17 September 2018
7 January 2019
1 year full-time
2 years part-time
About the course
You’ll explore the role of mentoring and coaching and its role in supporting personal development in organisations. You’ll analyse relevant strategies and approaches, examining issues linked to implementing and managing mentoring/coaching schemes, you’ll also have the opportunity to consider the strategies that could be used within a session and the ethical issues that govern them. You’ll look at the roles of mentors and coaches and their ethical and professional responsibilities.
On this course you’ll have the opportunity to develop an understanding of critical reflection and how to employ independent learning strategies to enable you to evaluate and inform your professional practice. You’ll also develop and deepen your knowledge and understanding of educational research and be able be able to use these skills in researching an aspect of mentoring and coaching for your dissertation.
A further key component is the ability to exchange and share learning with and from others; you’ll have ample opportunities to work with students from a wide range of disciplines and organisations.
The course is tailored around you. You can expand on your teaching and learning focus by choosing from a range of options to match your role, experience or organisation to help you progress as an informed, reflective and inspirational practitioner.
You’ll be taught by an outstanding team of teachers; in fact, we were ranked fourth in the Guardian Guide for Higher Education in 2018. You’ll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.
Outstanding teaching, access to our wide ranging professional networks, plus the latest research findings all help to ensure our students are equipped with knowledge and skills needed within the workplace. Many of our courses are also offered on a flexible full or part-time basis to ensure you’re able to work towards your qualification around your existing commitments.By choosing to study with the University of Huddersfield you’ll join an inspiring, passionate and committed community focussed on making your studies as enjoyable, rewarding and successful as possible.
Professor Ann Harris, Associate Dean (International)
Mentoring and Coaching
This module will help you to explore the role of mentoring and coaching. You'll have the opportunity to examine issues linked to implementing and managing mentoring/coaching schemes, the role of mentors and/or coaches, the strategies that could be used within a mentoring and/or coaching relationship and the ethical issues governing them.
Methods of Enquiry
This module will develop and deepen your knowledge and understanding of research methods, in both academic and professional contexts. It considers some of the theories, methods and implication of research and the complex role of researchers and of practitioner-researchers. You'll explore a range of methods of enquiry in order to enable you to understand the significance and ethics of research.
This module will deepen your knowledge and understanding of educational research. You'll learn about traditions of educational research; positivism, interpretism and action research and the strengths and challenges of carrying out research in these traditions. This module will provide you with the opportunity to carry out a piece of research based on a contemporary or work-related issue or problem.
In addition you choose two modules from the list below which may include –
Managing Learning and Development in Organisations
This module will help you to develop an understanding of the links between learning and development, organisation goals and broader human resource policies and practice in a variety of organisational contexts. You'll explore how the learning and development agenda can be promoted by examining learning & development policies, roles, functions, as well as strategies, methods and techniques for establishing learning and development needs.
Education Society and Development
This module helps you examine the dominant patterns of education that have arisen in response to the pressures of globalisation and global institutions. You'll evaluate how the dominant (neo-liberal) systems are affecting education and leading to an increased focus on education as a preparation for the workplace. The module will help you understand the knowledge economy and global competition and the resulting policy formulation related to education, training and human resource development.
Comparative Approaches to Learning
This module will help you explore the increasingly international nature of education. You'll examine different approaches to education and the ways different cultures define the key concepts of education. The module will help you to understand international perspectives on what is valuable knowledge and how it is learned. You'll explore how culture impacts on education, how it affects the structures and processes that take place in classrooms and you will use this knowledge to consider how this affects learners and ideas that travel across cultural boundaries.
International Approaches to Early Childhood Education
The module will help you to reflect on a range of international perspectives on early childhood education. It will emphasise the relationship between theoretical perspectives and aspects of practice in early childhood education. You'll critically engage with debates about early childhood education and will focus on the education of children in a range of settings.
Exploring Teaching and Learning
This module will develop your understanding of the ideas of curriculum: what is taught, how it is taught and why it is taught. You'll explore elements of the hidden curriculum, including hierarchy, power, values, confidence, stereotypes and labelling. The module will also help you to understand how a teachers’ role is constructed. What are teacher identities and how do these shape the role of teachers? Is teaching a professional activity? What are the ideas around this aspect? What is a reflexive/reflective teacher and how does this enhance professional development. You'll also consider some learning theories and their practical application within your setting.
Developing Effective Leadership
This module will provide an opportunity to consider and reflect upon leadership within an organisational setting. You'll actively engage with such concepts as the role of the leader, how that role links to and differs from management and how leaders need to be developed within their organisations. The module will also help you to understand concepts of vision, values, culture, strategic planning, modelling behaviours and developiment of organisations and individuals.
Critical Social Policy in Education and Public Services
This module will help you examine the historical, political and legislative developments leading to current national and local policy agendas relevant to those working in education and other public services. Emphasis will be placed on the relationship between theoretical perspectives and aspects of practice in a range of contexts such as early years, youth work, teaching, learning and development, health care, community work, family support and social care.
Education, Extremism and Community Cohesion
This module will enable you to critically examine how policy approaches to countering extremism and promoting community cohesion have addressed and impacted on policy and practice within various educational sectors; The module will enable theoretical analysis of the various meaning/s of these concepts and of how they have been framed by policy and translated into educational practice.
Management in Professional Practice
This module critically explores theories of management and organisation, the impact of political and economic changes on management practices, managing collaboration and managing change in organisations. You'll critically explore approaches to managing oneself, managing others and managing public service and voluntary sector organisations alongside a systematic understanding of the practical management skills required of a professional role in the public and voluntary sector.
Special Educational Needs and Disability: Evaluating Policy and Practice
In this module you'll study changing cultural and historical attitudes to disability including, medical intervention from the early part of the 20th century and more recent social changes that encompasses the disability rights, human rights and equality, and models of health and disability. You'll explore how our understanding of SEND has developed, and the impact of this on our understanding of inclusion, as well as investigate how the needs arising from specific SEND conditions are culturally, socially and historically defined, and what this means for educational practice.
Understanding Educational Statistics
This module is an introduction to how statistics relevant to professionals working in educational settings can be identified and analysed. You'll aim to explore techniques for descriptive analysis and summary of secondary datasets and will have the opportunity to carry out some basic statistical modelling. This module is designed for those who have not studied statistics before, the focus will be on how to examine and comprehend pre-existing datasets.
You will be introduced to a range of ICT tools and techniques for innovation in teaching and learning. Emphasis is placed on the selection of approaches appropriate to the learners’ needs. Alongside the practical aspects of using these tools you will consider how they can transform learning and develop a deeper, theoretical and analytical understanding. You'll also explore current debates in the field of e-learning.
This module will help you to develop understanding and skills in the area of online tutoring, facilitation, and in the design, planning and implementation of e-learning and blended learning courses.
On this course you’ll have the opportunity to develop an understanding of critical reflection and how to employ independent learning strategies to enable you to evaluate and inform your professional practice. You’ll also develop and deepen your knowledge and understanding of educational research.
Our full-time MA course takes 12 months to complete.
We offer two starting points each year; either September or January.
On the full-time course modules are normally taught in weekly seminars and workshops. Some modules may take place on Saturdays. You'll also use our Virtual Learning Environment and online library facilities which provide access to a wide range of high quality learning materials.
The course is assessed through course work; there are no timed tests or exams. The assessment on the course allows you to demonstrate your practical knowledge and skills alongside developing your critical and theoretical understanding of the subject. The assessment builds on your particular interests and context and is likely to have outcomes that will be of benefit to your professional life and to your employer. You’ll be provided with guidance to help you develop your assignment work by module tutors and specialist learning support staff. For international students, we provide a weekly academic study skills support workshop to help you get the most from the main modules.
Feedback (usually written) is normally provided on all coursework submissions within three term time weeks – unless the submission was made towards the end of the session in which case feedback is available after the publication of results.
You should have an honours degree in a relevant subject at 2:2 or above, or a professional equivalent.
The University will determine whether a degree can be recognised as UK equivalent.
International students whose first language is not English are expected to have IELTS level 6.0 with no element below 5.5 or equivalent.
- We’ve been ranked 4th in the country for Education in the Guardian Guide to Higher Education 2018. This puts our education programmes amongst the very best in the UK along with Cambridge, Durham, Reading and Birmingham.
- Huddersfield is a TEF gold-rated institution delivering consistently outstanding teaching and learning of the highest quality found in the UK (Teaching Excellence Framework, 2017).
- We won the first Global Teaching Excellence Award recognising the University’s commitment to world-class teaching and its success in developing students as independent learners and critical thinkers (HEA, 2017).
- Here at Huddersfield, you’ll be taught by some of the best lecturers in the country. The University is number one in England for the proportion of staff with teaching qualifications (HEFCE, 2016).
- For the past ten years, we’ve been the UK’s leading university for National Teaching Fellowships too, which rate Britain’s best lecturers. It’s all part of our ongoing drive for teaching excellence, which helps our students to achieve great things too.
- We’re unique in the fact that all our permanent teaching staff* have, or are completing, doctorates. This expertise, together with our teaching credentials, means that students here learn from knowledgeable and well-qualified teachers and academics who are at the forefront of their subject area.
*Permanent staff, after probation: some recently appointed colleagues will only obtain recognition in the months after their arrival in Huddersfield, once they have started teaching; research degrees applies to those on contracts of more than half-time.
At the University of Huddersfield, you'll find support networks and services to help you get ahead in your studies and social life. Whether you study at undergraduate or postgraduate level, you'll soon discover that you're never far away from our dedicated staff and resources to help you to navigate through your personal student journey. Find out more about all our support services.
We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.
We review all optional modules each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback. We will always ensure that you have a range of options to choose from and we will let students know in good time the options available for them to choose for the following year.
We will only change core modules for a course if it is necessary for us to do so, for example to maintain course accreditation. We will let you know about any such changes as soon as possible, usually before you begin the relevant academic year.
Sometimes we have to make changes to other aspects of a course or how it is delivered. We only make these changes if they are for reasons outside of our control, or where they are for our students’ benefit. Again, we will let you know about any such changes as soon as possible, usually before the relevant academic year. Our regulations set out our procedure which we will follow when we need to make any such changes.
When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, where you will also find links to the full text of each of the regulations, policies and procedures referred to.
The Office for Students (OfS) is the principal regulator for the University.