Critical Reflective Practice introduces you to what it means to critically reflect on practice in a range of professional settings. You will consider the nature of critically reflective practice, identify models of reflective practice and be guided in developing an understanding relevant to your own practice. In particular, the module will enable the exploration of ‘problems of practice’, providing ways in which you can be supported in interrogating your thinking and its articulation in practice.

Project Design: Research Methodologies and Methods introduces you to quantitative and qualitative research design in professional practice and research. You will build upon, and apply, theoretical and practical aspects of educational research, gaining a practical understanding of issues of methodology, method and ethics. You will prepare a research proposal and ethics application which will be submitted for assessment.

Dissertation provides an opportunity for you to carry out and report on a sustained piece of independent research. Completing a dissertation will enable you to demonstrate a sound understanding of the links between theory, policies and professional practice in the substantive area of your choice. The module will enhance your knowledge-base and skillset, preparing you for the possibility of further study at doctoral level, by requiring you to undertake appropriate data collection and analysis for your research question, and articulate the significance of your findings and analysis. The dissertation should be 15,000 words, including a 500 word summary of the project in the form of a conference abstract.

Perspectives on Policy and Practice introduces you to critical issues in education and related social policy and practice. The module will build a rigorous knowledge of the socio-historical origins of education and social policy in order to equip you with a critical understanding of the implications for contemporary practice in a dynamic policy context. You will critically analyse and evaluate key policy developments from the post-war consensus to the present, exploring the motivations shaping policy, the competing ideologies at play, the role of the state and other relevant actors, and the associated power dynamics played out in educational contexts.

Professional Learning Communities: Summer School seeks to explore a paradoxical world in which we are connected globally while increasingly isolated in our personal and professional lives. This module seeks to explore this paradox and enhance your potential for collaborative endeavour. You will meet other participants for an orientation and familiarisation day, followed by a 2-2.5 day residential event. This will enable you to explore an issue of contemporary relevance and significance, in a professional learning community model of learning. You will participate in Action Learning Sets, seeking and providing mutual feedback on work in progress. The face-to-face element of the module will conclude with a day in which you can provide feedback on your learning with other participants, reflecting on both the issue(s) explored and the learning process and modelling ideas to your own professional context.

Professional Practice for Social Justice recognises that education in its broadest form can be regarded as an ethical, moral and political project underpinned by notions of social justice and equity. In order to develop the principles and practices that underpin professional practice in relation to social justice, it is important to explore thoughtfully and critically the extent to which current systems, policies and practices enhance inclusion, equality and diversity so that barriers that exist can be addressed. Examples and case studies will be used as illustrations within this module to enable you to investigate themes such as the nature of trust relationships within further education, women’s experiences of studying STEM subjects (science, technology, engineering and mathematics) and in pursuing STEM careers, as well as the influence of ‘Fundamental British Values’ and Brexit on children and young people’s attitudes and experiences.

Models of Learning in Professional Practice: Self Directed Study provides the opportunity for you to undertake a period of guided and supported study in order to explore an aspect of professional practice. If you intend to choose this module you should contact the programme leader, one semester in advance, with a brief outline of your proposed area(s) of interest. Discussions between yourself and the programme team can then enable the focus of the study to be negotiated and agreed, and a suitable supervisor made available.

Complexity and Challenge in Professional Leadership enables you to critically analyse multiple inter-disciplinary perspectives on leadership from both national and international angles. The module will equip you with the ability to influence, motivate and enable others to contribute towards the effectiveness and success of the organisation in which they are members. It provides you with a broad theoretical knowledge-base from which to develop a persuasive critical argument that extends and challenges the contemporary understanding of leadership. You will engage in a critical and evaluative discussion of contemporary leadership theories and frameworks and evaluate their application in practice. Your conceptual understanding of global leadership perspectives will be enhanced with a particular focus on designing, critiquing and implementing relevant research to influence practice, advance social justice and enact effective change.

Contemporary Issues in Evidence-Informed Practice reflects on the basis of educational practice and in particular on the role of reading and interpreting research relevant to professional practice. You will engage with a range of perspectives on evidence-informed practice including interpreting and using institutional data, undertaking practitioner research, evidence-informed policy, and evidence-informed practice as an alternative to the more liberal values that have traditionally been associated with education. The module will help to develop your critical and analytical skills and address fundamental questions such as what counts as evidence and what does it mean to ‘use’ evidence. The aim is to equip you with the tools required to critically appraise research findings and other sources of evidence in order to inform practice.

The proposed change of course title to MSc Educational Enquiry has been cancelled. The course will remain as MSc Educational Enquiry and Professional Learning.