January 2025

Education MA Online

Master's Degree, January 2025

The MA Education offered by Birmingham Newman University is designed for teachers, lecturers and other professionals who work in educational and allied settings. It affords professionals the opportunity to reflect on their experiences and to develop their knowledge and understanding in education. 

This MA Education course is run online, with optional on-campus activities. If you are looking to study on campus, take a look at the MA Education on campus degree.

Depending on which modules you choose and the focus of your dissertation or research project, you can be awarded either an MA in Education, or an MA in Education with one of the following named awards: 

  • Learning and Teaching 
  • Leadership and Management 
  • Inclusion and Special Educational Needs and Disability 
  • Early Childhood Education and Care 
  • Mentoring and Coaching 
  • Safeguarding 
  • Social Justice (modules available to choose from September 2024)

If you have already studied at Masters’ level before (e.g. PGCert, or an NPQ), you may be able to apply for your credits to be recognised towards your MA qualification through the university’s RPcL process. You might also be able to apply for recognition of your experiential learning through the university’s RPeL process. Please speak to the programme leader to discuss these. 

You can email ma-education@newman.ac.uk for more information.

All the above have a separate standalone PG Cert named award. 

The MA Education at Birmingham Newman University is designed around you. Modules are offered in each of the named award areas above, giving you the opportunity to further develop your knowledge and professional enquiry into specialist areas. 

We also offer a negotiated module and a specialist module. These modules are unique in their approach, as they are delivered through individual tutorials around your chosen specialist area. 

The course promotes critical engagement in a range of contemporary issues pertinent to specific interests and needs and you are encouraged to explore your own personal and professional interests and expertise. If you wish to progress your studies even further then the course provides an appropriate academic platform for progression to PhD/EdD study. 

The dissertation / research design module offers you the option to either present a research project in the traditional way, or by completing a 50% dissertation and a 50% resource. 

The MA Education is mainly delivered online, with optional on-campus activities. 

 

Full-time route: 1 year 

1st Semester of study: 3 modules 

2nd Semester of study: 2 modules + dissertation / research project 

 

Full-time route: 1.5 years 

Year 1 

1st Semester of study: 3 modules 

2nd Semester of study: 2 modules + dissertation / research project  

Year 2 

1st Semester of study: complete dissertation  

 

Part-time route: 2 years 

Year 1 

1st Semester of study: 2 modules 

2nd Semester of study: 2 modules 

Year 2 

1st and 2nd Semester of study: dissertation / research project  

 

Part-time route: 3 years 

Year 1 

1st Semester of study: 1 module 

2nd Semester of study: 1 module 

Year 2 

1st Semester of study: 1 module 

2nd Semester of study: 1 module 

Year 3 

Semester 1: 1 module

Semester 2: 1 module 

1st and 2nd Semester of study: dissertation / research project  

Assessments are varied on the programme, with modules offer different means of assessment formats including portfolios, presentations, written reports and essays, work-based studies and practical tasks. The course will recognise your needs as a learner and develop independent study skills that are transferable to a range of learning situations and assessment tasks. 

You will have access to all facilities at Newman including the library, which stocks a wide range of books, journals and e-books. Previous level 7 masters credits may be transferred (free-of-charge) through the accreditation of prior certificated learning (RPCL). Also, you can gain credits for other sustained CPD programmes you have undertaken, such as National College Programmes, by writing up your reflections against the assessment criteria for a comparable module via the accreditation of prior experiential learning (RPEL).

For further information regarding a Postgraduate Loan (PGL) for Master’s study click here

Entry Requirements

Entry Requirements – UK home students

An Honours degree (normally a minimum 2.2) from a UK university.  

Consideration will be given to UK students with lower-level qualifications (e.g. a 3rd class degree or non-honours degree) who have a relevant range of professional experience. Professional experience will be considered by the programme leader in conjunction with the quality office.  

Students may also transfer up to 90 level 7 credits via the Recognition of Prior Learning (RPL) process.

Entry Requirements – International Students

  • An overseas university degree agreed by NARIC as equivalent and
  • An IELTS score of 6.5 with at least a 6 in each separate component.

Those students joining from one of the countries identified by the government as not being required to prove their knowledge of the English language (https://www.gov.uk/student-visa/knowledge-of-english), will not be required to gain an IELTS score of 6.5, but the degree must still be regarded as equivalent by NARIC.

Course Fees

The full-time and part-time course fee for 2024/25 is £7,800.

UK students

1 year full time route = 1 full payment

2 year part-time route = 2 equal payments

3 year part-time route = 2 equal payments

Any additional year e.g., for dissertation, is charged at half of a module rate for that year

Students who reside outside the UK, are subject to the following payment terms dependant on mode of study:

  • Full time: 50% of the fee prior to enrolment and 50% before the start of semester 2
  • Part Time: 50% of the fee prior to enrolment and 50% prior to commencing year 2

 

All part-time master’s courses are payable in the first two years of study, unless otherwise stated.

Any additional year e.g., for dissertation, is charged at half of a module rate for that year.

Alumni discounts are available to students who have completed a full UG or PGCE with Birmingham Newman. For non-Newman graduates, a 10% discount is offered to those enrolling onto a full masters’ degree programme and who are currently employed by a Birmingham Newman University partnership school.

Postgraduate Loans

You can apply for a postgraduate loan when enrolling on a full masters’ degree (180 credits), to use as a contribution to the cost of studying and living expenses. For further information visit the postgraduate loans website.

Modules

If your dissertation in the same academic field as one of the modules you study, your MA qualification will have the named award matching that field of study. If you do not wish to follow a named award pathway, your qualification will be MA Education.

There are two compulsory modules; research methods and the dissertation/research project.

You will choose three other modules from the list below.

 

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.

Timetables: find out when information is available to students

September - December

  1. This module will provide students with the opportunity to demonstrate a critical understanding of the principles underpinning effective research designs in education and the social sciences at master’s level. Beginning with a reflective approach to their own ontological and epistemological positioning in relation to both their research design and established research paradigms, students will explore issues of research methodology, ethics and understanding in relation to a chosen field, to enhance and inform professional and/ or academic practice. Students will relate their chosen issue critically to current literature and need to critically analyse the validity, reliability and appropriateness of their research processes. Students will design a research project, which will include a framework for the collection and analysis/interpretation of primary data.
  2. The Dissertation module provides students with the opportunity to demonstrate a systematic understanding of research, and a critical awareness of current problems in professional practices, by designing and undertaking a small-scale research study.  Following ethical approval and justification of research methodology and methods, students will normally collect, analyse and interpret primary data and reflect on the ethical implications of their research. However, alternatively, students may develop a. systematic understanding of knowledge by undertaking a non-empirical study in consultation with their supervisor.
  3. The focus of this module is to explore approaches to leadership and management, and the skills and qualities required to lead and manage a range of individual and professional groups within an educational setting. Current research, statutory requirements, legislation and policy will be drawn from in relation to leadership and management. Students will critically reflect on and evaluate the impact of different approaches to leadership and management, and models of leadership. Students will also be introduced to Appreciative Inquiry as a potential organizational development method to support leadership and management practice.
  4. This module will enable students to develop a critical understanding of children’s learning and development in relation to the role of the pedagogue. It will facilitate a critical awareness and understanding of what promotes effective practice and pedagogy in early childhood, making links to international comparisons as well as focusing on the role of leadership in developing practice. This module will also include reference to theory, research and, where appropriate, practice. There will be opportunities to examine current thinking and research in early childhood, encouraging students to analyse and critically evaluate links between personal principles, early childhood theory, and where appropriate, their developing practice.  Students will embark on a process of critical analysis and evaluation to enhance the quality of provision for young children and their families.
  5. The focus of this module is to explore approaches to educational leadership in Catholic school settings, and the skills and qualities required to lead a range of individual and professional groups within this setting. Current research and policy will be drawn from in relation to leadership within Catholic schools. Students will critically reflect on and evaluate the impact of different approaches to leadership and models of leadership, considering spiritual and ethical leadership in particular. The module will assist teachers and others working in church schools in the task of integrating Christian principles and concepts into their professional responsibilities as leaders.
  6. This module seeks to develop students understanding of the context in which safeguarding takes place and links this to debates around the appropriateness and effectiveness of policy and practice. In doing this, students will explore concepts of vulnerability and risk and how they affect working practices as well as critically evaluating the current policy context.
  7. The module encourages Students to make use of specialist information, texts, research and/ or practice to substantiate arguments and to critically analyse and reflect on theory within the chosen area. Students will also demonstrate an appropriate understanding of professional research and ethical issues. Students will undertake self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information.

January - May

  1. This module encourages Students to make use of specialist information, texts, research and/ or practice relating to learning, teaching and assessment, and to critically analyse and reflect on theory in relation to their own practice and context.
  2. This module is designed to provide students with the opportunity to appreciate and develop the personal and professional qualities and leadership skills they need to promote inclusive practice and support the interests and needs of children, young people and pupils with SEND and disabilities. Students will be encouraged to critically reflect on the role of the SENCO and to critically evaluate their practice in the aspects of multi-agency working, meeting statutory responsibilities and deploying resources and systems to improve outcomes for pupils with a range of SEND and their families.
  5. The module encourages Students to make use of specialist information, texts, research and/ or practice to substantiate arguments and to critically analyse and reflect on theory within the chosen area. Students will also demonstrate an appropriate understanding of professional research and ethical issues. Students will undertake self-directed study within the chosen specialist area and be encouraged to engage in professional discussion and collaborative dissemination of information.