MSc in Education Management

Transcription

1 MSc in Education Management Postgraduate Programme Part-time Year st Intake Programme Code: This is an exempted programme under the Non-local Higher and Professional Education (Regulation) Ordinance (reference no ). It is a matter of discretion for individual employers to recognise any qualification to which this programme may lead.

2 MESSAGE FROM THE PROGRAMME DIRECTOR Teaching on this Master's programme at SCOPE is a stimulating experience for me and for my colleagues. Our students bring such a wide variety of experiences and backgrounds, thus engendering challenging and fascinating debates about a whole range of issues related to educational leadership and management. I do hope to welcome you on our programme. Should you decide to join us you can be assured of a very worthwhile and enjoyable experience! Mrs. Elisabeth Lazarus, Programme Director (UK) SPECIAL FEATURES OF THE BRISTOL MSc PROGRAMME Gateway to a Renowned Education Programme In the 2014 Research Excellence Framework, which evaluates universities research, Bristol was once again confirmed as a world leader, being in the top 10 Leading UK centres for high quality and high impact research on education. Bristol was ranked 5th in the UK by the Times Higher Education Research Intensity rankings. Listed as 37th in QS World University Rankings in More than 220 school administrators, teachers and principals from all levels of education have studied and benefitted from the programme in the past twenty years Learn from experienced Education Professionals 100% taught by high calibre academics from the University of Bristol - Graduate School of Education Unique Class Schedule Every taught unit is designed as one weekend block every two months to allow students to study without affecting their full time commitment. Valuable Networking Platform International mix of students providing excellent opportunity for experience sharing and appreciation of cultural diversity. Bristol at a Glance 100-year centenary celebrations in 2009 Top-40 (37 th ) University in the world (QS World University Rankings ) Graduate School of Education Celebrated its centenary in 2013 Among the UK's top 5 School of Education for its research intensity in 2014 Research Excellence Framework (REF) which assesses the quality for research Maximum points for teaching quality in the latest Quality Assurance Agency review

3 Master of Science in Education Management (MSc) The Graduate School of Education, University of Bristol is offering this two-year part-time programme leading to MSc in Education Management in Hong Kong in association with the School of Continuing and Professional Education, City University of Hong Kong. This long-standing programme is designed for education managers, administrators and practitioners from diverse educational backgrounds and establishments, and from other professions, united by a commitment to developing management and research skills relevant to their practices. It aims to develop students to become reflective practitioners who have global perspectives to meet future challenges in their careers. Programme Aims and Objectives The programme aims to: extend and deepen students knowledge and develop their understanding of specific theories, ideas and practices, and the relationships between perspectives from different disciplines; provide a caring, collaborative working environment in which students from different backgrounds can work together and share experiences for their mutual benefit; encourage commitment to intellectual challenge; develop students intellectual, practical and transferable skills; help students to read and evaluate research in their subject area, and to conduct systematic research relevant to their professional practice; encourage critical thinking; encourage students to develop as reflective practitioners; provide clear and effective structures for the organisation of teaching and for students learning. On completing the programmes, you should: have a breadth and depth of knowledge and understanding in your subject area, providing a firm foundation on which to build your future professional development; understand and be able to use a range of research methods appropriate for your professional practice; have developed a range of relevant intellectual, practical and transferable skills appropriate to your professional practice, including personal reflection; have developed your capacities for critical thinking, analysis, synthesis and evaluation; understand the complex issues surrounding innovation and change and be prepared for changing and varied employment. 1

4 The University of Bristol The University of Bristol, which was founded as University College, Bristol in 1876, is internationally acknowledged as one of the UK s leading universities. In recent teaching and research assessment exercises the University has performed exceptionally well with most of its principal departments being regarded as national or international centres of research and teaching excellence. In the latest UK research assessment exercise, the Research Excellence Framework (REF), conducted in 2014, the Graduate School of Education performed extremely well and is positioned in the top 5 UK Schools of Education for its research intensity. Equally importantly it also received the maximum score of 24 out of 24 for the quality of its teaching. The University is very well supported by the major Research Councils and Foundations and is able to attract a substantial amount of research funding from non governmental, industrial sources. The Graduate School of Education The Graduate School of Education celebrated its Centenary in It has been offering a Master s degree in Education Management for many years and its alumni are to be found in senior educational leadership positions throughout the UK and in over 70 countries world-wide. The Graduate School is one of the leading centres for study and research in Education in Britain. It offers a wide range of programmes at postgraduate certificate, Master s and Doctoral (EdD & PhD) levels as well as short in service courses and consultancies. A postgraduate certificate course which involves close working with and in UK secondary schools caters for about 250 graduates each year who wish to enter the teaching profession. Masters or Doctoral students may undertake their studies part or full-time. International students taking full-time Masters programmes make up more than one-third of the participants in any one year. The Graduate School has had a strong international involvement over more than 40 years, which currently extends to four continents and includes major links with governments and academic institutions in many countries. 2

5 The Structure of the Degree The degree consists of six taught units (120 credit points), each unit of 20 credit points plus a dissertation of 60 credit points. Tentative Timetable for Intake 21 DATE UNITS 2016 September November EDUCM5915 Introduction to Educational Inquiry EDUCM0018 Leading and Managing Change 2017 January March May July EDUCM5918 Contemporary Perspectives on Learning EDUCM5917 Quality and Improvement in Education EDUCM5916 Managing People EDUCM5919 Developing as an Educational Researcher The delivery of the Degree The degree is delivered in Hong Kong in a part-time block mode every two months. Each taught unit consists of a mandatory pre-unit task, 15 hours of contact time and a tutorial* to discuss the assignment. Each unit is normally spread over 3 days (Friday evenings, Saturdays and Sunday) in the pattern as follows: Pre-Course Reading Normally 4-6 weeks prior to the class Taught Session Friday evening (3 hours), Saturday (6 hours) and Sunday (6 hours) Assignment Normally 8 weeks after class * Tutorial may be an individual meeting with the tutor or students may choose to meet with the tutors in small groups. Assessment Assessment is based on coursework (a written assignment about 4,000 words for each unit) and a dissertation not exceeding 15,000 words in length. Units Descriptions EDUCM5915 Introduction to Educational Inquiry Most students will undertake a piece of small-scale research as part of the programme. This unit will introduce you to the variety of methods used to conduct research in education and engage you in the key debates surrounding educational research and its importance in developing educational policy and improving educational processes. You will be introduced to the entire process of conducting educational research from the initial stages of thinking about research questions to designing a project, choosing particular methodologies and methods. This unit will be complemented by the final taught component of the course, Developing as an Educational Researcher, which is designed to support you in developing your dissertation 3

6 EDUCM0018 Leading and Managing Change This unit will seek to enhance participants' understanding of the nature of educational organisations at all levels and their leadership and management in the context of global, national and local change. Following a review of contemporary organisation theories, leadership theories and associated research, the unit will focus on issues such as organisational cultures, how leaders learn and what they do, decision-making, strategic management, issues of organisational power and politics, and the leadership and management of change. Participants will be invited to reflect on specific management and leadership issues in the organisations with which they are familiar. EDUCM5918 Contemporary Perspectives on Learning This unit explores how learning has been constructed over time and in particular examines some contemporary sociocultural concepts of learning. Recognising that all learning and teaching practices are culturally mediated, it encourages critical reflection on your own learning, teaching and assessment experiences and practices using a sociocultural approach. In addition, the unit foregrounds the crucial role of leaders and managers in education in being aware of and understanding contemporary perspectives on learning in improving the learning and teaching experiences of students and teachers/education practitioners. EDUCM5917 Quality and Improvement in Education This unit will review research and experience relating to effectiveness and improvement in educational settings and consider the implications for policy and practice. It will focus on research into the organisational factors that correlate with effective outcomes and consider strategies for promoting quality and improvement at local, national and organisational level. You will be invited to draw on your own experience to reflect critically on the usefulness of the theoretical and conceptual ideas discussed. EDUCM5916 Managing People People are the most important resource in any organisation. This unit will provide you with opportunities to explore a range of concepts that inform the management practices crucial in effective people management, especially in educational contexts. In addition, you will be encouraged to reflect critically on the importance of knowing and managing yourself as a basis for understanding and working effectively with others in a management role. EDUCM5919 Developing as an Educational Researcher This unit builds on the first unit, Introduction to Educational Inquiry and is concerned with generic issues involved in developing research appropriate for your MEd dissertation. Issues of methodology and research design such as the construction of appropriate research questions, the linking of theory and method, making an informed choice of research methods and ways of analysing data, will all be addressed. Using examples from existing MEd dissertations, issues around the crafting of the dissertation, and of ways that good ideas can be made into good dissertations are discussed critically, with an emphasis (1) on structure and organisation of the dissertation as a whole, and (2) writing as academic practice. The Dissertation 4 You will also submit a dissertation, not exceeding 15,000 words in length, on a topic in the area of education management, which you will choose in consultation with a tutor. The dissertation, which will usually involve a small-scale empirical enquiry, provides you with a major opportunity to explore in some depth a topic of relevance to your professional practice. Unit 6, Developing as an Educational Researcher, will help you to prepare for your dissertation and you will be allocated a dissertation supervisor who will support you in your research and writing.

7 Teaching 100% taught by academics from The University of Bristol. Student Support & Learning Resources Learning materials will be provided to students for each unit to support their learning. Assignments planning and writing is supported through electronic communication with Unit tutors. In addition, Dr Sheila Trahar, the Coordinator of the programme will always respond to students queries and concerns and be available to meet with any student to discuss progress whenever she is in Hong Kong. Library support and computing services will be provided by City University of Hong Kong. Students will also be provided access to the Bristol Virtual Learning Environment (Blackboard) and the University of Bristol Library collection of electronic journals via the off-site proxy server system. Period of Study The normal study period is 2 years ; the maximum period is 5 years. Commencement September 2016 Admission Requirements Applicants for direct admission to the programme must: Hold an honours degree or equivalent recognized by the University Have a minimum of one year's appropriate professional experience Applicants whose degree/qualification was not taught and assessed in English will be required to demonstrate their English proficiency level equivalent to IELTS 6.5. Non-degree holders with a teaching or other professional qualification and a minimum of one year s professional experience maybe considered on an individual basis. Fees Programme Fee : HK$103,500 (payable in 3 instalments) 1st instalment : HK$34,500 (due upon admission) 2nd instalment : HK$34,500 (due in February 2017) 3rd instalment : HK$34,500 (due in September 2017) In case of re-assessments and dissertation extension, additional fees will be charged. Financial Assistance Education Loan Successful applicants are eligible to apply for the Extended Non-means Tested Loan Scheme (ENLS) administered by the Student Finance Office (SFO) of the HKSAR government. The maximum financial assistance under the ENLS is equivalent to the total tuition fees payable of the programme. For more details and enquiries, please visit SFO's website: or call

8 How to Apply Application should be made through the University of Bristol s online application system at: Completed online application and the supporting documents should be submitted by the application deadline: at least ONE reference; copies of university degree certificate(s) and transcript(s); any other professional qualification(s) / supplementary information which is relevant to the assessment of your application Paper applications and hardcopy of supporting document WILL NOT be accepted Before completing your application, you are advised to go through the Notes for Online Applicants and the Online Application Guide which will guide you step-by-step through the application procedure. ** Notes for Online Applicants and Online Application Guide are obtainable online from the Download Area at Notification of the Application Result Applicants will be notified of the decision through the online system. Please notify CityU-SCOPE if you do not receive the results within a month after submission of your application. Use of Application Information The information that you provide in the online application form, including the HKID number, will be used for the following purposes: as a basis for various types of processing in relation to your application; as a basis for selection of applicants for admission in 2016/2017 to the programme you applied for and for other relevant or related purposes; for obtaining from relevant institutions information about your candidature for public examinations and studies in institutions in Hong Kong and elsewhere; for transferring to the student record system of University of Bristol and CityU-SCOPE upon successful outcome of your application; for statistical and research purposes (with personal identifiers removed). In accordance with the Personal Data (Privacy) Ordinance, you have the right of access to, and correction of the information contained in the application form, and the right to request a copy of such data. If you wish to obtain more information, please write to CityU-SCOPE. For details of the Personal Data Collection Statement, please refer to the website: For data privacy issue of University of Bristol, please refer to for details. 6 All the above information is updated as at 22 February The presentation of this programme is conditional upon satisfactory recruitment. The University of Bristol and City University of Hong Kong reserve the right to change any of the information without prior notice. Application Deadline : 1 June 2016 Early application is strongly encouraged as applications will be processed on a rolling basis until all places are filled.

9 STAFF PROFILE Justin Dillon, BSc, PGCE, MA, PhD Justin is professor of science and environmental education and Head of the Graduate School of Education. He teaches on initial teacher education courses and Master s courses with a focus on teacher development and education management the subject of his PhD. After taking a degree in chemistry, Justin trained as a teacher and taught in six London schools before joining King s College London in 1989 where he was a lecturer, senior lecturer and then professor. He joined the University of Bristol as Head of School in Justin s research focuses on learning and engagement in and out of schools. He was one of the coordinators of the UK Economic and Social Research Council's Targeted Initiative on Science and Mathematics Education. Justin is a member of the UK s National Curriculum Science Expert Group. He co-edits the International Journal of Science Education and was President of the European Science Education Research Association from Justin has co-edited a number of books including Bad Education and the International Handbook of Research on Environmental Education. Justin was given The Outstanding Contributions to Research in Environmental Education Award by the North American Association for Environmental Education in For more details, please visit: Elisabeth Lazarus, BA, MA, PGCE Elisabeth joined the University after having worked as a modern languages' teacher and head of faculty in a range of urban and rural secondary schools. She initially taught on the Postgraduate Certificate in Education (PGCE) Modern Foreign Language programme and led this from In order to remain significantly grounded in the realities of the changing teaching world, Elisabeth returned to management, teaching and mentoring duties in a local secondary school in Bristol from 2001 until 2004 and became an Advanced Skills Teacher in In this role she provided CPD for many schools. In September 2004 she returned to the GSoE as Senior Lecturer in Education and until 2008 was the Course Director for the PGCE programme of the University of Bristol, a very highly rated course which caters for around 250 students in 9 subject areas. During this time she helped develop the GSoE University of The Gambia Link which enabled student teachers to carry out part of their teaching practice in West Africa. In January 2009 Elisabeth was awarded a prize for Excellence in Teaching by the Faculty of Social Sciences and Law. Elisabeth has extensive experience of leading and managing teams of teachers and academics on professional programmes and of teaching on programmes in the UK, Malaysia and Hong Kong. Currently, she teaches on the MSc Education (Leadership and Policy) and the taught Doctoral (EdD) programme in Bristol and supervises students during their dissertations. As an international academic herself, she became particularly interested in transnational education through her involvement in the University of Bristol/Institut Aminuddin Baki, Malaysia Master s programme. This interest has continued and she has contributed to the MSc Education Management (Hong Kong) programme which is offered by the GSoE in association with the City University Hong Kong s School of Continuing and Professional Education (SCOPE) for many years and became the Programme Director in September Her research interests and publications have been shaped by her professional background and international experience. For more details, please visit: Janet Orchard, MA (Cantab), PGCE, PhD Janet is a Programme Director of the Secondary PGCE and responsible for the Religious Education subject strand. She lectured previously at the Institute of Education, University of London and the Department of Education University of Oxford, having been a teacher and administrator in schools in England. She was Deputy Director of an EIC Action Zone in London from 2001 to 2004, with particular responsibility for primary to secondary school transfer. She project managed the RE Subject Review for England, initiated by the Religious Educational Council for England and Wales (REC), from June 2012-September Janet is a philosopher of education, a member of the Executive of the Philosophy of Education Society of Great Britain (PESGB) and a member of the Editorial Board of its topical pamphlet series, IMPACT. She takes a particular interest in the relationship between philosophy of education and teacher education and recently co-authored IMPACT 22, What training do teachers need? Why Theory is necessary to good teaching (2015, PESGB and Wiley Blackwell, Oxford). She also co-edited 'Learning Teaching from Experience' (2014, Bloomsbury) with Viv Ellis. She has an ongoing research interest in the Changing Nature of ITE in RE in both primary and secondary phases and was co-opted onto the Executive of the National Association of Teachers of RE in Janet s interests in Educational Leadership, Management and Administration in particular stem for her doctoral work under the supervision of Anne Gold and John White at the Institute of Education, University College London. She is particularly interested in values and school leadership and teacher leadership. Recent published work in this area includes Is good school leadership visionary? (2014) and A Jill of all trades and mistress of one: interpretation, school leadership and philosophy of education (2015). For more details, please visit: Leon Tikly, BEd(CNAA), MPhil, PhD(Glas) Leon Tikly is Professor in Education at the Graduate School of Education, University of Bristol. Leon started his career as a science teacher in London comprehensive schools before taking up a teaching post at a school for South African refugees in Tanzania. He worked as a policy researcher for the new government in the transition for apartheid to democracy in South Africa before returning to take up a post in international and comparative education at the University of Birmingham. Leon moved to Bristol in 1998 as a lecturer before being made a Professor in Leon s research interests include leadership and change in education, the achievement of disadvantaged learners in UK schools and the quality of education in Africa. Leon s work is informed at a theoretical level by postcolonial scholarship, critical realism and by a commitment to social justice in education. For more details, please visit: Sheila Trahar, B.A., DipCounselling, M.Sc., Ph.D. Sheila is Reader in International Higher Education and was Coordinator of the MSc programme in Hong Kong from She has been teaching in Hong Kong since 2003, contributing to both the MSc and EdD programmes. She has also taught in several other countries including Saudi Arabia and Malta and so has extensive experience of teaching in multicultural higher education environments. The common themes that connect her research interests are cross-cultural communication, learning and teaching in higher education and the methodological complexities of researching across cultures. Current projects focus on experiences of disabled students at the University of Bristol, funded by ESRC; internationalisation of higher education in Israel, funded by the EU and a large narrative inquiry project at the University of Pretoria, for which she is a methodological consultant. Sheila s book Developing Cultural Capability in International Higher Education: a Narrative Inquiry was published in 2010 and she has published widely in the area of internationalisation of higher education and intercultural communication. Her latest book, edited with Dr Wai Ming Yu, Hong Kong Institute of Higher Education and published by Routledge in 2015, is titled Using Narrative Inquiry for Educational Research in the Asia Pacific. Sheila is a former Co-Director of Teaching and Learning in the Graduate School of Education and also former Chair of the Faculty of Social Sciences and Law Faculty Quality Enhancement Team. She is, therefore, passionate about the quality of the student experience. For more details, please visit: 7

10 Sally Thomas, BSc, PhD(CNAA) Sally M. Thomas is Professor of Education at the Graduate School and Director of the GSOE Centre for Assessment and Evlauation Research (CAERe). She has conducted and led academic research studies for 25+ years. Previously she was an Associate Director and founding member of the International School Effectiveness and Improvement Centre at the London Institute of Education, and has also worked at University of Oxford and the London School of Economics. Her main publications are on different aspects of educational quality, which have examined a variety of factors, indicators and processes related to school and institutional effectiveness and improvement (both in UK and abroad). In particular she has carried out extensive research studies on value added measures of school effectiveness and the application of these measures for different, or overlapping, purposes including: school improvement, school evaluation and self-evaluation, international quality indicators and academic knowledge-base research. Her research interests include exploring further the processes of schooling and learning as well as a range of educational outcomes including pupil, parent and teacher attitudes, academic and vocational measures, citizenship, formal and informal learning and behaviour. Publications include a co-authored book Educational Evaluation And Monitoring; A Systemic Approach published by SWETS (2003) and a Chapter in the 2015 The Routledge International Handbook of Educational Effectiveness: Research, Policy and Practice. Project websites: Improving Educational Evaluation and Quality in China (IEEQC) Effective Professional Learning Communitites (EPLC) PARTICIPANT PROFILES Join our vibrant and diverse mix of class International mix of students providing excellent opportunity for experience sharing and appreciation of cultural diversity. Participants profiles: Nationality Chinese 45% British 31% Others (American, Austrian, Indian, Romanian, South African, Irish, Russia, Singaporean) 10% Canadian 10% Australian 5% Job Nature Principal / Vice Principal 8% Director / Manager 12% Teaching Professionals 64% Education Administrators 13% Education Counsellor 2% Workplace Distribution Kindergartens / Starters Schools 18% Primary Schools 22% Secondary Schools 25% Tertiary Education 14% Government/NGO 6% Education Consultancy / Learning Centres 13% Business Sectors (including banking, IT, manufacturing, accounting) 1% 8

11 WHAT OUR STUDENTS SAY ABOUT THE PROGRAMME I found that the MEd experience exceeded my expectations in regard to provision of content and learning opportunityaccolades to you and your staff who have crafted this high calibre educational programme. An International School Principal I did enjoy very much the class interactions with the instructors and classmates, as well as the friendship from the classmates. The program was such an eye-opener to me to my job and it helps me to consolidate what I have gained through my job. Most importantly, I have been able to apply the knowledge in my work, which is really wonderful! A University Administrator "You ve put together a really strong programme, and I enjoyed it immensely while also learning a great deal." A Secondary School Teacher "I enjoyed the program a lot. I valued the knowledge and the skills I gained from the program, but the most invaluable part of it is the relationship I have developed with the good friends whom I first met in the course." A Secondary School Principal "The friendly course tutors from the UK were so professional and inspiring. They guided us with lots of patience and positive encouragement along the way...it was hard work, but the knowledge, vision and self-understanding that I gained through the course gave me the impetus and confidence to dream and to reach higher in my career. I would surely recommend this programme to any educator who would love to gain a refreshed perspective to what they have been doing." A Secondary School Principal I have greatly appreciated the quality teaching and supervision from Bristol. I have also valued the personal attention that you have provided to students in the program - from my perspective, this greatly enhanced the enjoyment and provided a large measure of encouragement throughout. An International School Principal "The MEd course has really given me the chance to read up literature about school management. It is really exciting to see the different perspect of academics in regard of the topic and the glaring similarities found in the experience of Hong Kong and that of other countries." A Primary School Teacher 9

12 University of Bristol School of Continuing and Professional Education, City University of Hong Kong Address : LG/F, Academic Exchange Building, Tat Chee Avenue, Kowloon Tel : Fax : scope@cityu.edu.hk Website : SCOPE/1/15/02/1834