Intro

This Masters in Education course has emerged as a direct result of our work with local practitioners and senior leaders in educational establishments. The course builds on existing structures to further integrate academic study with work-based learning and research.

The MA course can be tailored to your interests and professional development needs. You may be interested in a curriculum subject or particular aspect of pedagogy, be a recently qualified teacher returning to study, a school mentor, a middle-leader keen to make improvements, or a senior leader looking for a transformative learning experience.

Our MA course provides the vehicle for a thorough and stimulating engagement with an aspect of professional learning and development.

The structure ensures a coherent and supportive student experience throughout the course which comprises of core modules that can be applied in a variety of different areas. Our flexible course reflects the expectation that practitioners work in wider networks with colleagues and alongside expert facilitators, including the university teaching team.

You will graduate with an in-depth and critical understanding of theory and research. Modules are designed to complement and extend your professional commitments, and teaching and assignment submissions are scheduled to fit around your existing work.

Key facts

Location Falmer
Part-time 2–3 years

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Please review the entry requirements carefully and if you have any questions do get in touch with us.

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Course content

Course structure

This course runs each year, beginning in October. Sessions are usually scheduled for Thursday evenings or Saturday mornings depending on the module.

Each module typically encompasses regular taught sessions over a three-month duration, for example, a 20-credit module may comprise of 10 two-hour Thursday evening sessions.

You will study up to five modules, split over two to three years depending on any recognition of prior learning. These modules build on and extend previous study and learning and provide a coherent and supportive learning journey towards achieving the MA in Education.

The number of modules taken enables a manageable workload as well as further opportunities for formative assessment.

The flexibility of our course means that studying for the MA in Education allows you to pursue your individual interests and professional development needs across the entire course.

You will learn through a mixture of lectures, taught sessions, tutorials, online learning, group work, independent study and through work-related activities.

Areas of study

You will begin the course with a focus on current issues reflecting on roles, responsibilities and interests. You will be supported to explore these issues from prospective within the broader context of policy and current research.

Subsequently, you will undertake critical thinking about practice, teaching and learning that will lead to an enquiry into an issue of professional relevance. This enquiry is a helpful and formative small-scale project which acts as a useful preparation before starting work on your MA dissertation. The outcomes of the enquiry are intended to have a direct impact on pupils, colleagues and the wider education field, in addition to your own professional understanding.

Every June we host an education research conference as part of our MA. It provides an opportunity for students to learn about local practitioner research findings and to network with colleagues and local partners as well as Professional Doctorate in Education and PhD students. Read about our most recent conference.

Aims

Students on this course will:

develop systematic understanding of knowledge and a critical awareness of debates and developments in education as a field of study

undertake systematic and critical reflection and debate in the light of current and emerging policy contexts

engender an understanding of and commitment to professional learning and development and its place for the practitioner and subsequent practice

develop a thorough understanding of the principles of research in the context of learning and development to facilitate research literacy

develop conceptual understanding that enables critical evaluation of current research and advanced scholarship in the discipline and evaluation of methodologies

develop skills, knowledge and understandings and apply this learning to their roles, responsibilities and career aspirations.

Dictionary definition of the word research

Syllabus

Year 1

Engaging with Professional Development (20 credits)
Critical Perspectives on Education (40 credits)

Should you wish to withdraw from the course after having successfully completed 60 masters-level credits, you'll exit with a Professional Education Studies Postgraduate Certificate.

Year 2

If you have any recognition of prior learning (normally level-7 credits from a PGCE or PGCert) you will join the programme at this stage.

Professional Learning through Enquiry (20 credits)
Designing your Research Proposal (40 credits)

Should you wish to withdraw from the course after having successfully completed 120 masters level credits, you'll exit with a Postgraduate Diploma in Education (PGDip).

Year 3

You will complete your studies by undertaking an appropriate small-scale research project to produce your dissertation.

Research project (60 credits)

Recent dissertation titles include:

The Digitalisation of Teacher Work and Professional Identity during COVID-19 School Dismissal: A UK Secondary School Case Study
Strategies to enhance peer to peer and pupil to teacher dialogue to improve children’s inductive mathematical reasoning.
What factors do ‘First Generation’ undergraduates perceive as contributory to their academic success?
How do pupils perceive the distinctively Christian nature of the Church of England primary school
Why do girls choose to study Computer Science at A-level?

CPD for schools

School-based bespoke MA programmes

We are keen to support schools with their CPDL priorities and can consider applications from teachers in the same school or alliance who wish to benefit from a supportive on-site community.

Advanced standing into a later stage of the MA can be facilitated according to previous learning and experiential learning (RPL).

Discounted fees may be available for larger groups of staff.

Meet the team

All course tutors are qualified to at least masters level with the majority holding or studying for doctoral qualifications.

Research and professional expertise and interests are hugely varied across the team and tutors harness their passion and enthusiasm in support of MA students.

The majority of our MA tutors also hold QTS and have significant experience of schools and educational settings.

Dr Soo Sturrock - course leader

Dr Sturrock leads the MA in Education course and loves to work with education practitioners in their areas of professional interest.

Soo teaches on three of the modules and coordinates the Dissertation module in Year 3 of the course. She works closely with a team of experienced supervisors who are allocated to support students’ research projects.

Soo enjoys supporting students as the individual research projects take shape, and celebrates the subsequent impact that practitioner research can have both personally and professionally.

Her own research focuses on teachers’ experiences of education policy and she draws upon her expertise and experience of effective research practices to support MA students’ academic and research literacy.

Read Dr Soo Sturrock's full profile.

Other key members of the teaching team:

Dr Alison Barnes
Dr Keith Turvey - follow Keith on Twitter.
Professor Andrew Hobson
Dr Jools Page
Lesley Hope

External examiner comments

The (MA course) curriculum is well designed; students are, importantly, able to select and follow a focus appropriate to their educational setting.

The quality of feedback is exemplary! It is supportive yet appropriately challenging, this would be hard to improve upon.

The feedback, or more accurately feedforward, is of high quality on all modules. It is clear detailed and forward-looking.

It is mapped to the learning outcomes which gives students clear guidance as to where they are achieving wealth and what needs to be improved on. This support students learning and enhances their performance.

Your student centred approach is one that many other institutions should aspire to.

How this course is delivered

How will my course be taught?
For the academic year that starts in September 2022 we’re planning for all students to be taught face-to-face on campus, enhanced by some online learning.

Students who started their course with us in 2021 are on campus for some face-to-face learning including tutorials, workshops, laboratory classes and studio sessions. They are also taking part in off-campus learning activities such as placements, field trips and study visits. And all of our campus facilities – libraries, learning spaces, restaurants, gyms and more are open.

Like all universities we are following government guidance and we are monitoring the pandemic very closely. Should Public Health advise it we have robust plans in place for additional safety measures to be introduced to enable everyone to continue learning on campus, and, as a last resort, for students to continue their learning remotely.

We will update you regularly on our teaching plans for the next academic year as you progress your application with us.

When does my course start?
The 2022 academic year begins on Monday 26 September 2022. Teaching for most courses starts the following week.

Many education courses, some health science courses including Medicine, and some postgraduate business courses have an earlier start date. Check your offer letter for the start date of your course.

Careers

This course will further your professional development, allow you to progress your expertise within the field of education and enhance your employability for leadership roles.

Enhanced knowledge of educational issues and specialist areas of interest are attractive to a wide range of employers. Typical career moves after graduation include promotion to senior leadership teams, advisory roles or promotion into a different education sector, including those with capacity to influence policy.

Our graduates have commented on the ways that the MA in Education has positioned them for senior and leadership roles, for making a career move and improving their skills and professional potential.

The course also provides a springboard for further study at a doctoral level, either through our PhD or Professional Doctorate in Education routes.

Entry criteria

Entry requirements

Qualifications
Provide evidence of prior study at IQF level 6, normally in the form of a good honours degree (usually an upper second class honours or above), or equivalent.

Experience
You need to be working in, or have regular access to, a relevant professional situation appropriate to an MA in Education research area.

The personal statement
In this section, you should include details of your educational interests alongside your professional context experience which is an entry requirement for the programme. You should also demonstrate, through examples, potential areas of interest and study. It is vital that this is written in an appropriate professional tone. Applications will only be considered if the personal statement is complete.

Making your application
You are strongly encouraged to submit your application as early as possible to ensure that pre-course preparations can be made. Please aim to complete your application by 20 August.

If your application is successful you will be invited to interview which will provide an opportunity to further explore your rationale for study and to discuss elements of your personal statement. Interviews can be in person or via Microsoft Teams.

Recognition of prior learning
Masters (level-7) credits which have been achieved through previous study may be used for entry to the course. Many PGCE and some BA programmes carry up to 60 level-7 credits, and these may contribute towards the 180 credits required for the masters award.

Postgraduate certificates studied at the University of Brighton (such as Autism, Dyslexia, Evidence-informed Practice and Primary Mathematics Specialist Teacher Programme) all carry 60 level-7 credits which can be used for entry to the course.

Students with level-7 credits usually join the MA programme from the third core module.

Claims for recognition of prior learning will be considered in line with university guidance and each applicant will be considered on their individual merits.

Prospective candidates will be asked to contact the Admissions Tutor to discuss these options.

English language requirements
IELTS 7.0 overall with 6.5 in writing and no less than 6.0 in all other components.

Fees

Course fees

UK for each 60-credit year2,622 GBP

Students have the opportunity of paying for fees in instalments.

Each year of part-time study for the MA in Education normally comprises modules equivalent to 60 credits of study. Fees are calculated pro-rata according to the number of credits taken and charged annually. The total fees you will pay to achieve the MA will be based on taking 180 credits, this may be reduced if you have prior learning which can be accredited towards the qualification.

The fees are fully inclusive. The course is modular in design, and structured in stages so if students need to suspend studies or leave and re-enter the course, it may be possible to accommodate this. There are some administrative costs associated with this option of course progression. Further tuition fees are payable for each subsequent year of study and may be subject to small increases, in line with inflation.

What's included

You may have to pay additional costs during your studies. The cost of optional activities is not included in your tuition fee and you will need to meet this cost in addition to your fees. A summary of the costs that you may be expected to pay, and what is included in your fees, while studying a course in the School of Education are listed here.

You will have access to computers and necessary software, however many students choose to buy their own hardware, software and accessories. The amount spent will depend on your individual choices but this expenditure is not essential to pass any of our courses.
In most cases coursework submissions are electronic but you may wish to print notes and should budget approximately £30 for printing.
For courses which require a placement, you’ll be expected to pay for your travel expenses but you may be able to claim some travel costs back from the university, depending on where your placement is in relation to where you live.
Course books are available from the university but you may wish to budget up to £150 to buy your own copies
You may wish to consider budgeting up to £25 for stationery/teaching materials.

You can chat with our enquiries team through the Stay in touch panel at the end of this page if you require further information. Or check our finance pages for advice about funding and scholarships as well as more information about fees and advice on international and island fee-paying status.

Info

Postgraduate loans
The government has introduced a loan scheme for postgraduate students who are UK or EU nationals resident in England and starting a master’s course at a UK university.

Scholarships, bursaries and loans

We offer a range of scholarships for postgraduate students. Bursaries and loans may also be available to you.

Find out more about postgraduate fees and funding.

Location

Campus where this course is taught

Falmer campus

Set in the South Downs, our Falmer campus is around four miles from Brighton city centre. 7,000 students are based here taking subjects including criminology, English, education, nursing and medicine, paramedic science, psychology and sociology. Brighton and Hove Albion's Amex stadium and beautiful Stanmer Park are right next door.

Specialist learning facilities at Falmer include the curriculum centre used by teaching and education students, which houses over 30,000 teaching resources and clinical skills and simulation suites used by health students. Psychology students learn in our applied cognition and flexible creative method labs.

Falmer campus has two halls of residence on site, as well as a library, restaurant, cafes, and a students' union shop and bar.

The campus sports centre has a fitness suite, activity studios and a sports hall. There is also a floodlit astroturf football pitch, netball and tennis courts.

Cycle lanes link Falmer with our other campuses and the city centre and there is a BTN BikeShare hub on site. There are regular bus services to the city centre and other campuses. Falmer train station is right next to campus and a nine minute journey to central Brighton.

Newly refurbished atrium in the Checkland Building

Accommodation

Brighton: Falmer

We guarantee an offer of a place in halls of residence to all eligible students who apply by 30 June.

Halls of residence
We have halls of residence across Brighton in the city centre, Moulsecoomb, Varley Park and Falmer.

You'll be prioritised for accommodation in the halls that are linked to your teaching base, subject to availability.
Falmer campus is linked to the halls on Falmer campus and at Varley Park. All halls are self-catered.
- Paddock Field and Great Wilkins halls are on Falmer campus and offer a range of rooms
- Varley Park offers a mix of rooms. It is around two miles from Moulsecoomb campus and four miles from the city centre. Public transport in the city is excellent.

Private renting
There's plenty of support if you opt for private renting. This is an option which offers choice and flexibility – enabling you to choose where you live and who with. Every summer we provide online events and resources, as well as other advice services, for students looking for a place to live and people to share with.

Outside views at Falmer accommodation

Extensive facilities at Falmer sports centre

Students dining at Westlain

Local area

About Brighton

The University of Brighton is at the heart of our city's reputation as a welcoming, forward-thinking place which leads the way when it comes to the arts, music, sustainability and creative technology. Brighton is home to a thriving creative community and a digital sector worth £1bn a year to the local economy, as much as tourism.

Many of the work-based learning opportunities offered on our courses such as placements and guest lectures are provided by businesses and organisations based in the city.

You can also get involved with city festivals and events such as the Brighton Festival, the Fringe, Brighton Digital Festival, Brighton Science Festival, the London to Brighton bike ride, and the Great Escape festival of new music to name but a few. Other annual highlights include Pride, the Brighton Marathon, and Burning the Clocks which marks the winter solstice.

You'll find living in Brighton enriches your learning experience and by the end of your course you will still be finding new things to explore and inspire you.

It's only 50 minutes by train from Brighton to central London and less than 40 minutes to Eastbourne. There are also daily direct trains to Bristol, Bedford, Cambridge, Gatwick Airport, Portsmouth and Southampton.

Maps

Falmer campus

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Sport at Brighton

Sport Brighton

Sport Brighton brings together our sport and recreation services. As a Brighton student you'll have use of sport and fitness facilities across all our campuses and there are opportunities to play for fun, fitness or take part in serious competition.

Find out more about Sport Brighton.

Sports scholarships

Our sports scholarship scheme is designed to help students develop their full sporting potential to train and compete at the highest level. We offer scholarships for elite athletes, elite disabled athletes and talented sports performers.

Find out more about sport scholarships.

Cricket Academy

New for September 2023, our Cricket Academy offers aspiring players the opportunity to continue their cricket development alongside studying for a degree. The programme offers a world-class training environment with the highest quality coaching.

Find out more about the Cricket Academy.

Meet our students

Peter Heng-I Lin

“I choose to study a masters in Education in the UK after visiting the university of Brighton. The staff were very friendly and took time to speak with me and show me around the campus which helped me with my decision.

“Being an international student, it took me a bit of time to overcome the cultural and language barriers with learning in the UK. However, I found myself very impressed with the support system offered to international students, which helped relieve the anxiety of settling in the country.

“I was also very lucky to have an amazing group of lecturers and course mates who took care to ensure I understood and patiently clarified all the points I didn’t understand. Although I was the only foreign student in the group, I didn’t feel isolated, instead, I was kept encouraged and supported.

“My journey through my MA in Education studies was a bit like walking a tight rope — very challenging, but also very rewarding at the same time.”

Rebekah Golding

“I studied on the Education MA whilst teaching two days a week. I greatly enjoyed the challenge of the course, and the rate at which my learning and thinking developed, and could not have thrived without the support of the teaching staff, supervisors and my course colleagues.

“I discovered that engaging in masters-level study involved much greater independence, intellect and an intensity of reflection than I had previously encountered whilst studying. However, it was through these challenges that I grew as a critical thinker who sought to question first impressions, both in my research life and personal life. I feel that completing this course, and overcoming each challenge I encountered over the year, enabled me to become a person of more depth, open to a wider range of interests and perspectives.

“Discussions with course colleagues encouraged me to reflect on my own preconceptions and assumptions; something which I was continually challenged about during teaching sessions and independent reading.

“I feel that completing this course, and overcoming each challenge I encountered over the year, enabled me to become a person of more depth, open to a wider range of interests and perspectives. I thoroughly enjoyed my research project and would definitely like to take it further in the future.”

Lucy Breen

“The Education MA gave me the opportunity to delve into research in an area that I am extremely passionate about and develop my own critical thinking and personal skills. The course structure complemented working full-time as a teacher so it never felt like too much was asked of me.

“The whole dissertation process has really developed me as a researcher and facilitator. It was by no means easy, but the learning and experiences along the way really challenge your thinking and enable you to successfully produce a research project. My tutor was extremely knowledgeable and supportive and really enhanced my thinking and my project as a whole.

“The senior management team at work were extremely interested in my studies, especially with my dissertation project, and during the final stage of my masters they interviewed me to be Year One Leader. The experiences gained from my masters studies really helped me with this interview and enabled me to answer the questions with more insight about education and I got the job!

“The rewards of this course stretch far beyond the qualification and I would definitely encourage anyone thinking about applying to go for it.”

Nadia Pashkevich

“I trained to be a teacher at the University of Brighton on the Primary Education (5–11) BA(Hons) with QTS. During the degree I was fascinated by the research side and so decided to continue my studies with the Education MA before starting in the classroom.

“I chose to study the Education MA at Brighton as the course looked exciting and has recently been updated and improved. I was also able to take advantage of the scholarships that Brighton offers its graduates alongside continuing to follow my passion.

“For my masters’ thesis I am carrying out research into the initial experiences of the UK education system with children from countries of conflict. The research will not only inform my own teaching but I hope it will also aid schools in preparing for the arrival of such children and helping them to settle in more easily.”

Laura Fair

“I had a very positive experience at the University of Brighton studying Primary Education (5–11 years) BA (Hons) with QTS and always knew I wanted to continue my studies to support furthering my career.

“I chose to study the Education MA as it offered face-to-face sessions which allowed me to be able to discuss ideas with other students and share experiences. I found this to be invaluable and felt supported by other students and lecturers.

“The masters course wasn’t easy but it was well structured and the lecturers really do know what they are talking about, challenging you at every step. The university really promotes research and having this flexibility and openness to new ideas and findings really allowed me to research what I was really interested in.

“I am now working as a deputy head in a primary school that values my masters degree and have been keen to draw on my research in developing the school further.”

Student quotes

“The chance to learn from knowledgeable and approachable tutors, who have delivered inspiring courses which are relevant to practice and education policy.”

“An opportunity to meet like-minded teachers and to form professional friendships outside of your own school.”

“A thought provoking programme which engages students and gives ownership and direction of their own CPD by choosing assignments related to their school.”

“I've become a much more reflective leader. It has given me the opportunity to take time out and reflect on how I approach issues.”

“I really enjoyed presenting to peers and presenting at the summer Education MA conference. Hearing how others are formulating their ideas and their dissertations is very interesting and very useful.”

“Listening to other MA students presenting papers at the Education MA conference brought about confidence and self-esteem.”

“The MA has been a step for further academic work. In addition, it was an advantage for job hunting and has been rewarded with increased salary.”