This MA is a professional Masters of Arts degree in Education
The course brings together those who have a common passion for education. If you have a keen interest in your own learning and the learning of others, a curiosity about the teaching process itself and a determination to understand and improve your own working context, then this course will excite and challenge in equal measure.
All of our MA students are work-based in a variety of settings (some international) with most working as teachers or supporting learning in other ways. The work-based aspect of this course provides a unique chance for you to understand and improve education in your own work setting with every piece of work centred around your own area of interest.
If you are a member of our Alumni Association BG Generations, you may be eligible for a discount on our Masters courses. For full details click here.
Duration: 2/3 years part-time
Start Date: February/May/October
Typical Offer: Obtained, or predicted to obtain, a good first degree (or equivalent)
Institution Code: B38
UCAS Code: Apply through BGU
About the MA in Education at BGU
If you are a graduate working in education and looking for academic and professional development and experience in research education, this could be the course for you. It is flexible, part-time (for most participants) and is designed to be suitable for busy professionals. You can aim for the full MA degree (180 credits) from the start or begin with the smaller Postgraduate Certificate (60 credits) and stop there or build credits on afterwards towards the MA. You may already have some credits (e.g. from a PGCE or a CPD course) which you may be able to use towards the MA (subject to certain conditions).
The modules are designed to allow you to articulate your personal learning needs and goals , as well as to help you to apply key research issues from reading and reflection on your own situation. Throughout your studies you will be questioning evidence and assumptions, exploring the implications of alternatives and sharing your results in order to influence professional practice. You will be developing as a practitioner researcher and making a difference in your workplace.
There are a number of study modes available including school-based study groups, residential weekends and summer schools, supported self-study and specialist study programmes (e.g. for Specialist Teachers of Primary Mathematics). Most students experience a range of study modes across the full MA which culminates in a dissertation.
What You Will Study
There is a range of five modules available, allowing you to follow your personal interest and specialism when you work towards the learning outcomes.
These are divided into five areas:
- Examining Innovations in Subject Specialism [or area of expertise].
- Undertaking Educational Ethnography/ Action research
- Investigating the Intersections between Public Policy and Aspects of Professional Practice.
- Developing Research Education and Skills
- The MA is completed with a dissertation of 15,000 words underpinned by research in an educational setting.
|Year 1 – PGCRE||Year 2 – PGDE||Year 2/3 – Dissertation|
We aim to make assessment an integral part of your learning. Each assignment outline is developed to reflect your own working reality and the precise format is negotiated with a tutor. One module is assessed through 50% assignment and 50% presentation. All other  assignments are written assignments in the form of reports, portfolios and assignments.
You will need to have obtained, or be predicted to obtain, normally an undergraduate honours degree with a minimum of lower second class honours (or equivalent). MA in Education Students need to be working in an educational setting
All prospective students are required to have an interview with the course leader or a member of the academic team before commencing the course. (This includes a telephone interview if needed). and all are welcome to arrange a campus visit before enrolment.
In addition, all students will need to have an Enhanced Disclosure from the Disclosure Barring Service. A successful Enhanced Disclosure is required before commencing the course.
If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email firstname.lastname@example.org.
BGU is committed to widening access and participation and we adhere to a strict policy of non-discrimination
Accreditation for Prior Learning
If you’ve recently completed or studied a particular module as part of a previous qualification, this may mean that you’re not required to undertake a particular module of your BGU course. However this must be agreed in writing and you must apply for this.
Careers and Further Study
Many graduates of this course have found their career progression enhanced as a direct or indirect result of following this course. More significantly, they have been directly in involved in research education and developed these skills professionally in an educational context. Through the building of systematic enquiry skills and incisive critical engagement with educational issues, Graduates of the MA in Education have demonstrated that they have enhanced their practice and made a direct impact on their schools as learning communities.
Having completed the MA it is possible to continue with further study at masters level – perhaps a specialist certificate or diploma (eg in Church School Leadership) or another full MA. It can also open the door to study for a PhD or professional doctorate such as the EdD. Some graduates move on to teaching positions in higher education or to leadership positions within an educational organisation.
Fees and Funding
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sorting out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step. Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.
How To Apply
For the following MA Programmes, you must apply directly to BGU (Admissions). Please click on your chosen course for the relevant application form and information:
MA in Community Archaeology MA in Education (please contact email@example.com to discuss your interest in this course before completing the Application Form)
MA in Education with TESOL (please contact firstname.lastname@example.org to discuss your interest in this course before completing the Application Form)
MA in English Literature
MA in Health and Social Care
MA in Heritage Education
MA in History
MA in Theology
Please send your applications to the following address:
Bishop Grosseteste University
The MA with Potential for a Million Modules
Our professional MA in Education allows you to choose from a range of modules to suit your professional setting and career pathway. With advice from your personal tutor you can focus the learning outcomes from each module to fit in with your educational context and interests.
The longer Dissertation enables you to demonstrate expertise in an area that suits your career plans. It is possible to focus the modules on a pathway to gain skills in a specific area such as leadership and management, subject knowledge and pedagogy, Special Educational Needs & Disability, or issues like Inclusion or project evaluation. However the purpose of our MA in Education is to develop your thinking as a reflective practitioner and your skills as a researcher in Education.
Please click here to have a look at how our MA programme is laid out in regards to modules and what will be required of you. You can discuss this at any point with our Course Administrator.
The MA in Education at BGU will enable you to cover the areas of professional significance that you have chosen. During the course of study, each module provides you with a different lens to examine your areas of interest.
Year 1, Semesters 1 & 2
Innovations in Subject Specialism
Perceptions of the best of practice in any curriculum or specialist area are subject to rapid change. This module seeks to support teachers in developing research-aware practice that evaluates and develops pedagogical or innovative issues in a particular subject or specialist area. The module provides structured support for rigorous exploration and critical analysis leading to plans for the informed development of practice.
This module uses’ innovations in Subject Specialism’ to fine-tune your understanding and critical engagement with innovation and development in your chosen subject area in the curriculum, or an area of specialist skill in leadership, or pastoral care, for example.
By strengthening participants’ subject and specialist knowledge, and developing an increased understanding of particular issues and innovation in a subject area the enhanced awareness of the developments in educational policy, practice and research has the potential to demonstrate positive impact on the quality of subject or other specialist knowledge and skills in the your setting.
Educational Ethnography: Action Research
The aim of the module is to develop your understanding of educational ethnography and action research, including how the methodologies can be used to research and improve professional practice at a range of levels and in a variety of contexts. It aims to introduce you to ethnographic research as a way of analysing professional contexts and practices by ‘making the familiar unfamiliar’, and it aims to introduce action research as a way in which to improve professional practices. By combining experiences of ethnography and action research the module aims to increase your awareness of different traditions of educational research and their potential for describing, analysing, and improving professional practice.
Assessment of this module will be 50% presentation or video and 50% written assignment
All other modules are 100% written reports/portfolios or assignments
Year 1, Semesters 3 & 4
Public Policy and Professional Practice
The aim of the module is map the landscape of public policy in educational settings [the policy-focus is selected by you as relevant to your practice]. The purpose is to develop your understanding of the ideological and structural features of educational policy text, to discover how these are constructed and how these influence practice at individual, institutional, and national levels. It works by interrogating the ways in which concepts like; organisational development and pedagogical improvement in different contexts are constructed through education policy at national and local levels. By examining the relationship between research, educational policy and practice, the module encourages you to engage in sustained reflection on your role as professional practitioners and evaluate how policy can be utilised to inform change within individual and organisational settings.
This module has the potential to include visual methodology and critical discourse analysis.
Research Skills is a core module intended to provide you with sufficient theoretical, conceptual and philosophical grounding in qualitative, quantitative and mixed method research designs to become increasingly informed and productive members of your own professional and scholarly communities. The module will provide you with the research skills to commission or carry out and critically evaluate rigorous research in the field of education.
The Research Skills Module is placed as fourth in a series of modules to act as a preparation to support the more extensive research being undertaken in the 15,000 word dissertation. Although theories and methods in educational research are embedded in the intended learning outcomes of all MA modules the emphasis here will be on methodologies and a strong focus on research ethics to include the submission of a proposal application to the University Ethics committee.
The dissertation demands enquiry and research skills, intellectual awareness of issues, discriminating use of research methodologies and refinement of argument, all at the highest level of scholarship. Supported by supervisors and prepared through workshops and action learning sets on research methodology, you will face the challenge of developing a sustained, accurate, subtle and reflective argument on an educational issue, with a view to impacting on policy, practice or pupil progress. Dissertations will be available through the library for future reference, through open line sources with options to link to student-generated websites. The purpose is to increase your potential to influence future enquiry as well as to have an impact on the your own and others’ practice.
Due consideration will be given to ethical guidelines concerning anonymity and safeguarding throughout the work. The Dissertation may include the option to undertake a desk-top research project, with attendant focus on the learning outcomes.
This is a core module and forms the culmination of the degree of MA in Education at Bishop Grosseteste, whatever route is taken for the first 120 credits. Successful completion of Research Skills as a distinct module must be completed in some form and is a prerequisite for this module.
Welcome to your MA
For students undertaking the MA in Education the typical progression would be as follows:
Students who already have 60 appropriate APL credits might follow this pattern:
Or possibly, students may join the MA in Education with 90 or 120 credits and follow a pattern similar to the one outlined here:
Academic Course Leader
Dr. Yvonne Hill – Academic Course Leader
Academic Course Leader Dr Yvonne Hill is a feminist ethnographer with a background in Sociology and a commitment to postgraduate teacher-development, interdisciplinary teaching and practitioner research. She is the academic course leader and a Senior Lecturer in Research and Education at Bishop Grosseteste University, Lincoln. She has devised and developed her teaching on MA programmes across three different universities in England. In her previous post (2005-2012) she was Director of Learning and Teaching in the school of Public Policy and Professional Practice at Keele University where she was also course leader for the PGCE in Social Science (Sociology, Psychology and Politics).
Antony Luby – Senior Lecturer
Antony Luby currently teaches on the MA in Education programme and also contributes to teaching on the PGCE Secondary course. Antony joined Bishop Grosseteste University in 2014 and is currently studying part-time for a PhD at the University of Glasgow. He has a background as an active teacher-researcher and this was recognised by a successful nomination from the Association of Chartered Teachers Scotland to serve as a research impact assessor with the Research Excellence Framework 2014. Antony is a Fellow of The College of Teachers and a Chartered Teacher; and he has taught extensively in secondary schools for thirty years.
Dr Adam Unwin-Berrey
Read Adam’s full profile
Dr Steven Puttick
Read Steven’s full profile
Dr Roger Wood
MAE702 Educational Ethnography: Action Research
Roger joined BGU in September 2015, having completed a Ph.D. in education at the University of Birmingham. Prior to his doctoral research at Birmingham, Roger held various teaching, Head of Department, and senior leadership roles (including a Deputy Headship and two Headships) within independent and maintained schools. In addition, Roger is a Chartered Biologist, and has been elected to Fellowships with the Royal Society of Biology, Royal Society of Arts, the Linnean Society of London, the Zoological Society of London, and the Royal Anthropological Institute. His scientific specialisms and interests include the ethology and conservation of great apes, Scottish wildlife and allied conservation, and marine biology.
Read Roger’s full profile
Prof Chris Atkin
MAE704 Research Skills
Professor Chris Atkin’s education qualifications include Certificate in Education (Further Education), Bachelor of Education (Hons.), Master of Arts in Learning and Teaching, Doctor of Philosophy (PhD). Chris’ main research expertise lies in the policy and practice of post-school education and training; with a particular focus on rural communities. He has completed a range of research projects funded by the UK funding councils (ESRC, EPSRC, NERC), the Higher Education Academy (HEA), the British Academy, the Association of Commonwealth Universities, the National Research and Development Centre for adult literacy and numeracy (NRDC), Local Authorities and the Learning and Skills Council. His research has included both national and international comparative studies including ‘practitioner based’ enquiry with a range of educational stakeholders. He currently teaches on masters and doctoral programmes.
Read Chris’ full profile
Dr Pat Beckley
Pat is working in Research within the School, developing projects with networks of colleagues locally, in Europe, particularly Norway, and in Africa. She joined BGU in 2005 on the PGCE Primary programme, with responsibility for Early Years, and she undertook the Academic Co-ordinator role for the 3-7 cohort from 2007-2015. This comprised leading the 3-7 PGCE Primary Full-time, part-time and School Direct cohorts, as well as contributing to research and early years sessions in other courses such as EYTS, Early Childhood Studies and Masters programmes. Prior to this, Pat worked in schools, leading age phases 3-11 and gaining NPQH, before working with the Local Authority to support Early Years and Music in schools and settings.
Read Pat’s full profile
Our MA weekends are a great way to welcome you to BGU and act as an introduction to the topics, issues and debates which surround the study of Education and which you might be interested in developing further.
There are three weekends per year which take place in February, May and October at the beginning of each half term which is ideal if you are currently working in a school or education setting. They are spilt over three days and although it’s recommended that you attend for the whole weekend, we understand in some cases this might not be possible. Please have a look below what to expect.
If you would like to attend, please email our Course Administrator for the next available date.
Typically beginning in the late afternoon, the Friday sessions serve as an introduction to the weekend for new students and includes; a few helpful and informative talks to bring your study skills up to speed; a chance to meet the subject session tutors, have a tour of our facilities and meet and greet your future colleagues over tea and coffee in our cosy informal meeting space, The Snug.
The more social part of the evening will be led with our book club followed by a visit to the local pub to carry on discussions and have a bite to eat.
Starting bright and early, the Saturday sessions aims to give you an exciting start with a proactive debate where we encourage you to develop you own critical ideas in relation to new ideas and changes in policy. The aim is to introduce you to the contemporary issues and topics surrounding the study of Education, ensuring you leave thinking critically and planning ways to develop your personal practice in your current setting.
Throughout the day you will have the opportunity to sit in on different lectures and talk about an area of research that interests you. The four lecture options will usually include:
- An Impact module
- An Issues module
- The Research Skills module
- The Dissertation Module
The day might also involve current students as keynote speakers. During our last event in May, delegates heard from Laura Shelley (Kesteven & Sleaford High School Selective Academy) on the topic of Flipping Classrooms and Active Learning.
Your day will end with a meal off campus, typically in Lincoln’s uphill area of the Bail.
Our course leaders and tutors will be available for tutorials and catch up sessions if you have any questions regarding your progress in writing a module assignment, or any other issues that might arise. Please make sure to book these sessions in advance of attending the weekend.
There might also be an activity or workshop on Sunday which highlights a particular topic of discussion.