1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
MA Education Studies
Department of Education Studies and Liberal Arts
Faculty of Education, Health and Social Care
Date of most recent (re)validation
14 May 2012
Date(s) when Programme Specification
revised
May 2012/September 2015
Revalidation due date
Academic year 2017-18
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
n/a
Title of Final Award
MA Education Studies
Title(s) of Exit Award(s)
PGCert in Education Studies
PGDip in Education Studies
Language of Study
English
Mode(s) of Attendance
Full-time; part-time
Mode(s) of Delivery
Taught; guided independent study
Intake start date(s) and number of
intakes per year
September
Normal Period of Study
1 year Full-time, 2 years Part-Time
UCAS Code
n/a
QAA Subject Benchmarking Group
QAA’s (2010) Master Degree Characteristics.
2.
One intake per year
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
3.1
EDUCATIONAL AIMS AND LEARNING OUTCOMES
The aims of the Programme are:
a) provide students with a critical and systemic understanding of intellectual traditions and
methodological approaches in the field of education
Page 1 of 11
b) advance student knowledge of substantive areas of educational theory, policy and practice
in relation to their intellectual curiosity and/or their current and future professional roles
c) enable students to demonstrate advance skills in critically engaging with educational
literature and research
d) develop students’ ability to critically apply theory to educational practice and educational
practice to theory
e) develop students’ ability to critically evaluate and utilise research methods
f) provide students with key transferable skills, including the capacity to manage projects, to
communicate complex ideas to others with clarity, to make effective decisions
independently and with others, and to engage in self-directed learning
3.2
The Learning Outcomes of the Programme are:
Upon completion of the programme students will be able to demonstrate Knowledge and
Understanding (K&U) and Skills and Other Attributes (S&OA). These are identified below and
marked against each level learning outcome.
a) the social, political and ethical dimensions of educational practice, policy and experience
(K&U)
b) academic and professional literature in relation to the broader context of educational
practice and experience (K&U)
c) scholarship and professional knowledge relevant to specialised areas of education (K&U)
d) how to identify substantive questions for educational enquiry (K&U)
e) how to rationalise and justify research methods (K&U)
f) develop coherent, critical and systematic arguments (K&U)
g) produce critical and thorough justifications for chosen research methods (K&U)
h) recognise and examine ethical, practical and intellectual complexities in the synthesis of
educational theory and practice (K&U)
i) examine scholarship and professional knowledge in the development of critical and rigorous
judgements and conclusions about educational practice and experience (K&U)
j) utilise ICT resources to engage in rigorous reviews of policy, practice and literature and to
enhance the design and presentation of research (S&OA)
k) systematically and independently manage and organise inquiries and projects (S&OA)
l) disseminate the findings of research and projects to a range of audiences with confidence,
coherence and clarity (S&OA)
m) apply insights from the study of educational theory to past, current and future professional
practice and experience (S&OA)
n) to work with others to solve problems, manage time effectively and present ideas (S&OA)
o) to motivate others to examine and articulate the critical implications and intricacies of
significant areas of education (S&OA)
p) engage in reflective practice informed by a comprehension of the complexities of practice,
language and values in educational settings (S&OA)
The programme prepares graduates to pursue or advance careers in the areas of teaching,
educational management and policy, disability and professions that involve care and service. The
programme also provides a firm foundation for those interested in undertaking a postgraduate
research degree.
Page 2 of 11
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
The design of this programme allows it to be completed in one full calendar year or to be taken on a
part-time basis and completed in two full calendar years. The programme is completed by
submission of a dissertation. All work is at Level 7.
Part time programme:
Year 1, semester 1
(2 x 20 credits)
Introducing the politics of educational
policy and practice (Core, 20 credit
module)
Qualitative Methods in Social
Research (a) (20 credits) or
Quantitative Methods in Social
Research (a) (20 credits)
Students must choose one of these
two modules.
Year1, semester 2
(2 x 20 credits)
History, gender and education (Core, 20
credits)
The arts and education (Core, 20
credits)
Year 2, semester 1
(2 x 20 credits)
Disability and inclusive education
(Core, 20 credits)
Independent study (20 credits)
Or
Research module not taken in year 1
Year 2, semester 2
(1 x 60 credits)
Dissertation
Page 3 of 11 (Core, 60 credits)
Full time programme:
Semester 1
(4 x 20 credits)
Introducing the politics of educational
policy and practice (Core, 20 credit
module)
History, gender and education (Core, 20
credits)
Qualitative Methods in Social
Research (a) (20 credits) or
Quantitative Methods in Social
Research (a) (20 credits)
Students must choose one of these
two modules.
The arts and education (Core, 20
credits)
Semester 2
(2 x 20 credits
1 X 60 credits)
Disability and inclusive education
(Core, 20 credits)
Independent study (Core, 20 credits)
Or
Research module
semester 1
not
taken
in
Dissertation (Core, 60 credits)
Students will be guided and advised as they choose which of the research modules they wish to
enrol upon. Moreover, students who wish to take both research modules will be able to do so,
since the programme offers students a choice of enrolling on the Independent Study module or
taking the research module they have not already taken.
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
Page 4 of 11
Page 5 of 11
5.
LEARNING, TEACHING AND ASSESSMENT
5.1
Means of delivery:
The programme will utilise a variety of teaching and learning methods, given below under the Key
Information Set (KIS) Activity Type:

Lecture – Lectures are presentations which usually utilise powerpoints to convey
information and arguments relevant to the module and programme Learning Outcomes.

Seminar – Lectures will frequently be followed by or integrated into seminars. Seminars
allow for structured and open discussion, led by tutors.

Tutorial – Tutorials provide a one-to-one learning environment, which is necessary for
independent studies and dissertations. However, tutorials also exist to provide additional
student specific support for classroom based modules.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The module utilises a range of differing forms of assessment, but does not require students to sit
formal examinations. Most modules will employ two assignments. This provides tutors with an
opportunity to gage and encourage student progress. The compulsory module, The politics of
educational policy and practice, will require students to complete an essay and to offer a conference
paper. This will allow tutors to monitor the authenticity of student work and to boost student
progression.
The Key Information Set (KIS) Activity Type is indicated in brackets.
Essay (KIS: written assignment) - Essays engage critical with substantive educational questions and
are up to 4,000 words.
Presentation/Conference papers (KIS: oral assessment and presentation) - Presentations are
delivered to peers, drawing upon a variety of media. Presentations will usually last up to 20
minutes.
Conference papers will be delivered as part of a mini-conference and will be more tightly focused
around engaging with a single educational issue or reviewing a theoretical text.
Symposia (KIS: seminar) - Students are placed into small groups to participate in a symposium. In
these symposia students present and discuss their ideas about differing aspects of educational
practice and policy in relation to educational theory, which has been introduced to them in lectures
and seminars. This form of assessment invites students to reconsider their educational experiences,
values and views in the light of theory. Moreover, in the symposium students are encouraged to ask
each other questions, and to reflect on the issues together. This asks students to learn from each
other in relation to practice and theory.
Dissertation (KIS: dissertation) - The dissertation is an independent study of up to 15,000 words in
length, which draws on skills and abilities developed in previous modules.
Group assessments(KIS: oral assessment and presentation) - In group assessments students work
with each other in teams of various sizes to solve problems, to encourage and promote each other’s
engagement with issues and work effectively to present ideas with clarity.
Research based project(KIS: project output) - The research based project is an independently
conducted and produced study into a substantive area of education theory of up to 10,000 words.
Page 6 of 11
A portfolio of assessed directed tasks (KIS; portfolio) - The students will collect together into a
portfolio some of the material they have generated in the course of this module. This might be:




the various drafts of the survey that they have designed
one or more practice tasks involving the analysis of methods used or implied in research
papers
one or more practice tasks working with previously generated data
analysis of data generated by their survey, using different statistical techniques.
For each piece of material they students will write a reflexive account of your learning, with
reference to relevant methodological literature. These reflexive pieces should come to no more
than 4000 words. (The students can write a separate piece for each, or they can amalgamate their
reflections into a single reflective essay).
Analysis of an approach to data collection (KIS: project output) Students choose a method of
collecting or generating qualitative data and design a small piece of data collection related to a
substantive aspect of education. The students we then trial this method of data collection and
analyse this trial in terms of:
 the student’s developing expertise as a user of the method
 the strengths and limitations of the method
 ease of analysis of the data
The analysis will up to 3000 words.
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
Page 7 of 11
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes.
7.2
No exemptions from the Academic Regulations are required.
7.3
External Professional Statutory Regulatory Body Accreditation
None
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
N/A
Page 8 of 11
Appendix 1 - Grid mapping Modules to Programme/Level Learning Outcomes
a) the social, political and ethical dimensions of educational practice, policy and experience
(K&U)
b) academic and professional literature in relation to the broader context of educational
practice and experience (K&U)
c) scholarship and professional knowledge relevant to specialised areas of education (K&U)
d) how to identify substantive questions for educational enquiry (K&U)
e) how to rationalise and justify research methods (K&U)
f) develop coherent, critical and systematic arguments (K&U)
g) produce critical and thorough justifications for chosen research methods (K&U)
h) recognise and examine ethical, practical and intellectual complexities in the synthesis of
educational theory and practice (K&U)
i) examine scholarship and professional knowledge in the development of critical and rigorous
judgements and conclusions about educational practice and experience (K&U)
j) utilise ICT resources to engage in rigorous reviews of policy, practice and literature and to
enhance the design and presentation of research (S&OA)
k) systematically and independently manage and organise inquiries and projects (S&OA)
l) disseminate the findings of research and projects to a range of audiences with confidence,
coherence and clarity (S&OA)
m) apply insights from the study of educational theory to past, current and future professional
practice and experience (S&OA)
n) to work with others to solve problems, manage time effectively and present ideas (S&OA)
o) to motivate others to examine and articulate the critical implications and intricacies of
significant areas of education (S&OA)
p) engage in reflective practice informed by a comprehension of the complexities of practice,
language and values in educational settings (S&OA)
LOa LOb LOc LOd LOe LOf LOg LOh LOi LOj LOk LOl LOm LOn LOo LOp
Introducing
the politics
of
educational
policy and
practice
x
x
x
x
x
x
Qualitative
Methods in
Social
Research (a)
x
x
x
x
x
x
x
x
x
Quantitative
Methods in
Social
Research (a)
x
x
x
x
x
x
x
x
x
History,
gender and
education
x
x
x
x
x
x
x
Disability
and inclusive
education
x
x
x
x
x
x
The arts and
education
x
x
x
x
x
Independent
x
x
x
x
x
Page 9 of 11
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
study
Dissertation x
x
x
x
x
x
x
Page 10 of 11
x
x
x
x
x
x
x
x
x
Appendix 2 - Grid mapping Assessments types to Modules
Qualitative Methods in Social Research (a)
*
Portfolio of
assessed
directed tasks
Analysis of an
approach to data
collection
Research based
project
*
Dissertation
*
Symposia
Presentation
conference
paper
Introducing the politics of educational policy
and practice
Essay
Each column is headed by the name of assessment type, as defined by the Programme (not KIS), eg blog, essay,
portfolio.
*
Quantitative Methods in Social Research (a)
*
History, gender and education
*
Disability and inclusive education
*
The arts and education
*
*
*
Independent study
*
Dissertation
*
Page 11 of 11