University of London External Programme
MA degree Applied Educational Leadership and Management
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
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.
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
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
• 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
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
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.
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
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
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.
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.