co-ordinating policy and practice in education
systems. Particular attention will be paid to entitlement and access to
education, including issues of gender, race, religion and disability and the
balance to be struck between basic, vocational and ‘elite’ academic
education and links with economic development and workforce planning.
Finally students will be introduced to conducting a social justice audit.

Values, vision and moral purpose in educational leadership (919760060)
This module focuses on values, vision and moral purpose in educational
leadership and therefore examines the ethics of management and leadership
in an educational context looking at the demands of competing ethical
systems and at how ethical leadership can be developed. Visions and
missions of educational leaders are related to strategy and management
structures and processes in the organisation. Schools are considered as
moral communities and the ways in which moral integrity can be monitored
and evaluated are considered. The importance of organisational culture,
climate and ethos are examined and differentiated and related to the role of
leadership and to change and improvement.

Dissertation (919760200)
MA degree students only
                                Students will be given guidance and further reading on basic research
                                approaches and tools, and will be expected, where possible to conduct a
                                small research project in their own work environment. The project is likely
                                to be based on the investigation of a leadership or management issue
                                leading to recommendations for improvement and action. The investigation
                                could take the form of empirical research or it could be based on desk
                                research making use of already available data. Students will be required to
                                undertake a research methods component which will incorporate
                                dissertation guidance and research methods training. The outcome of the
                                research methods component will be a proposal for the dissertation. The
                                dissertation will receive formative feedback for development of the
                                dissertation project.
Programme Regulations           Refer to regulations for the MA degree, Postgraduate diploma and
                                postgraduate certificate in Applied Educational Leadership and
Assessment methods,             Assessment varies from module to module but will typically be one three
including proportion of         hour written paper (86%) and an assignment (14%) The Dissertation is
                                15,000 words (excluding references and appendices).
different methods used          The overall weighting for the assessment of the MA degree of written paper
                                to coursework is 60:40.
Marking scheme and              The MA and postgraduate diploma or postgraduate certificate is normally
classification criteria         given on the basis of students achieving marks within the appropriate range
                                in each module, Examiners have complete discretion to take into account
                                the student’s overall performance.

                                MA and Postgraduate diploma and Postgraduate Certificate: A (distinction)
                                B C Pass, D Fail
Estimated study hours           Each module represents 200 hours of study time overall. (Dissertation = 2
overall                         modules)
Intellectual development        Throughout the course, the students develop skills in critical analysis by
(rationale of progression       working in online groups and producing summaries of discussions. They
                                write assignments that integrate analysis and practice, and develop the
through course)                 ability through this to reflect critically on their own management and
                                leadership skills. The dissertation offers an opportunity to bring this all
                                together in a focussed research project in the final year.

     Quality Assurance
Particular indicators of        Mixture of assessment methods
quality                         Activities in a VLE
Methods for assuring,           The University of London statute 66 (2), states that: ‘Candidates granted
evaluating and improving        degrees and other awards shall have attained the same academic standard
                                irrespective of mode or place of study or examination.’ Degrees and
quality and standards of this   Diplomas awarded to External students are, therefore, examined to the
programme                       same standard as those granted to Internal students of the University.
                                In support of this statute, the External Programme and individual Lead
                                Colleges share responsibility for ensuring the quality of External provision.
                                The Quality Assurance Framework for the External Programme defines this
                                shared responsibility and covers areas including:
                                The bidding process
                                External programmes must undergo validation & approval under Lead
                                College mechanisms and with reference to national QAA benchmark
                                Student and programme management
                                This includes the admission, registration and progression of students,
                                establishment of assessment procedures and appointment of boards of
                          System wide matters
                          Academic policy and development is the responsibility of the External
                          System Lead Colleges Committee, the membership of which is made up of
                          representatives of all the Lead Colleges at Vice-Principal level. The
                          qualifications framework for External programmes outlines the different
                          levels of undergraduate and postgraduate study and the awards which may
                          be made to External students.
                          Systematic reporting and the review process
                          External Examiners make annual reports on assessment procedures and
                          standards set and achieved. Annual Programme Reports provide annual
                          summaries of programme information. These reports are considered and
                          acted on as part of an annual review process.
Programme                 Programme approved through the IOE quality assurance boards
Appointment of external   External Examiners for External Programmes are nominated and appointed
examiners                 by the Lead College or Consortium, using approval processes which are
                          parallel with those used for the appointment of External Examiners to
                          Boards of Examiners assessing College-based students.
Student feedback          Students complete module evaluations and each is kept informed of student
mechanisms                body overall views. A student representative feeds back student views to
                          the Leadership and Management Course Team meetings.

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