Master of Arts in Leadership in Education

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Liverpool John Moores University, UK

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Explore the world of opportunities and unlock the future with Master of Arts in Leadership in Education at Westford University College

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    About the Course

    As education evolves to meet the challenges of a changing world, the need for leaders who can mentor,support and innovate has never been greater. With a MA LEd. (Master of Arts in Leadership in Education), there are limitless academic and administrative potential careers available to you.

    Looking to make a difference in education? Liverpool John Moores University, UK’s unique MA in Leadership in Education will provide you with the knowledge and expertise to become an inspirational 21 st century educational leader.

    This dynamic and relevant program will appeal to those interested in deepening their critical understanding and knowledge of educational issues and effective responses in local, national, and international contexts, and in their development as a leader in education at all levels.

    Students may be quite recent graduates and aspiring leaders, or an experienced educational leader. You will sharpen your ability to address problems in your institution using a variety of theoretical and experiential lenses. This program develops students’ understanding of models, theories, and concepts in educational leadership; including the latest thinking, informed by practice and research in the field.

    Program Overview

    • MA Leadership in Education (180 credits) – 1 Year Full Time Master’s Program
    • The MA Leadership in Education comprises seven core modules at 180 credits (Master’s Degree).

    There are two interim exit awards available:

    • A Post Graduate Diploma in Leadership in Education (120 credits).
    • A Post Graduate Certificate in Leadership in Education (60 credits).

    Modules

    CODE – 7511ELED, CREDITS – 20

    Aims

    This module is designed to support learner’s understanding of conceptual frameworks and equip them with the skills to learn and perform at level 7.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Synthesize theory and research associated with learning at master’s level.
    • Critically analyze key theoretical frameworks and concepts in adult learning.
    • Critically evaluate professional development needs in relation to master’s study.

    CODE – 7512ELED, CREDITS – 20

    Aims

    This module is designed to provide opportunities for professionals in education to expand their knowledge of leading change and organizational development. Using a range of interactive approaches, the module will develop learner’s theoretical and evidence-based understanding of effectively leading change and influencing positive organizational culture and development.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Critically reflect on leadership models to implement change.
    • Critically examine the roles of leadership and management linked to effectively leading change within an education setting.
    • Synthesize theory and research associated with achieving successful change within an educational setting.
    • Critically reflect on research and evidence based practice associated with leading change.

    CODE – 7513ELED, CREDITS – 20

    Aims

    This professionally-focused module is designed to support practitioner’s understanding and effective practice in team working within educational organizations. Building on the existing knowledge and skills of learner, the module will develop your ability to critically apply and extend your professional knowledge and facilitate professional practice through analysis of teams.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Critically examine the concept of emotional intelligence linked to leading teams and people in educational settings.
    • Critically reflect on research and evidence based practice associated with leading teams and people within educational organizations.
    • Synthesize research findings, evidence based practice and theory to inform effective leadership of teams and people in educational settings.

    CODE – 7514ELED, CREDITS – 20

    Aims

    This module will provide learners with opportunities to expand their knowledge and understanding of an identified current issue in education, through engagement with educational theory, research, policy and practice. It will serve to develop participants’ critical professional practice and extend or enhance the professional skills and attributes required for effective practice in the educational context.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Critically analyze key theoretical frameworks and concepts in relation to an identified current issue in education.
    • Scrutinize the research and evidence base associated with an identified area of education provision.
    • Synthesis theory and research to inform their practice in relation to an identified current issue in education.
    • Critically evaluate the local, national or international policy associated with an issue.

    CODE – 7515ELED, CREDITS – 20

    Aims

    This module is designed for professionals in education to further develop their knowledge,understanding and experience of professional practice through learning engagement with current education theory, research, policy and practice. It will develop learner’s critical practice skills through analysis of, reflection on and engagement with this knowledge and understanding in their professional setting. As learning is a multi-level process which can be individually challenging and at times stressful,the module will support participants professionally and personally through engagement with the module.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Critically analyze key theoretical frameworks and concepts in relation to an identified aspect of their own professional practice.
    • Critically analyze and synthesize research findings and other evidence to inform the identified aspects of their practice.
    • Reflect on and critically evaluate the impact of their learning on professional practice, sharing knowledge in an appropriate way.

    CODE – 7517ELED, CREDITS – 60

    Aims

    This module provides opportunities for professionals in education to expand knowledge and understanding of research methods in educational contexts. The module supports learner’s development to deliver a research project within an area of identified interest. You will develop, implement and complete an in depth research-based investigation of a defined area that has relevance to the professional education context.

    Learning Outcomes

    After completing the module the learner should be able to:
    • Manage issues of research ethics and power in accordance with educational research ethical guidelines.
    • Critically analyze key theoretical frameworks, policy and concepts in the literature around a chosen education focus.
    • Apply appropriate methodologies and research methods to an area of professional inquiry.
    • Synthesize data with the existing theoretical and evidence base to inform practice.

    Educational Aims of the Program

    What our students say

    Eiman Ashraf Muhammad Ashraf

    “The YBLP Program was a huge success. Even in a world where almost any
    Eiman Ashraf Muhammad Ashraf
    “The YBLP Program was a huge success. Even in a world where almost any piece of information can be Googled, certain knowledge can only be gained via experience. The best example is Westford University College; Youth Business Leadership program. The speakers have been wonderful teachers to me. Their politeness, eagerness to share their own experiences, and expertise while listening intently have taught me a lot. Apart from that, as mentors, they have always tried to help me become a better version of myself rather than contorting me to their way of thinking. Their unflinching support has been invaluable.
    5/5

    Rosalyn Flory

    Enrolling in Westford’s Youth Business Leadership Program was one of the finest decisions Ihave
    Rosalyn Flory
    Enrolling in Westford’s Youth Business Leadership Program was one of the finest decisions Ihave ever made. A wonderfully created curriculum with corporate speakers from all over the world is what makes YBLP so special; in just four weeks, the program encouraged me to go deeper into myself as an individual and better comprehend myself. Not only did I learn a lot from YBLP, but I also obtained an 80 per cent scholarship, which was the icing on the cake!
    5/5

    Fatima Zrizar

    From day one to day seventeen, YBLP gave me a reason to wake up
    Fatima Zrizar
    From day one to day seventeen, YBLP gave me a reason to wake up with a bright smile on myface. I had the opportunity to meet the current and future business executives from variedbackgrounds, including the Westford faculty. It was certainly a once-in-a-lifetime opportunity tolearn so much about life and success from such inspiring people. Thank you, Westford for thefun-filled weeks.
    5/5
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    Youssef Chaari

    As part of my Self-Transformation Journey, I completed my MBA in Project Management, and
    Youssef Chaari
    As part of my Self-Transformation Journey, I completed my MBA in Project Management, and I am pleased to be a Westford University College Alumni after this unique experience in which I gained substantial information and new abilities to assist me in achieving my ultimate objective in my career transition. My dedication alone would not have made a difference if it were not for the faculty members and the entire Westford team’s unwavering and boundless support. I am excited to return to WUC for a Doctoral degree. Westford, you are incredible!
    5/5
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    About LJMU

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    The Liverpool Mechanics Institute was founded by people of power and influence who recognized the transformative effects of education and the impact that learning and aspiration could have on individuals, communities and society. It was the first such institution to be founded in England. This small, pioneering movement was followed by the establishment of the Liverpool Institute and School of Art and the Liverpool Nautical College, and in 1900 Irene Mabel Marsh opened the IM Marsh campus. These organizations together laid the foundations for Liverpool John Moores University, an institution that has grown and flourished and continues to provide opportunities for all. Today, with a vibrant community of over 23,000 students from over 100 countries world-wide, 2,400 staff and 250 degree courses, Liverpool John Moores University is one of the largest, most dynamic and forward-thinking universities in the UK.

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      Bachelors Degree

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      Westford Mentorship Program

      A bachelor’s degree is increasingly the norm. This means, that students are determined to equip themselves with a repertoire of skills that will set them apart in today’s competitive work environment. The pressure to become well-rounded graduates with grades, soft skills, and technical knowledge is driving students to seek personal and professional development outside the classroom. Corollary to it, most organizations nowadays consider that abilities like communication, organization, and commercial awareness are just as, if not more, vital than specific technical or academic knowledge and skills connected with graduate’s certification. The Westford Mentorship Program bridges the gap between academia and the workforce by providing students with an opportunity to engage with experts in their field of interest, ask insightful questions, and enhance their career exploration. In turn, Westford Alumni can reconnect with the Westford Community and share their expertise and knowledge with the next generation of innovators, movers, and shakers. It all equates in giving back to the society by having a positive influence in the lives of young people, especially those who are looking for meaningful professions.
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