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Awarding Institution: University of Newcastle upon Tyne
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Teaching Institution: As above
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Final Award:
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Programme title: Educational Leadership and Management
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Programme Accredited by: n/a
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UCAS Code: n/a
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QAA Subject Benchmarking Group(s): n/a
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Date of production/revision: 26th April 2005
9.
Programme Aims:
MPA (Master of Public Administration)
1. To provide a research-led, vocational qualification for educational leaders and
managers which sets out to foster a greater understanding of the comparative
context of educational organisations;
2. To provide a theoretical and practical grounding in current approaches to
leadership and management as they relate to educational organisations;
3. To enable leaders at all levels in the organisation to reflect on ethical practices in
leading and managing educational organisations;
4. To enable leaders at all levels in the organisation to develop effective problem
solving strategies;
5. To enable leaders at all levels in the organisation to develop emotionally
intelligent organisations and acquire the core competencies and skills necessary
to manage an educational organisation including leading the process of change;
6. To enable leaders at all levels of the organisation to become more reflective
practitioners in order to develop educational institutions into learning
organisations;
7. To contribute to the University objectives by providing high quality research
training to an increasing number of postgraduates [Institutional Plan 6.7 (ii) and
(iii)] and enhancing their key skills and employability [5.7 (iv)];
8. To provide a qualification which fully meets the requirements of the Higher
Education Qualifications Framework at Masters level”
9. To provide a qualification which conforms to University policies and to QAA
codes of practice
10(a)
Programme Intended Learning Outcomes:
A. Knowledge and Understanding
The programme provides the opportunity for students to develop and demonstrate:
(i)
A comprehensive knowledge and understanding of the theories, current
thinking and key issues in leadership, effectiveness and change;
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(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
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A thorough knowledge and critical grasp of the relevant research literature in
the field of educational leadership and management;
An in-depth knowledge and understanding of the wider policy framework at a
range of levels (i.e. local, regional, national and international) and its impact
on educational leadership and management;
A knowledge and understanding of the strategies conducive to the
development of learning organisations;
A comprehensive knowledge of practical approaches to educational
effectiveness and improvement and a critical understanding of key issues
and debates in the field;
A heightened awareness of the affective and emotional dimensions of
educational leadership;
A comprehensive knowledge and critical understanding of the management of
change in educational organisations.
An awareness of matters relating to informed consent, privacy, confidentiality,
objectivity and transparency
B. Cognitive Skills
(i)
(ii)
(iii)
(iv)
(v)
The capacity to engage critically with relevant literature in the field
The ability to undertake systematic reviews of the pertinent sources (e.g.
scholarly articles, theses, books, conference proceedings, professional
publications, official documents, web-based materials) and the skills to
synthesise knowledge in the field
The capacity to engage in effective problem solving strategies and high level
analytical and planning processes as they relate to educational organisations
The capacity to reflect critically on their practice.
The ability to engage in high level analytical and planning processes
C. Subject-related Skills
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
(ix)
The ability to analyse the ethical aspects of leading educational
organisations;
A heightened sensitivity to issues of social justice and equity and awareness
of how cultural factors shape educational leadership and organisations;
The capacity to engage with educational policy nationally and internationally
The ability to analyse the emotional needs of staff in educational
organisations, and the ways these shape organisational practice and change
management strategies
The skills needed to devise structures that enable ethical decision-making in
educational organisations
The skills needed to manage an educational organisation effectively (e.g.
Strategic, social and fiscal)
The ability to lead and manage change processes in educational
organisations;
The capacity to manage change effectively in a variety of areas such as
curriculum development and assessment.
The capacity to undertake small scale research projects aimed at improving
educational practice in their organisation;
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D. Key Skills
(i)
A comprehensive ability to use relevant software packages and hardware
innovations
The ability to work effectively as both a team member and team leader
Enhanced communication skills in a range of contexts
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
10(b).
An ability to infer findings from sample data, taking into account issues of,
generalisability, validity, reliability and replicability
An ability to deal appropriately with the dilemmas that researchers commonly
encounter when conducting enquiries, especially in their own institutions
An ability to evaluate the strengths and weaknesses of different approaches
to research design and different types of data
The ability to communicate with a range of audiences and stakeholders,
including the dissemination of research findings to both specialist and
non-specialists
The skills needed to manage and analyse different types of data effectively
Teaching and Learning Methods and Strategies
Knowledge and Understanding

The teaching strategy is to offer a combination of lectures, workshops
and group tutorials. Students develop data collection and analysis
skills through seminars, independent reading and hands-on
experience in their research project. Students acquire knowledge of
ethical issues through team work, presentation, case studies and
independent reading. Students develop bibliographic skills by
developing an initial bibliography for their research project.
Cognitive Skills

The teaching strategy is a combination of lectures and workshops,
utilising both discipline-specific and team-based problem solving
exercises. Students will learn through completing assignments,
practical exercises and their research project.
Subject-Specific Skills

The teaching strategy is range of specialist modules, delivered
through a combination of interactive seminars, lectures and
workshops. Students will be given support and guidance by their
supervisors who will discuss all aspects of research
project/dissertation writing with them on an individual basis. Students
will work in teams and will present their work orally. They will learn
through participation in seminars and lectures, preparation of oral
presentations, and preparation of a research project.
Key Skills
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10(c)
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The teaching strategy is a range of written assessment and seminars
at which students are required to make team and individual
presentations. They provide opportunities for the students to
co-operate, develop ideas, improve problem-solving capacity and
work to deadlines. The research project/dissertation provides specific
opportunities for skills development through the construction of a
research plan, through synthesising knowledge and by participating
in dissertation workshops and individual meetings with supervisors.
Assessment Strategy and Methods
Educational leadership is a complex and demanding activity, that requires
diverse skills and knowledge. A balanced and diverse assessment menu is
therefore essential.
A full range of assessment methods - including group and individual
presentations, case-study and action-research reports, written assignments,
methodological critiques of selected research studies, practice-based
portfolios, individual and group oral presentations, dissertation - will be
employed. These will reflect the aims and objectives of the programme and the
postgraduate level of the degree.
The key factor that distinguishes this course from the many vocational
leadership development programmes (such as NPQH) is its research-led and
critical approach. This is therefore a key element of assessment for all modules
on the programme. Assessment will in all cases require students to engage
with research evidence and literature and demonstrate critical understanding
of research methodology.
Knowledge and Understanding

This will be assessed by a variety of means: oral presentations,
case-study and action-research reports, methodological critiques of
selected research studies, written assignments and the dissertation
Cognitive Skills

Cognitive Skills will be assessed by the dissertation and oral
presentations, case-study and action-research reports
Subject-Specific Skills

These will be assessed through practice-based portfolios,
case-study and action-research reports, written assignments and
the dissertation
Key Skills
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Key Skills will be assessed through oral presentations,
practice-based portfolios and the dissertation.
Assessments will test, as appropriate, theoretical, empirical and professional
knowledge and understanding, together with their application to educational
leadership and management.
The assessments will reflect the postgraduate nature and aims of the course.
They permit assessment on an equal footing for students from a wide range of
cultural, national, educational and disciplinary backgrounds.
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Programme Curriculum, Structure, and Features
The MPA in Educational Leadership and Management is a research-led,
specialist programme targeted at professionals concerned with educational
leadership and management in the primary and secondary school sectors,
including school leaders, administrators, consultants and (local) government
officials. A distinctive feature of the MPA is its international dimension, aimed at
fostering a greater understanding of the comparative context of educational
organisations. The MPA is designed to complement generic Masters programmes
such as the MEd and practical vocational qualifications such as the NPQH
(National Professional Qualification for Headteachers).
The programme comprises 120 credits of taught modules and a 60 credit research
portfolio.
All students will be required to take the following compulsory and core, 20 credit
taught modules. (NB Part-time students will normally be expected to complete
these compulsory and core modules in their first year of registration.)
Code
Credits
EDU 737 20
Descriptive Title
EDU 966 20
Developing and Carrying out a Research
Study
Leadership & Strategic Management
EDU 828 20
Management of Change in Education
Type
Compulsory
and Core
Compulsory
and Core
Compulsory
and Core
All students will be required to take a compulsory research dissertation or
research-based portfolio module of at least 40 credits. (NB Students will not be
allowed to register for this module until they have successfully completed the
three compulsory taught modules. The compulsory research dissertation or
research-based portfolio module will normally be undertaken during the second or
third year of registration.)
Code
EDU 698
Credits
Descriptive Title
Type
60
Research
Compulsory
Dissertation/Research-based
Portfolio: Educational
Leadership and Management
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(b) All students will be required to take an additional 60 credits, of which at least 40
credits in Educational Leadership and Management should be selected from the
following prescribed list.
Code
Credits Descriptive Title
EDU768 20
Middle Management in Education
EDU827 20
Human Resource Management in
Education
EDU815 20
Policy, Planning and School
Effectiveness
EDU600 20
Emotional Intelligence and Leadership
Type
Optional
Optional
Optional
Optional
(NB Part-time students will normally be expected to take these optional modules
during their second year of registration.)
An additional 20 credits can also be selected from other modules currently
available in ECLS, or from elsewhere in the University, subject to the agreement of the
Degree Programme Director.
The course will be reviewed at an early stage in its first year, and following this,
possible revisions will be discussed with the chair and secretary of FTLC. New
modules are already in preparation, with a planned introduction (following
approval) in the 2006/07 academic year. These modules are: Distributive
Leadership (D. Muijs); Ethics, Equity and Educational Leadership (B. Carrington);
Educational Leadership and Globalisation (J. Tooley). We will also explore links
with the Business School, and the extent to which it would be possible for students
on the MPA to follow business management modules.
12.
Criteria for Admission:
Admissions policy:
A candidate must either be a graduate of this or another approved University or
awarding body and hold a 1st or 2nd class honours degree; or other qualification
approved by the Graduate School of HASS (Faculty of Humanities, Arts and
Social Sciences) regarded as equivalent to a degree of a university in the United
Kingdom. In order to be eligible for TTA support, UK candidates will be expected
to have Qualified Teacher Status.
Alternative entry qualifications
Candidates who have successfully completed the NPQH and the bridging module (EDU
791) will gain a 60-credit exemption and therefore will not be expected to register for any
of the optional modules. (NB The module allows such candidates to build directly upon
work completed on the NPQH by producing an in-depth, critical evaluation of an
intervention devised to improve practice within their institution.)
a) Arrangements for non-standard entrants
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Any special cases will be considered individually by the DPD.
b) Any Additional Requirements
Overseas candidates whose first language is not English must have an
overall IELTS score of 6.5 with at least 6.0 for the written component.
Overseas candidates with an IELTS score of 6.0, or with IELTS score of
6.5 but a writing score lower than 6.0, will be offered places conditional
upon undertaking a pre-sessional, English Language Training course of at
least 5 weeks duration.
13.
Support for Students and their Learning:
Induction
There will be an induction programme hosted by the School of Education,
Communication and Language Sciences for all students on the MPA
programme. The Programme Handbook will be available in electronic
form prior to the commencement of the programme, together with
timetable and module choice forms. The DPD and course tutors will
outline the assessments requirements. The leaders of the option
modules will introduce their parts of the programme. Students will be
asked to attend the Faculty/University Induction programmes. Overseas
students will be asked to attend the Orientation Programme, organised
by the International Office.
Study Skills Support
Every student will be allocated a personal tutor who will offer guidance in
study skills. Special sessions on study skills and a tour of the Robinson
Library and UCS will be conducted by the DPD and personal tutors
during Induction Week.
Academic support
The DPD will have the overall responsibility for the co-ordination of the
programme and its day-to-day administration and management. All
students will have access to the DPD and module leaders for advice
about academic issues.
All students are encouraged to discuss any academic issues or concerns
as soon as they arise – usually with the relevant module leader in the first
instance. Where a student’s assessed work is in need of support, staff
(usually the first marker) set-up individual tutorial sessions. The level of
student support will be in keeping with the new University guidelines and
policies governing Postgraduate Degrees at Newcastle (including the
most recent Examination Conventions for Taught Postgraduate
Programmes approved by Senate, 10/3/04).
Pastoral support
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Every student will have a personal tutor assigned to them. The
University’s full pastoral support system is explained to students in the
Degree Programme Handbook (DPH).
Support for Special Needs
The University of Newcastle is committed to the principle of equal
treatment of disabled persons and the proper application of the Disability
Discrimination Act 1995 (DDA 1995). The teaching and learning support,
resources and method of delivery, e.g. course documentation, provision of
lectures and seminars, are scrutinized to ensure that it is appropriately provided
to any student with Special Needs, taking into account those needs as and when
they arise, in accordance with University policy. . Information regarding the
Disability Support Services will be included in the Degree Programme
Handbook and can also be accessed at:
http://www.ncl.ac.uk/disability.services/”
Learning resources
The School has its own dedicated Education Resource Centre and in
addition to the resources held there, students will have access to
resources held by the North Leadership Centre. The Robinson Library
has an excellent stock of relevant books and journals.
14.
Methods for evaluating and improving the quality and standards of
teaching and learning
Programme reviews
The programme is subject to the Annual Monitoring and Review process
by the Board of Studies through to FTLC and UTLC. Account will be taken
of feedback from external examiners and appropriate actions will be taken
and reported to FTLC.
Accreditation reports
n/a
Student evaluations
Students will be asked to complete a module evaluation questionnaire at
the end of each module, as well as a programme evaluation questionnaire
at the end of the programme. Staff-student committee will discuss issues
arising from the programme. Graduate and employer surveys will be
conducted periodically.
Feedback Mechanisms
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The Boards of Studies, which will have student representatives, will
consider feedback from students and staff, as well as that from the
external examiners. The DPD will be responsible for the initial gathering of
feedback on individual modules, and where appropriate will discuss
issues with staff and students concerned. The Staff Student Committee
will discuss issues arising from the programme.
Faculty and University Review Mechanisms
The programme will be reviewed by the FTLC and UTLC and included in
any Faculty and University programme and subject review.
15.
Regulation of Assessment
Course Requirements
To qualify for the award of the degree, candidates shall be required to
satisfy the examiners in both course work and the research portfolio.
Role of the External Examiner
An External Examiner, a distinguished member of the subject
community, is appointed by Faculty Teaching and Learning
Committee, after recommendation from the Board of Studies. The
External Examiner is expected to:




Comment on and approve assessment tasks
Moderate coursework marking
Attend the November Board of Examiners
Report to the University on the standards of the programme
Assessment rules and degree classification are set out in the
degree regulations attached, and in the University’s “Examination
Conventions for Taught Postgraduate Programmes”. The common
marking scale used by the University for postgraduate programmes
is:




16.
<50 Fail
50-59 Pass
60-69 Pass with Merit
70 or above Pass with Distinction
Indicators of Quality and Standards:
Professional Accreditation Reports
n/a
Internal Review Reports
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This specification provides a concise summary of the main features of the programme and of the
learning outcomes that a typical student might reasonably be expected to achieve if she/he takes
full advantage of the learning opportunities provided. The accuracy of the information contained
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is reviewed by the University and may be checked by the Quality Assurance Agency for Higher
Education.
In addition, information relating to the course is provided in:

The University Prospectus

The School Prospectus and website

The University and Degree Programme Regulations

The Degree Programme Handbook and website

QAA Subject Review Report
None recently
Previous QAA Reports
Education
22/24 (April, 2001)
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