September 2022

Chaplaincy MA

Master's Degree, Postgraduate, September 2022

chaplaincy lecturer talking to student

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Entry Requirements

You will normally need a good undergraduate degree or equivalent or substantial experiential learning and demonstrate the ability to study at postgraduate level.

You will normally be working as a chaplain or similar in a paid or voluntary capacity for the equivalent of 2 sessions a week for each of the modules. One of your referees will need to be a person with direct experience of your practice, ideally also a chaplain.  We will discuss your experience at interview.   All applicants will be interviewed in person or over zoom, you will have the opportunity to ask questions and meet one of the teaching team.

If you have any questions regarding entry onto this course please contact

Margaret Holland – Chaplain m.holland@newman.ac.uk

or Sally Nash – course tutor sally.nash@newman.ac.uk

or our friendly and helpful admissions team via our Admissions Enquiry Form

Course Fees

Total Course Fee UK Students:

£6,000* (in total for whole programme) = £2000 per year

Course fee’s for September 2023 TBC.

*Fees shown are for 2022/23 academic year. The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, on enrolment and in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Modules

Please note that the module allocations below relate to students studying the main Chaplaincy route. Students studying the Paediatric and Maternity Chaplaincy route, will study Year 1 modules across their first two years. Year 2 modules will be studied in their third year, and Year 3 modules will be studied in their final forth year.

  1. This module will enable students to explore the principles and practices found in a range of Chaplaincy contexts.  Students will enhance and analyse their own pastoral care skills and knowledge needed to be an effective Chaplain. Critically reflecting on their own values, faith and work context, students will examine the skills needed in the areas of chaplaincy and pastoral care and critique and articulate their own faith tradition in response to this.
  2. The module will enable students to gain a critical understanding of the concepts of spirituality and faith development in contemporary society. A range of models of spirituality will be covered, which will be drawn from the experience of the students and the rich traditions within the faith communities. There will be the opportunity to analyse important theories of the faith development, and to consider some of the issues and trends in faith and spirituality which may particularly affect people today.
  3. The module will enable students to analyse and critique the links between theory and context through experiential learning and supervised practice. They will develop and sustain an attitude of reflective attentiveness to self, the world, and their professional practice.
  1. This module will allow students to engage critically in some of the contexts of the communities they serve. They will apply theories from the sociology of religion and applications of public and practical theology as well as other academic fields in ways that support reflection on their community. Students will be able to demonstrate an ability to evaluate and analyse the diversity of faith, its expressions, and cultural perceptions.
  2. This module will give students the opportunity to engage with different conceptions of humanness and reflect on their ethical and theological implications and how these relate to practice. Through a consideration of twenty-first century challenges to humanness, for example from artificial intelligence, and from a consideration of non-normative human perspectives (for example those from feminist, queer, postcolonial, disability and death studies), students will be encouraged to develop their own theological anthropology, attentive to its implications for religious beliefs about salvation, human purpose, enhancement, relationality, and death.
  1. This taught module can be approached as a stand-alone module or as the first part of a larger capstone project leading into Applied Practice Project 2. Students can decide on their approach as they progress through Applied Practice Project 1.   In this module, students will pursue either a research or work-based learning project. In both cases, students will be required to consider the parameters of the project; ethics; audience, stakeholders and/or partners; communication and delivery; outcomes and impact. Students may work individually or collaboratively. Students undertaking research projects will use a portion of the contact hours as research while students undertaking a work-based learning project can use this time for their work-related experience. The assessment for this module will be negotiated in the light of students’ individual projects.   All students will also submit a proposal for their Applied Practice Project 2 using the skills developed during this module. Students have the option to continue their work from Applied Practice Project 1 or propose a new project. Whether students have chosen to continue with their Applied Practice Project 1 or begin a new project, they should articulate how Applied Practice Project 2 will build on the work and skills they have already been developing on this module.
  2. This project module can be approached as a stand-alone module or as the second part of a larger capstone project leading on from Applied Practice Project 1 Students can decide on their approach as they progress through Applied Practice Project 2. This module is student-led. Students will have articulated in their Applied Practice Project 1 proposals their plans for Applied Practice Project 2 and how it builds on the work and skills already developed in Applied Practice Project 1 For this module, the final project can be a combination of the following, but must include both a practical and reflective element: