Awarding body: University College London (UCL)
Teaching institution: University College London Institute of Education
Name of final award:
Master of Business Administration (MBA)
Postgraduate Diploma
Postgraduate Certificate
Programme title
MBA Educational Leadership (International)
UKPASS code: P040459
Criteria for admission to the programme
A good (second class) honours degree, or equivalent academic qualification or professional equivalent and leadership experience is usually required.
Those who do not meet these criteria will need to demonstrate ability to meet the demands of the programme through the personal statement.
All applicants must have related professional experience.
Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.
The UCL Institute of Education is committed to admitting and supporting participants with disabilities and welcome applications from candidates with disabilities.
We provide support for students with a range of conditions that have a long-term and adverse effect on studying such as:
 sensory (visual / hearing / speech) impairments
 mental health issues
 mobility or dexterity impairments

Asperger's Syndrome or other autistic spectrum disorders
 chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
 specific learning difficulties (e.g. dyslexia, dyspraxia)

Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them.
This applies to all students – home, EU and international.
Aims of the programme
Specifically, the programme aims to: i.
provide participants with the opportunity to review and evaluate practice in the context of scholarship, research and theory ii.
develop skills of scholarship and academic development to support reflective practice iii.
offer the sort of intellectual and professional challenge that will become increasingly important to future school leaders iv.
enable participants to reflect critically on key areas of theory, empirical research and values under-pinning leadership and management v.
enable participants to analyse and reflect critically on the policy context as it impacts on leadership and management vi.
support the creation of personal and professional knowledge through research and enquiry vii.
foster further reflection on practice throughout the programme through the creation of a learning community of education leaders committed to mutual support and to exchange and share professional insights viii.
support participants’ development and role as strategic thinkers, leaders for learning and school improvement, and managers of financial and human resources
The programme is targeted at education leaders, education consultants, and leadership teams from a range of education organisations such as federations,
Trusts, academies and free schools. Many of the participants will have already completed, or be in the process of completing, the National Professional
Qualification in Headship (NPQH). Those undertaking the programme will most likely be senior education leaders from all phases including senior leadership staff, bursars and school business managers, and advisory staff. The programme is also suitable for education leaders in policy-making and local authority roles. The programme is designed for both the maintained and independent sector.
Programme outcomes i.
Extend knowledge and understanding of key concepts in the field of educational leadership and innovation ii.
Engage in scholarly and professional learning to inform leadership practice iii.
Increase skills in communicating complex ideas

iv.
Develop the ability to engage in focused research and enquiry related to their own or others’ professional practice v.
Enhance reflexive practice vi.
Understand key ideas and developments across theory and practice in education leadership and management vii.
Critically examine the policy context relating to education leadership and management viii.
Develop strategies to improve education organisations that reflect the values and practices of learning-centred leaders
Programme structures and requirements, levels, modules, credits and awards
This programme is available to study on a part-time basis only and can be completed within a period of two to four years.
Level Core Module/Programme element
7 System Leadership
7
7
Strategy and Marketing
Financial Management
7
7
7
7
7
Leading People for Effective Learning
Leading in Diverse Cultures and Communities
Dissertation
Report
Optional Module
Credit value
30
15
15
30
30
60
30
30
For a Master's degree to be awarded, successful completion of a minimum of
180 credits is required, of which:

120 credits must be gained from the modules System Leadership (30 credits), Financial Management (15 credits), Strategy and Marketing (15 credits), Leading People for Effective Learning (30 credits), Leading in
Diverse Cultures and Communities (30 credits).

60 credits must be from a dissertation within the field of the programme,
or from a report (30 credits) plus a further 30-credit M-Level module.

NPQH accreditation (gained within six years of the start of the
programme) may be used to transfer 30 credits into the MBA programme. You must make your initial request to Registry where your qualification will be verified. Registry’s verification will be communicated to the Programme Leader who will then make a decision on the appropriateness of credit transfer. It is recommended that you discuss any intention to seek credit transfer with your Programme
Leader as early as possible.
Participants who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively, and awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.

We use the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility.
Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits).
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
The programme has been designed specifically to meet the contemporary needs of diverse education leaders to explore and so develop the practice and theory of educational leadership, transformation and systemic reform. The programme emphasises the combination of academic rigour to extend learning with practical application for educational leadership, management and improvement of outcomes for children and young people.
The modular nature of the programme includes blended learning methods and mixed delivery modes to provide an exciting learning environment and meet a range of learning needs.
Information about assessment regulations
Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework is assessed according to the grade-related criteria provided in the programme handbook.
All assignments are independently marked by two markers who reconcile the marks for each individual. All assignments are graded from A to D; grade D is a
‘fail’ grade. Participants are permitted to re-submit a failed assignment on one further occasion and within 12 months of the original submission.
An External Examiner is appointed and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of teaching and support for programme participants, and the reliability of assessment judgements.
Further details about assessment regulations can be found on the UCL website.
Support for learning

A brief period of introduction to the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre .
 Programme and module handbooks offer guidance and advice on studying, writing and submitting both assignments and dissertations or reports.
 The Programme Leader is available to advise all participants on academic matters, and to refer them to the range of support services available.


Formative feedback is provided on draft assignments to take forward to the final submission.
 Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative activities.
 Access to the full range of welfare and student union facilities is afforded to all students.
 Participants are all inducted on the use of the library and information services, and of the VLE operating system.
Methods for evaluating and improving the programme
The mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include:

Module evaluation by students;
 Annual programme review prepared by programme team and considered at faculty level;

Periodic programme review and revalidation involving an external panel member;

Staff review and development;

External examiner reports.
Mechanisms for gaining participant feedback on the quality of teaching and their learning experience

Termly meeting of student representative/s with Programme Leader;

Programme and module evaluation.
Indicators of quality and standards
 Progression to higher-level award programmes.
 Promotion and career enhancement.
 Programme participants developing other practitioners in their own institutions or on a local or national basis.
 Participation in continuing professional development programmes.
 Publication of outstanding work in peer-reviewed and professional journals.

External examiner’s appraisal of how standards compare with other universities.
Mode of study
Each module is largely delivered through face-to-face two-day intensive blocks; this normally takes place on Fridays and Saturdays. Electronic and hard copy materials are also included to support independent study.
Language of study
The UCL Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence

required of each applicant and may make its achievement a condition of admission.
Date of completion/amendment of specification
11 February 2016 (TA)