Education | MA | University of Lincoln

Welcome to MA Education

The MA Education offers practicing and aspiring educators opportunities to learn, apply and produce critical knowledge in the interdisciplinary field of Education, and to use this to inform and transform future educational practice, theory, policy and institutions.

The programme provides a coherent and flexible postgraduate degree that furthers existing critical understanding of practice and allows aspiring educators to deepen their knowledge of education. On completion, students will have gained both a broader and deeper understanding of the academic study of education and its relevance to their own experience. Furthermore, they will have gained the knowledge, skills and confidence to undertake further critical, reflexive, and sensitive research in the field of education and more broadly in the social sciences.

The programme is designed around three core modules and two optional modules. The core modules aim to support students in identifying their specific research questions through a critical review of the literature; develop the requisite knowledge, understanding and practical skills in appropriate re-search methods; and produce a compelling piece of advanced research. Optional modules allow students to deepen their existing subject knowledge and/or broaden their understanding of the study of education.

Research Areas, Projects and Topics

Studying in the School of Education offers many opportunities to learn from experienced researchers and be part of exciting new research projects that aim to challenge and improve current educational thinking and practice. The School’s research areas include:

Educational leadership and management
Professional learning and professional development
Education policy
Higher education pedagogy and practice
Teacher recruitment and retention
STEM education
Education and social justice
Applied linguistics and education

The School of Education founded and leads the Lincolnshire Learning Lab, a research group set up to bring academic rigour and evidence-based research into the classroom by engaging the three key stakeholders – teachers, academics, and those who are involved or interested in the education system such as parents or educatonal consultants.

More about the areas of research being undertaken by academic staff within the School of Education can be found here.

Fees and Funding

For eligible students, there are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, UK students can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Programme Fees

Career and Personal Development

The MA Education is a flexible postgraduate degree programme that aims to further existing educators' critical understanding of their practice and allows aspiring educators the opportunity to deepen their knowledge of education in preparation for a career in education or further doctoral research.

How You Study

All students are expected to attend the scheduled teaching on the programme. This takes place on a weekly basis for each module and is attended in person/face-to-face. Upon request, these seminars are also available as webinars using the Virtual Learning Environment (VLE) and learning management system (Blackboard). Blackboard provides students with access to a range of structured resources, including many digitised texts and key readings. It is also used more interactively, as a means of extending the dialogues that are seen as crucial to students' learning.

An Introduction to Your Modules

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Critical Engagement with Educational Literature 2023-24EDM9780MLevel 72023-24In this module, students can develop their skills of identifying, searching, critically evaluating and synthesising academic literature, as well as the skills needed to understand and apply this knowledge to developing their own research. The module focuses on critically evaluating research literature in various areas of educational studies and around students' area of research in particular. The module is intended to help students focus on their study and situate it within the wider field of educational research.CoreDissertation (Education) 2023-24EDM9781MLevel 72023-24CoreResearch Methods (Education) 2023-24EDM9784MLevel 72023-24This module aims to provide students with the necessary skills and knowledge of educational research in preparation for their postgraduate research which is the final part of the Master's in Education Programme. The module introduces students to research methodologies and methods of conducting empirical social research in the field of education and the challenges associated with it.CoreBullying in Educational Settings 2023-24EDM9807MLevel 72023-24 This module takes an in-depth view into school bullying dynamics and evidence-based practice that seeks to address said phenomenon. Causes and consequences of bullying, types of bullying, different roles students and staff play, and cultural considerations will be examined. Students will be expected to engage with literature, actively engage in discussions, and to take into consideration different aspects of bullying-related situations to come up with potential solutions. At the end of the module students will have a good understanding of the inner workings of bullying situations, how to support students, and available resources to address bullying.OptionalEducation and Social Justice 2023-24EDM9172MLevel 72023-24This course explores the relationship between social justice and education. It introduces conceptual tools for identifying and challenging injustices in educational contexts, and strategies for developing knowledge, methods and skills for creating social just learning practices and environments. Education is a powerful activity and institution. Its importance lies not only in its centrality to national and international policy, but in the widely held belief that education has the capacity to liberate individuals, advance social flourishing and equality, and enable meaningful participation in social and political life. Yet educational practices and systems can also disempower people, reproduce structures of inequality and perpetuate discriminatory and oppressive social relationships. Making sense of the complex relationship between education and social justice is therefore an essential capability for educators. This course aims to provide students with resources to critically assess the personal, social and political implications of diverse educational theories, practices, policies and institutions, and to cultivate practices which promote social justice in your own context. Themes may include theories of social justice in education; the politics of educational policy and reform; the relationship between education, state, market, family, work and social movements; decolonisation; identity politics and intersectionality; and approaches to social justice in pedagogy, curriculum and educational governance.OptionalEducation Practice-Based Project 2023-24EDM9808MLevel 72023-24OptionalEducational leadership and management: theory and practice 2023-24EDM9187MLevel 72023-24This module will explore educational management and leadership with particular reference to the organisational and operational aspects of educational institutions. It is divided into three related parts. The first part analyses the organisation, structure and culture of educational institutions drawing upon organisational theory, cultural analysis and the use of metaphor. The second part explore the nature of leadership in educational institutions, a complex and contested concept. Particular emphasis is placed on transactional, transformational and constructivist leadership and leadership for learning. The third part provides an opportunity to critically consider some key issues in educational leadership and management including the nature of learning organisations, leadership for professional development and leading educational settings in challenging circumstances. This module also is approved to be delivered as a standalone short course.OptionalEducational Policy Making: Global Perspectives 2023-24EDM9782MLevel 72023-24OptionalLanguage and Education 2023-24EDM9788MLevel 72023-24This module examines the role of language(s) in education. Students will explore a series of topics across the module and will reflect on their own experiences of education and how these issues apply. Through this, they will develop a critical understanding of the central role of language(s) in education and the potential (and varied) impact of linguistic issues such as: endorsing multilingualism, linguistic hegemony and sexism in language, for example. Students will also be asked to apply their knowledge to a specific setting and experience the complexity involved in making decisions about language(s) in education. Students own linguistic experiences will be drawn on as they become critical, language-aware scholars of education across this inter-disciplinary moduleOptionalMentoring and Coaching in Education 2023-24EDM9783MLevel 72023-24This module is designed to provide students with core knowledge, understanding and skills of mentoring and coaching within an educational context. Mentoring and coaching in education explores, critiques, and critically evaluates key concepts, theories, practices, models, frameworks, and approaches to mentoring and coaching. Students will develop a deeper understanding of mentoring and coaching in education through a critical review and critique of the literature, and an evaluation of the empirical and practice-based research. The students will develop insights into the issues, challenges, and research evidence-base of mentoring and coaching in enhancing professional practice. Students will be supported in developing their professional practice and deepening their skills through critical reflections, interactive seminars, critical writing and debating a repertoire of mentoring and coaching models, theories, programs, and frameworks. The module will investigate the research evidence-base of mentoring and coaching in education with a particular focus on impacts and outcomes for participants and organisations.OptionalSpecial Educational Needs and Disability 2023-24EDM9785MLevel 72023-24Students will focus on critically exploring issues related to policy and practice for SEND in both primary and secondary schools and the materials studied can be extended to an adult population. The module also reflects on international initiative and explore the impact that they have on current policy.OptionalSTEM Education 2023-24EDM9786MLevel 72023-24This module will reflect the dynamics of STEM education in the modern world, enabling students to reflect on changing theories and practices in STEM in educational settings. It will critically examine STEM education and the part it plays within educational settings, including schools and informal learning environments. Students will have the opportunity to analyse particular areas of STEM education in depth that will allow them to reflect and consider the implications of theory on practice. The module will offer students the opportunity to examine historical and political aspects of STEM education through literature and practice.Optional

How you are assessed

Assessment is through written assignments, portfolios, and presentations. Students also receive feedback on their work from teaching staff and their tutor, as well as receiving grades to mark their progress through the curricula. In addition, students should expect to participate in formative peer review of each other's ideas and work through-out the programme via active group discussion and a variety of presentation methods (e.g. annual student presentations/conference and poster sessions).

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly - usually within 15 working days of the submission date.

Entry Requirements 2023-24

First or second class honours degree or equivalent qualification.

Prior credits earned through a Postgraduate Certificate in Education (PGCE) may count towards this degree. Contact the School of Education to speak to an advisor about Accreditation of Prior Learning.

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.

Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/.

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-session English and Academic Study Skills courses. https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/pre-sessionalenglishandacademicstudyskills/ . These specialist courses are designed to help students meet the English language requirements for their intended programme of study.

Dr Nikolaos Fotou - Programme Leader

Dr Nikolaos Fotou has studied Physics at University of Crete in Greece and obtained his MA and PhD degrees in Science Education at the University of Leeds. He has taught from primary, secondary and tertiary education in Greece to undergraduate and postgraduate programmes in Ireland and the UK. His subject specialisms include: Nature of students' knowledge, analogical reasoning, students' misconceptions, the use of ICT in education and the effectiveness of practical work in secondary and tertiary science education.

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Key Information

MA Education