Session: 2022/23
Last modified: 06/07/2022 16:52:32
| Named Award Title: | MEd Education Studies (Specialism) |
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Award Title for Each Award:
| MEd
Education Studies (Specialism)
PG Cert
Postgraduate Certificate Education Studies (S
PG Dip
Postgraduate Diploma Education Studies (Speci
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| Awarding Institution/Body: | University of the West of Scotland |
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| Language of Instruction & Examination: | English
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| Award Accredited By: | |
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| Maximum Period of Registration: | |
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| Mode of Study: | Full Time
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| Campus: | London
Paisley
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| School: | School of Education & Social Sciences |
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| Programme Leader: | Catriona Oates |
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Admission Criteria
Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework
together with the following programme requirements:
Appropriate Undergraduate QualificationCandidates must have a teaching qualification or early years equivalent, or a first degree in the broad area of education or a first degree in another discipline but with substantial content relating to education. Other Required Qualifications/ExperienceEnglish language requirement: The official UWS requirement for postgraduate taught programmes - as advertised.
Desirable:
IELTs average standard of 6.5 or equivalent with no component under 6
Further desirable skills pre-applicationRelevant professional experience (teaching, leading or supporting learning).
Competency in ICT; literacy and numeracy skills |
General OverviewGeneral Overview
Building on a strong and diverse portfolio of Level 11 awards, the UWS School of Education and Social Studies is offering this new full time MEd Education Studies (Specialism) to be delivered face-to-face from August 2020. This award will bring together existing modules and, in the first instance, will lead to the generic award of MEd Education Studies (with exit points at PG Cert and PG Dip) or to the award of one of three named specialisms:
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MEd Education Studies (Early Years)
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MEd Education Studies (Inclusion)
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MEd Education Studies (Leadership)
The MEd Education Studies (Specialism) is offered as a one-year full time face-to-face programme delivered over three trimesters.
The MEd Education Studies (Specialism) aims to develop highly knowledgeable and skilled practitioners with the capacity to function at an advanced level and lead enhancement projects within their workplace. The programme will enable students to build on existing knowledge and skills and to develop both academically, personally and professionally. This approach is underpinned by the principles of career long professional learning, which emphasises the importance of a continuous process of development supported by meaningful engagement with academic scholarship, professional dialogue and critical reflection on experience. The programme will equip students with the knowledge, understanding and skills that will enable them to take positions of responsibility within their workplace. In addition, the programme will provide students with a solid foundation from which to venture into doctoral study, if they wish.
The programme has a strong international dimension with focus on relevant global developments in education. All modules are comparative in nature and seek to prepare graduates for an increasingly global world that requires global professionals and citizens. Furthermore, the programme provides students with many opportunities to share practice and insights relating to the education systems of which they have experience thus strengthening its international outlook.
Following successful completion of the Master of Education (with pathways), participants may wish to consider work at doctoral level (SCQF Level 12).
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Graduate Attributes, Employability & Personal Development Planning |
The programme is fully aligned with institutional priorities around the development of UWS graduate attributes, with a view to supporting students to develop a range of academic, personal and professional attributes during their course of study (as detailed in UWS Graduate Attributes). It is also aligned to the University policy on personal development planning. Personal development is embedded within modules and named specialisms, with participants having regular opportunities to reflect on progression and development.
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Work Based Learning/Placement Details |
Work-related learning is addressed in the programme through the provision of opportunities to tailor the learning to meet workplace related needs, and to actively explore links between professional experiences, theoretical perspectives and research findings. A focus on the implications and applicability of the knowledge and skills acquired during the programme will encourage students to consider ways to use their learning to enhance practice in their workplace.
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Engagement |
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here: In line with the Academic Engagement and Attendance Procedure, participants are defined as academically engaged if they are regularly engaged with timetabled (where compulsory) teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete tasks and assessments and submit these on time. |
Equality and Diversity |
The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/ |
Programme structures and requirements, SCQF level, term, module name and code, credits and awards
(
Chapter 1, Regulatory Framework
)
A. PG Cert
Learning Outcomes (Maximum of 5 per heading)
Knowledge and Understanding |
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A1 | Demonstrate detailed and critical knowledge and understanding of educational theories, concepts and principles of education / inclusive education / leadership in education / early years education. |
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A2 | Demonstrate critical awareness of current research and scholarship in the broad field of education / inclusive education / leadership in education / early years education. |
Practice - Applied Knowledge and Understanding |
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B1 | Apply a wide range of strategies to critically evaluate theory, research, policy and practice in the field of education / inclusive education / leadership in education / early years education |
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B2 | Develop a critical understanding of the practical and ethical challenges educators encounter in developing and evaluating practice in the broad field of education. |
Communication, ICT and Numeracy Skills |
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C1 | Develop a critical understanding of the practical and ethical challenges educators encounter in developing and evaluating practice in the broad field of education. |
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C2 | Participate and take the lead in group discussions and debates on topics in the broad field of education. |
Generic Cognitive Skills - Problem Solving, Analysis, Evaluation |
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D1 | Identify information of relevance to the programme content and evaluate its purpose, credibility and usefulness. |
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D2 | Use insights from theory and research to develop proposals and make recommendations that can lead to enhanced practice in field of education / inclusive education / leadership in education / early years educatio |
Autonomy, Accountability and Working With Others |
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E1 | Demonstrate commitment to professional development and lifelong learning. |
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E2 | Use critical reflection to evaluate and enhance one’s own practice. |
Core Modules
* Indicates that module descriptor is not published.
Footnotes
Optional Modules
* Indicates that module descriptor is not published.
Footnotes
London campus usually has 3 intakes per academic year across all 3 terms. Paisley campus has 1 intake only in September. Modules follow the same sequence: Term 1 of student's entry - Critical Issues Across Education; Leadership Vision and Values and Participation and Children's Rights. Term 2: Education Research followed by 2 out of 3 option choices - Early years Pedagogy/Inclusive Practice or Leadership, Working with Teams. Third term is always Dissertation.
Criteria for Progression and Award
Students will be eligible to exit with the award of Postgraduate Certificate of Education Studies upon successful completion of any three modules (a minimum of 60 credits) listed above as option modules
Note about the sequence of modules:
Students will undertake the core modules of EDUC11067 Education Research and EDUC11145 Critical Issues Across Education module in their first term and all students on the programme will be expected to undertake both. These are not core to the PgCert award, but are core to the PgDip and MEd awards. It should also be noted that the EDUC11067 Educational Research module is listed as an option for the PgCert, again to maximise the opportunities for students to exit with an award. In practice, students will undertake Critical Issues Across Education and Educational Research in their first term along with EDUC11098 Participation and Children's Rights. They will choose three out of four optional modules in their second term. The PgCert can be awarded without core modules being successfully passed, so this may be an exit point for students after the second term. It is important to note from the outset that both are core to the PgDip and MEd awards, however.
B. PG Dip
Learning Outcomes (Maximum of 5 per heading)
Knowledge and Understanding |
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A1 | Demonstrate extensive and critical knowledge and understanding of the theory and research evidence underpinning the development of policy and practice in the field of education / inclusive education / leadership in education / early years education. |
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A2 | Demonstrate extensive and critical knowledge and understanding of theories and methods used to critically analyse, interpret and synthesise concepts and principles relating to educational research in the field of education / inclusive education / leadership in education / early years education. |
Practice - Applied Knowledge and Understanding |
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B1 | Develop and demonstrate effective use of appropriate strategies and skills to independently investigate and critically evaluate evidence in relation to educational theory, research, policy and practice in the field of education / inclusive education / leadership in education / early years education. |
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B2 | Demonstrate creativity in the application of theoretical concepts and research evidence to address issues affecting practice in the field of education / inclusive education / leadership in education / early years education. |
Communication, ICT and Numeracy Skills |
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C1 | Retrieve, interpret, and critically analyse information produced by scholars, policy makers, and practitioners working in the field of education. |
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C2 | Lead group discussions and provide a balanced overview of debates on topics in the field of education / inclusive education / leadership in education / early years education. |
Generic Cognitive Skills - Problem Solving, Analysis, Evaluation |
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D1 | Analyse, synthesise and present information from a variety of different sources in a rounded, coherent and convincing argument. |
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D2 | Use insights from theory and research to explore opportunities to develop practitioner enquiry and or research proposals to enhanced practice in the field of education / inclusive education / leadership in education / early years education |
Autonomy, Accountability and Working With Others |
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E1 | Use initiative, cultural awareness, and interpersonal and leadership skills to contribute to effective teamwork and collaborations. |
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E2 | Demonstrate and apply professional values and confidence, when dealing with conflicting priorities and complex situations. |
Core Modules
* Indicates that module descriptor is not published.
Footnotes
Optional Modules
* Indicates that module descriptor is not published.
Footnotes
Please see notes for PG certificate modules.
Criteria for Progression and Award
Students will be eligible to exit with the award of Postgraduate Diploma in Education Studies upon successful completion of both core modules (EDUC11145 Critical Issues Across Education and EDUC11067 Educational Research) plus any four named option modules – a total of 120 credits. Students will be eligible for a named specialist title if they successfully pass both option modules associated with their pathway and align their summative assessment for the EDUC11067 Educational Research module to this pathway theme, as follows:
PgDip Education Studies (Inclusion): students must pass EDUC11008 Inclusive Practice and EDUC11098 Participation & Children’s Rights, and align their EDUC11067 Educational Research summative assessment to the theme of Inclusion.
PgDip Education Studies (Leadership): students must pass EDUC11065 Leadership - Vision & Values and EDUC11141 Leadership – Working with Teams, and align their EDUC11067 Educational Research summative assessment to the theme of Leadership.
PgDip Education Studies (Early Years): students must pass EDUC11095 Early Years Pedagogy and EDUC11098 Participation & Children’s Rights, and align their EDUC11067 Educational Research summative assessment to the theme of Early Years.
Otherwise the exit title is PgDip Education Studies.
C. Masters
Learning Outcomes (Maximum of 5 per heading)
Knowledge and Understanding |
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A1 | Demonstrate comprehensive and critical knowledge and understanding of issues and debates within education / inclusive education / leadership in education / early years education and of research-informed ways to respond to them |
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A2 | Demonstrate comprehensive and critical knowledge and understanding of the main aspects of research methodologies utilised within education. |
Practice - Applied Knowledge and Understanding |
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B1 | Demonstrate originality and creativity in the choice of topic and methodology when planning and conducting a research project within a specific area of education / inclusive education / leadership in education / early years education |
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B2 | Utilise knowledge and a range of techniques and instruments of enquiry to plan and implement a research project within a specific area of education / inclusive education / leadership in education / early years education |
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B3 | Retrieve, interpret, critically analyse, evaluate and synthesise primary and secondary data from a variety of sources. |
Communication, ICT and Numeracy Skills |
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C1 | Utilise a range of communication and numeracy skills to support the planning and undertaking of research. |
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C2 | Utilise a range of writing and presentation skills to disseminate research findings in appropriate formats suitable for a range of audiences. |
Generic Cognitive Skills - Problem Solving, Analysis, Evaluation |
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D1 | Critically review theory and research within education / inclusive education / leadership in education / early years education with a view to identifying gaps and frame a research project that can address them. |
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D2 | Critically analyse, evaluate and synthesise existing evidence relating to education / inclusive education / leadership in education / early years education and new evidence arising from research undertaken as part of the master’s dissertation |
Autonomy, Accountability and Working With Others |
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E1 | Exercise substantial initiative and autonomy in framing, planning, implementing and disseminating the findings of a research project.? |
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E2 | Exercise substantial autonomy and initiative in the management of learning targets and resources. |
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E3 | Effectively manage complex ethical and professional issues. |
Core Modules
* Indicates that module descriptor is not published.
Footnotes
Optional Modules
* Indicates that module descriptor is not published.
Footnotes
Criteria for Award
Students will be eligible to exit with the award of Master of Education (MEd) in Education Studies upon successful completion of the three core modules (EDUC11145 Critical Issues Across Education, EDUC11067 Educational Research and EDUC11064 Masters Dissertation) plus any four option modules – a total of 180 credits. In practice this will usually involve simply adding the 60-credit EDUC11064 Masters Dissertation to the requirements for the PgDip award outlined above.
Students will be eligible for a named specialist title if they have passed both option modules associated with their pathway and aligned both their summative assessment for EDUC11067 Educational Research and the topic of their Masters Dissertation to that pathway theme. Again, this will usually involve simply adding the 60-credit EDUC11064 Masters Dissertation on a topic aligned with the pathway to the requirements for a specialist PgDip award, as outlined above. For clarity, the full requirements are as follows:
Master of Education (MEd) in Education Studies (Inclusion): students must pass EDUC11008 Inclusive Practice and EDUC11098 Participation & Children’s Rights, align their EDUC11067 Educational Research summative assessment to the theme of Inclusion, and align their EDUC11064 Masters Dissertation to the theme of inclusion.
Master of Education (MEd) in Education Studies (Leadership): students must pass EDUC11065 Leadership - Vision & Values and EDUC11141 Leadership – Working with Teams, align their EDUC11067 Educational Research summative assessment to the theme of Leadership, and align their EDUC11064 Masters Dissertation to the theme of Leadership.
Master of Education (MEd) in Education Studies (Early Years): students must pass EDUC11095 Early Years Pedagogy and EDUC11098 Participation & Children’s Rights, align their EDUC11067 Educational Research summative assessment to the theme of Early Years, and align their EDUC11064 Masters Dissertation to the theme of Early Years.
Otherwise the exit title is Master of Education (MEd) in Education Studies
Regulations of Assessment |
Candidates will be bound by the general assessment regulations of the
University as specified in the
University Regulatory Framework.
An overview of the assessment details is provided in the Student Handbook and
the assessment criteria for each module is provided in the module
descriptor which forms part of the module pack issued to students. For further
details on assessment please refer to Chapter 3 of the Regulatory Framework.
To qualify for an award of the University, students must complete all the
programme requirements and must meet the credit minima detailed in Chapter 1
of the Regulatory Framework.
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Combined Studies |
There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School.
Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21),
they will be eligible for an exit award of
PgCert/ PgDip in Combined Studies.
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Version Number: 2.01