MSc Educational Leadership

Some graduates have found this degree beneficial for improving leadership practice in their workplace. Others have found it beneficial in expanding the roles they undertake at work, and in gaining employment or promotion. Some progress to doctoral-level studies and research.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.

Students may enrol on a full-time (1 year) or part-time (3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.

The MSc is awarded to students who successfully complete six taught modules (120 CATS points) and a 15,000 - 20,000 word research dissertation (60 CATS points).

Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

We've made it easy to study for a master's module as a short course. If you would like to apply for a short course, please contact the Education Secretary for advice.

Modules 2023/2024

Core Modules (all 20 CATS points):

An Introduction to Research Methods: Children, Young People and Education (compulsory)

This introductory research methods module is compulsory for all Master's students in the School of Social Sciences, Education and Social Work and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualise the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues relating to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.

Leadership: Theoretical Perspectives

This module is foundational and designed to provide students with an overview of key leadership theories that will be applied and developed across the programme. The module takes the perspective that leadership is a process of influence that involves individuals and or groups seeking to achieve common goals. Leaders can be formally assigned but can also occupy less-formal positions where expertise, knowledge and interaction with others can also constitute leadership. The module will examine the development of leadership theory over time, exploring both traditional and more contemporary models. Theoretical models explored include trait theory, situational leadership, transformational and pseudo-transformational leadership, servant leadership and adaptive leadership. The module is aimed at all types of educational professionals, whether they hold an official leadership position or not. In terms of applying theory, module assignments have been designed to examine leadership in workplace settings and there are clear links between this module and each of the modules on the MSc Leadership Programme.

Leadership for School Improvement and Change

This module is designed to explore the role that leaders play in managing change processes in educational contexts and beyond. There is a constant pressure on schools and other educational settings to demonstrate improvement and effectiveness and as such schools are frequently involved in various and often overlapping change or improvement initiatives. This module examines the role that leaders play in this process. The module begins by examining the purposes of education and argues that these are not agreed upon and as such has implications for the way that school performance and effectiveness is measured and researched. The module also examines the school effectiveness and school improvement research traditions that have developed over time and what might constitute effective practice in schools based on the available evidence – which positions leadership and teachers as key drivers of improvement. The module is also underpinned by two broad theories of change both of which acknowledge that change is complex and difficult to manage. One theory proposes that the best way to manage change is to carefully plan and establish a series of pre-determined stages or goals. The other argues that change is too complex to be managed in this way and instead the best option is to encourage organisations to become adaptable and resilient and through collaboration, change can be managed. When applied to the workplace, these provide lenses to consider how leaders manage change processes, how followers experience and contribute to change; how leaders respond to resistance to change and how leaders can promote collaborative, adaptive and innovative cultures to help followers cope with change.

Leadership in Practice

This module will examine leadership in practice with a particular focus on educational contexts. The module is designed to explore relevant and practical issues that leaders are likely to face in the workplace. There is connectivity and continuity between the foundational module (Leadership: Theoretical Perspectives) where students will have the opportunity to apply leadership theory to workplace settings. As such the module focuses on practical themes such as the distinctions and overlaps between leadership and management; middle leadership; coaching and mentoring; leadership and ethical practice; the role that leaders play in developing organisational culture and ethos; how leaders deal with conflict; leadership and emotional literacy and the role that leaders play in promoting social justice and equity.

Two optional taught modules may be chosen from the Educational Studies (MEd) programme.

Dissertation – 60 CATS (15,000 words max.)

Students choose to work on a topic of interest under the supervision of an academic member of staff.

Learning and Teaching

Learning opportunities available with this course are outlined below:

• Evening Only

A combination of face-to-face sessions and online learning formats.

Assessment

Assessments associated with this course are outlined below:

There are no written examinations. Modules are assessed by coursework, which includes written assignments and group presentation projects.

Prizes and Awards

• Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.