The Master of Education (MEd) in Higher Education Practice enables experienced Ulster educators, (who have already attained fellowship with Advance HE), to continue their professional development towards expertise in learning and teaching practice.
The MEd will appeal to those who wish to investigate practice-based challenges that will generate an evidence base that influences the practice of others.
The ethos of the programme is exemplified by work integrated learning and situated action research to enhance practice. Participants will design, implement and evaluate a learning and teaching intervention that addresses a current challenge.
All applicants will be members of staff of the University, and it is expected that participants will normally undertake 30 credit points per semester.
| Course Director | Course Administrator |
|---|---|
| Dr Brian McGowan | Elaine Fairweather |
Programme Aims
The broad educational purpose of the MEd is to develop and recognise educators at Ulster who are responsive, student-centred, innovative, effective, reflective, progressive, developmental, scholarly, and leaders of Learning & Teaching.
The aims of the programme focus on building participant capability to:
- navigate institutional policies, systems and practices and identify areas for enhancement;
- further develop personal self-confidence to become active leaders within the University community;
- proactively respond to sector factors, different positions and tensions in HE;
- develop as solution-focused practitioners through the implementation of enhancement projects and initiatives.
Admission Requirements
To gain entry on to the programme, applicants must
- hold a degree [with at least 2ii Honours standard] or equivalent
- individual recognition at Descriptor 2* of the Professional Standards Framework, (PSF), or above – this must have been awarded within the last five years (either through an accredited programme or an experiential route).
Applicants awarded D2 or above more than five years ago will be required to show how they have remained in good standing.
Completion of a further 120 credits will allow participants to achieve the MEd, however participants may exit after completion of 60 credits with a PgDHEP.
Course Structure
The course consists of four compulsory 30-credit modules. There will be one intake each year in September,
| Year/Semester | Module title |
|---|---|
Year 1 Sem 1 | PHE717: Developing your expertise and influence as a HE educator |
Year 1 Sem 2 | PHE718: Design thinking and innovation in learning and teaching |
Year 2 Sem 1 | PHE719: Planning Action Research |
Year 2 Sem 2 | PHE720: Action Research Project |
Engagement
Enquiry-based learning (EBL) underpins the learning climate in which learning is driven by a process of enquiry owned by the participants.
Starting with their own work-based contexts and with the guidance of the module tutor(s), participants will find their own issues and questions.
They will examine the resources they need to research the identified topic and gain not only a deeper understanding of the subject-matter, but also the knowledge-development and leadership skills required for tackling complex problems that occur in HE.
All modules will be facilitated in a hybrid format.
Resources and activities will be available in BBL, and participants will be able to engage in self-paced learning.
In addition, there will be opportunities to connect with the Module Tutor(s) and peers during synchronous activities such as workshops, webinars and online tutorials.
The specific dates and times of the webinars are somewhat flexible and will be negotiated within each module cohort so that optimum times are selected to suit everyone’s competing commitments.