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1 year

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2 years

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School

School of Education

Campus

Brayford Pool

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Course Code

EDMEDMMA

Key Information

Full-time

1 year

Part-time

2 years

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School

School of Education

Campus

Brayford Pool

Validation Status

Validated

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Course Code

EDMEDMMA

MA Education MA Education

The School of Education is a vibrant and intellectually stimulating environment in which staff have developed national and international reputations in their areas of expertise.

Key Information

Full-time

1 year

Part-time

2 years

Typical Offer

View

School

School of Education

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDMEDMMA

Key Information

Full-time

1 year

Part-time

2 years

Typical Offer

View

School

School of Education

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDMEDMMA

Select Year of Entry

Welcome to MA Education

The MA Education offers practising and aspiring educators the opportunity to learn, apply, and produce critical knowledge in the interdisciplinary field of Education, with the aim of enabling them to use this to inform and transform future educational practice, theory, policy, and institutions.

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; developing the requisite knowledge, understanding, and practical skills in appropriate research methods; and produce a compelling piece of advanced research. Optional modules allow students to deepen their existing subject knowledge and broaden their appreciation of the study of education.

The MA in Education is a programme of advanced study for those who wanting to deepen their knowledge of education in general, and for those who wish to make connections between educational practice, theory, and research.

Welcome to MA Education

The MA Education offers practising and aspiring educators the opportunity to learn, apply, and produce critical knowledge in the interdisciplinary field of Education, with the aim of enabling them to use this to inform and transform future educational practice, theory, policy, and institutions.

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; developing the requisite knowledge, understanding, and practical skills in appropriate research methods; and produce a compelling piece of advanced research. Optional modules allow students to deepen their existing subject knowledge and broaden their appreciation of the study of education.

The MA in Education is a programme of advanced study for those who wanting to deepen their knowledge of education in general, and for those who wish to make connections between educational practice, theory, and research.

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 engages some of the most pressing debates in the field today, including:

  • Projects on multimodal, practical and performative learning among children
  • Studies on safeguarding academic freedom in European and African universities
  • Research into the development of co-operative educational leadership
  • Inquiries into teachers’ agency and professional identities
  • Evaluations of pedagogy
  • Critical theories of educational marketisation.

The School has two research groups - the Science and Technology Education Group and Research in Critical Education Studies (RiCES).

Fees and Scholarships

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

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, you 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.

Course-Specific Additional Costs

All students are expected to attend scheduled teaching on the programme this takes place in Lincoln (UK) at two weekend study schools (Friday - Sunday in October and February) and one week-long study school (Monday - Friday in July). Please note that students will be responsible their own travel, accommodation, and general living expenses while attending scheduled teaching.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

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, you 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.

Course-Specific Additional Costs

All students are expected to attend scheduled teaching on the programme this takes place in Lincoln (UK) at two weekend study schools (Friday - Sunday in October and February) and one week-long study school (Monday - Friday in July). Please note that students will be responsible their own travel, accommodation, and general living expenses while attending scheduled teaching.

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 scheduled teaching on the programme. This takes place at two weekend study schools (Friday - Sunday in October and February) and one week-long study school (Monday - Friday in July).

Study schools include lectures, student presentations, seminars, visiting speakers, and workshops. An emphasis throughout is placed on encouraging students to share and discuss their own work, and to provide structured activities that build on students research interests, and those of academic staff. Study Schools are attended by all postgraduate and research students in the School of Education and offer an intensive, friendly, and energising experience for everyone involved.

Between study schools, fortnightly seminars are held for each module. These may be attended in person or remotely. These seminars are also available as recorded 'webinars' through the Universitys virtual learning environment 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.

Programme Structure

Core modules:

- Critical Engagement with Educational Literature
- Research Methods
- Dissertation

Optional modules (students select two):

- Education and Social Justice
- Educational Leadership and Management: Theory and Practice
- Language and Education
- Special Educational Needs and Disability
- Mentoring and Coaching for Educational Professionals

Contact Hours and Independent Study

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour spent in class, students are expected to spend at least two to three hours in independent study. For more detailed information specific to this course please contact the Programme Leader.

How You Study

All students are expected to attend scheduled teaching on the programme. This takes place at two weekend study schools (Friday - Sunday in October and February) and one week-long study school (Monday - Friday in July).

Study schools include lectures, student presentations, seminars, visiting speakers, and workshops. An emphasis throughout is placed on encouraging students to share and discuss their own work, and to provide structured activities that build on students research interests, and those of academic staff. Study Schools are attended by all postgraduate and research students in the School of Education and offer an intensive, friendly, and energising experience for everyone involved.

Between study schools, fortnightly sem-inars are held for each module. These may be attended in person or remotely. These seminars are also available as webinars using the Virtual Learning En-vironment (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.

Programme Structure

Core modules:

- Critical Engagement with Educational Literature
- Research Methods
- Dissertation

Optional modules (students select two):

- Education and Social Justice
- Educational Leadership and Management: Theory and Practice
- Language and Education
- Special Educational Needs and Disability
- Mentoring and Coaching for Educational Professionals

Contact Hours and Independent Study

Due to the nature of this programme weekly contact hours may vary. Postgraduate level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour spent in class, students are expected to spend at least two to three - five hours in independent study. For more detailed information specific to this course please contact the Programme Leader.

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 2021-22EDM9780MLevel 72021-22In 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) 2021-22EDM9781MLevel 72021-22The dissertation enables students to undertake an in-depth, independent, and sustained study and presentation of a topic of their choosing in Education. It includes the conceptualisation, design, conduct, analysis, and written and oral or visual presentation of a substantial research project. The aim of the module is to support students through a process of extended scholarly research and to develop their capabilities as fully independent and critical social researchers.CoreResearch Methods (Education) 2021-22EDM9784MLevel 72021-22This module is designed to introduce the key features and processes of conducting postgraduate standard research using quantitative and qualitative methods. The module introduces the main instruments used for data collection and discusses their ability to produce a desired result in a range of contexts. The module considers practical issues of instrument design and implementation, coupled with wider questions of sampling. A strong emphasis is placed on methods of data analysis and identifying the relationships and processes by which students progress from data collection and the handling of raw data through to the high quality testing/generating theory that is a feature of postgraduate-level work.CoreEducation and Social Justice 2021-22EDM9172MLevel 72021-22This course explores the relationship between education and social justice. 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 you 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 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; the dynamics of gender, race, class, sexuality, disability and geography in education; and approaches to social justice in pedagogy, curriculum and educational governance.OptionalEducational leadership and management: theory and practice 2021-22EDM9187MLevel 72021-22This 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 schools in challenging circumstances. This module also is approved to be delivered as a standalone short course.OptionalEducational Policy Making: Global Perspectives 2021-22EDM9782MLevel 72021-22OptionalLanguage and Education 2021-22EDM9788MLevel 72021-22This module provides the opportunity for students to look at both language education and language in education from a multidisciplinary perspective. Policy, practice and research relating to language teaching and use will be examined in reference to social, political and educational climates. The module covers a number of different aspects of language teaching, including pupils using English as an Additional Language (EAL), foreign language learning in schools, global and local multilingualism and bilingualism. Students awareness of language attitudes and ideologies and the role education plays in establishing and reproducing these will also be developed. In addition, students will engage with research relating to language acquisition, bilingualism and bilingual education and consider how these relate to a UK-specific language context.OptionalMentoring and Coaching for Educational Professionals 2021-22EDM9783MLevel 72021-22This module is designed to provide participants with core knowledge, understanding, and skills of mentoring and coaching and their application within an educational context. It aims to provide participants with personal and professional development as it explores and critiques and critically evaluates key concepts, theories, practices, models, frameworks, and approaches to mentoring and coaching in education. Participants can develop a deeper understanding of the role of the mentor, the skills and understanding that is required to meet the challenges of mentoring, the importance of supporting the learning of mentees, and mentoring to enhance professional practice. Through structured experiences and interactive workshops mentoring and coaching can be practised and reflected upon in the light of empirical and practice-based research evidence as well as participants own learning.OptionalSpecial Educational Needs and Disability 2021-22EDM9785MLevel 72021-22Special Educational Needs and Disability is specifically designed to support the needs of students interested in careers in education, including practicing teachers, Special Educational Needs Coordinators, and educational researchers. This module encourages students to critically explore issues related to policy and practice for children with additional needs. A key feature of the module is that it draws on the implications of policy to practice and aims to increase awareness of how practice can be adapted to support the diverse needs that children can have. The module focuses on supporting additional needs in both primary and secondary schools but the materials studied can be extended to an adult population. We also reflect on international initiatives and explore the impact they have on current policy.OptionalSTEM Education 2021-22EDM9786MLevel 72021-22OptionalThe Art and Craft of Social Theory 2021-22EDM9793MLevel 72021-22How is theory created? What practical purpose does it serve? How do we actually go about crafting a useful theory in social research? The Art and Craft of Social Theory focuses on the work of theorising, i.e. the creation and application of theory to the social world. The module is not simply a survey of existing social theory but is more concerned with the intellectual and creative aspects of theorising. We will be guided by the work of the few authors who have written about the process of creating new social theories. Existing theory will also be examined for the purposes of understanding how it was created and applied. This optional module should appeal to students who want to overcome a fear of engaging with social theory, as well as students who already have a love of theory.Optional

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 2022-23EDM9780MLevel 72022-23In 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) 2022-23EDM9781MLevel 72022-23CoreResearch Methods (Education) 2022-23EDM9784MLevel 72022-23CoreEducation and Social Justice 2022-23EDM9172MLevel 72022-23This course explores the relationship between education and social justice. 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 you 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 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; the dynamics of gender, race, class, sexuality, disability and geography in education; and approaches to social justice in pedagogy, curriculum and educational governance.OptionalEducational leadership and management: theory and practice 2022-23EDM9187MLevel 72022-23This 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 schools in challenging circumstances. This module also is approved to be delivered as a standalone short course.OptionalEducational Policy Making: Global Perspectives 2022-23EDM9782MLevel 72022-23OptionalLanguage and Education 2022-23EDM9788MLevel 72022-23This module provides the opportunity for students to look at both language education and language in education from a multidisciplinary perspective. Policy, practice and research relating to language teaching and use will be examined in reference to social, political and educational climates. The module covers a number of different aspects of language teaching, including pupils using English as an Additional Language (EAL), foreign language learning in schools, global and local multilingualism and bilingualism. Students awareness of language attitudes and ideologies and the role education plays in establishing and reproducing these will also be developed. In addition, students will engage with research relating to language acquisition, bilingualism and bilingual education and consider how these relate to a UK-specific language context.OptionalMentoring and Coaching for Educational Professionals 2022-23EDM9783MLevel 72022-23This module is designed to provide participants with core knowledge, understanding, and skills of mentoring and coaching and their application within an educational context. It aims to provide participants with personal and professional development as it explores and critiques and critically evaluates key concepts, theories, practices, models, frameworks, and approaches to mentoring and coaching in education. Participants can develop a deeper understanding of the role of the mentor, the skills and understanding that is required to meet the challenges of mentoring, the importance of supporting the learning of mentees, and mentoring to enhance professional practice. Through structured experiences and interactive workshops mentoring and coaching can be practised and reflected upon in the light of empirical and practice-based research evidence as well as participants own learning.OptionalSpecial Educational Needs and Disability 2022-23EDM9785MLevel 72022-23OptionalSTEM Education 2022-23EDM9786MLevel 72022-23OptionalThe Art and Craft of Social Theory 2022-23EDM9793MLevel 72022-23How is theory created? What practical purpose does it serve? How do we actually go about crafting a useful theory in social research? The Art and Craft of Social Theory focuses on the work of theorising, i.e. the creation and application of theory to the social world. The module is not simply a survey of existing social theory but is more concerned with the intellectual and creative aspects of theorising. We will be guided by the work of the few authors who have written about the process of creating new social theories. Existing theory will also be examined for the purposes of understanding how it was created and applied. This optional module should appeal to students who want to overcome a fear of engaging with social theory, as well as students who already have a love of theory.Optional

How you are assessed

Assessment is through written assignments, portfolios, and presentations. Students also receive regular 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 others ideas and work throughout the programme via active group discussion and a variety of presentation methods (e.g. annual student conference presentations, poster sessions, 'PechaKucha' 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.

Assessment is through written assignments, portfolios, and presentations. Students also receive regular 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 others ideas and work throughout the programme via active group discussion and a variety of presentation methods (e.g. annual student conference presentations, poster sessions, 'PechaKucha' 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.

January/February Applications

Please note that International applications for the January/February 2022 intake have now closed. Places are still open for October 2022.

Entry Requirements 2021-22

First or second class honours degree or equivalent qualification.

Relevant professional experience is considered. 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.

January/February Applications

Please note that International applications for the January/February 2022 intake have now closed. Places are still open for October 2022.

Entry Requirements 2022-23

First or second class honours degree or equivalent qualification.

Relevant professional experience is considered. 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 - 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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Prioritising Face-to-Face Teaching

At Lincoln, we strive to make sure our student experience is engaging, supportive, and academically challenging. That is why, in response to the issues presented by the Covid-19 pandemic, we have been prioritising face-to-face teaching sessions for our new and returning students in areas where they are the most valuable, such as seminars, tutorials, workshops, and lab and practical sessions. Additional online opportunities have been introduced where they support learning and have been shown to be successful and popular with our current students.

Safety remains a key focus. We are fully prepared to adapt our plans if changes in Government guidance makes this necessary, and we will endeavour to keep current and prospective students informed. For more information about how we are working to keep our community safe, please visit our coronavirus web pages.

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.