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
- Expand critical understanding in the area of Leadership in Education through learning based on critical engagement with current education theory, research, policy and practice.
- Provide opportunity for students to achieve their full academic potential at level 7 through study, encouraging self-motivation, self-awareness and application of initiative.
- Develop professionally and personally through learning programs at Masters Level.
- Develop critical educational practice through analysis of reflection on and engagement with this knowledge and understanding in their professional settings.
- Conduct original research in their educational setting around an aspect of leadership in education.
What our students say
Baboucarr Bojang
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As a member of the Certified Institute of Procurement and Supply (CIPS), I have attended several supply chain and
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I completed my UCAM – MBA in Supply Chain, Shipping, and Logistics Management from Westford University. I would want
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Bekithemba Mloyi
MBA in Supply Chain, Shipping and Logistics Management
5/5
I completed my MBA in Supply Chain, Shipping, and Logistics Management at Westford University College, which I began while
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Eva Baur
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I am studying the MBA in Human Resources and Organizational Psychology at Westford University College, and I am extremely
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About LJMU
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.
*Exeed College is a related company of Westford University College and belongs to Westford Education Group. In partnership with leading UK awarding bodies and other global organisations, Exeed college offers teacher education programmes.
