Programme content

The Creative Leadership in Education programme is designed to critically engage with current thinking and ideas about leadership relevant to all levels of an organisation, and in relation to all roles. There are opportunities to develop specific skills of coaching, mentoring and communication. There are opportunities to explore the relationship between policy, research and practice, and to engage with approaches to evaluation in the workplace. There are opportunities to think creatively and to develop models and practices of leadership that are fit for purpose, responsive to change and inclusive of employee engagement.

Creative Leadership in Education at UEL

The programme is designed to be responsive to the specific cultural, historic and practical context of individual organisations, and of individual participants.
The programme has been designed to run as a UEL based programme which will be taught in the evenings following a traditional pattern of delivery. In addition, the programme can be run in schools, or for consortia of schools and other professional education organisations when there is a viable cohort.

The programme can be personalised or have bespoke elements for viable cohorts when delivered in schools or to consortia. Personalisation is through the selection of content, readings, case studies and policies specific to the school context. Bespokeness will come from selecting option modules from other relevant Masters programmes.

Learning, teaching and assessment are tightly aligned with content, learning outcomes and school context. The programme pedagogy is creative in its use of a wide range of strategies, activities and approaches to interaction, with a focus upon dialogic learning and teaching. Assessment tasks and options can be negotiated to reflect the needs, concerns and desired outcomes of schools or cohorts, where there is a viable group.

Admission requirements

Entry requirements are flexible to allow for credit to be given to work based learning through AEL (Accreditation of Experiential Learning)

Applicants must:

• have a degree (normally honours, normally 2:2 or better) awarded by a UK University or a recognised degree-equivalent qualification
• have proficiency in English equivalent to IELTS 7.0

In the case of applicants whose first language is not English, then IELTS 7.0 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes.

Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.

Programme structure

level	Module code	Module title	credit	status
M	ETM 734	Reflecting upon creative leadership	30	Core
M	ETM 735	Developing leadership capability for change	30	Option
M	ETM 736	Impact of policy on leadership practice	30	Option
M	ETM 723	Research Methodologies in Education and Professional Practice	30	Core
M	ETM 710	Dissertation	30	Core

Learning environment

Participants will have the opportunity to engage in face to face seminars, workshops and lectures as well as collaborative activities and discussions in a virtual learning environment. There will also be opportunities to develop in the workplace through activities that are constructed to maximise learning in context.

Assessment

All M level modules are assessed by the submission of a single portfolio of 5,000 words or equivalent. The dissertation comprises a 1,000 word research proposal and a dissertation of 14,000 words

Relevance to work/profession

The programme supports development and demonstrates achievement in relation to professional standards, National Professional Qualification for Headship (NPQH) and performance indicators relating to career progression. The programme provides a framework with which to lead innovation and change.

Thesis/Dissertation/project work

The dissertation provides an opportunity to undertake a research project relevant to educational leadership development in the context of the participant's role and/or practice.

Added value

The integration of theory and practice provides opportunities for participants to personalise their learning and address areas of interest and challenge in the context of their work. The pedagogy of the programme includes a focus upon collaborative learning which supports participants to address current issues and problems through the strength of collective knowledge, experience and expertise.

Your future career

The programme will provide participants with the capacity to lead and innovate at any level in an organisation, and to demonstrate advanced skills of communication, mentoring and coaching. It also supports career advancement in a wide range of contexts and organisations.

How we support you

Academic support is provided by module tutors whilst the participants are undertaking each module. The Programme Leader can also offer academic guidance about the programme and progression.

Bonus factors

-

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Outcomes section

Programme aims and learning outcomes

What is this programme designed to achieve?

This programme is designed to give you the opportunity to:

1. Reflect on and challenge your practice as a leader
2. Explore and critique and reflect upon leadership theory, research and practice
3. Develop skills of coaching, mentoring and communication
4. Understand the intersection of policy, research and practice, and its impact on your leadership
5. Develop your ability to understand and practice approaches to leadership research and scholarship

What will you learn?

PG Cert (60 M level credits)

Knowledge

• demonstrate a systematic understanding of knowledge in relation to leadership and leading change;

Thinking skills

• demonstrate a creative application of knowledge;
• demonstrate awareness of national and societal contexts and the well being of stakeholders;

Subject-Based practical skills/ skills for life and work (general skills)

• continue to advance knowledge and understanding, and to develop new skills;

PG Dip (120 M level credits) all the above plus:
Knowledge

• show a critical awareness of current issues, theories and new insights in leadership and the leadership of change;

Thinking skills

• make sound judgements in the absence of complete data;

Subject based practical skills/skills for life and work (general skills)

• demonstrate awareness, self-direction and creativity in tackling and solving problems;

MA (180 M level credits) all the above plus:
Thinking skills

• critically evaluate and select relevant approaches to research and scholarship;

Subject based practical skills/skills for life and work (general skills)

• explore and demonstrate moral purpose in decision-making in complex and changing situations.
• deal with complexity systematically and creatively;

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Structure section

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

• 0 - equivalent in standard to GCE 'A' level and is intended to prepare participants for year one of an undergraduate degree programme
• 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
• 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
• 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
• M - equivalent in standard to a Masters degree

Credit rating

The overall credit-rating of this programme is 180 'M' level credits for Masters, 60 'M' level credits for PGCert, 120 'M' level credits for PGDip

Typical duration

The typical duration of this programme is 2 years part-time.

How the teaching year is divided

The teaching year is divided into three semesters /terms of roughly equal length. A typical student registered in a part-time attendance mode will study one 30 credit module per semester.

What you will study when

You can start your programme in any term.The pattern of completion is illustrated below for an Autumn term start.

Autumn term	Spring term	Summer term
30 credit module	30 credit module	30 credit module
30 credit module	dissertation

PG Cert Creative Leadership in Education:

level	Module code	Module title	credit	status
M	ETM 734	Reflecting upon creative leadership	30	core
M	ETM 735	Developing leadership capability for change	30	option

PG Dip Creative Leadership in Education:

level	Module code	Module title	credit	status
M	ETM 734	Reflecting upon creative leadership	30	core
M	ETM 735	Developing leadership capability for change	30	option
M	ETM 736	Impact of policy on leadership practice	30	option
M	ETM 723	Research Methodologies in Education and Professional Practice	30	core

MA Creative Leadership in Education:

level	Module code	Module title	credit	status
M	ETM 734	Reflecting upon creative leadership	30	core
M	ETM 735	Developing leadership capability for change	30	option
M	ETM 736	Impact of policy on leadership practice	30	option
M	ETM 723	Research Methodologies in Education and Professional Practice	30	core
M	ETM 710	Dissertation	60	core

Requirements for gaining an award

In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.

In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M.

In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core module of advanced independent research.

Masters Award Classification

Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

70% - 100%	Distinction
60% - 69%	Merit
50% - 59%	Pass
0% - 49%	Not Passed

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Assessment section

Teaching, learning and assessment

Teaching and learning

Teaching and learning strategies may include:

• Practical workshops - enabling experimentation, micro-teaching (where appropriate) and the analysis and discussion of issues, documents and materials;
• Lectures - providing the opportunity for the presentation of an extended and coherent line of argument;
• Seminars - to generate group and individual creativity, discussion and reflection;
• Work based activities - to allow participants to undertake enquiry and/or development work;
• Conferences - to facilitate the opportunity to share ideas and to experience research and enquiry undertaken in areas outside the participants' immediate professional spheres;
• Guided reading and independent study - to enable participants to engage with relevant and appropriate debate;
• Supported self study using relevant materials - to promote individual enquiry and development;
• Individual tutorials - to enable a more extended, in-depth analysis and support of self study;
• E-learning opportunities - involving the use of interactive packages and virtual learning environment.

Assessment

Due to the practical nature of the programme there are no examinations. The MA Creative Leadership is assessed by coursework for PG Cert and PG Diploma modules, and a dissertation for Masters. Each module assessment will typically be a single submission portfolio of 5,000 words or equivalent. The dissertation comprises a 1,000 word research proposal and a dissertation of 14,000 words. Assessment tasks will engage participants in:

• critical engagement with research and current thinking in Leadership
• critical engagement in professional work-based tasks
• critical reflection
• research and action planning

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Quality section

How we assure the quality of this programme

Before this programme started

Before this programme started, the following was checked:

• there would be enough qualified staff to teach the programme;
• adequate resources would be in place;
• the overall aims and objectives were appropriate;
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements;
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards);
• statistical information (considering issues such as the pass rate);
• student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:

• To ensure the standard of the programme;
• To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

• Approving exam papers/assignments;
• Attending assessment boards;
• Reviewing samples of student work and moderating marks;
• Ensuring that regulations are followed;
• Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

• Module evaluations
• Student representation on programme committees (meeting twice a year)

Participants are notified of the action taken through:

• Providing details on UELPlus

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

• Questionnaires to former participants
• Annual student satisfaction questionnaire
• Regular meetings with employers
• Employer and/or student representation at partnership committee meetings.

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Further Information section

Alternative locations for studying this programme

Location	Which elements?	Taught by UEL staff	Taught by local staff	Method of Delivery
-	-	-	-	-

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Where you can find further information

Further information about this programme is available from:

• The UEL web site (www.uel.ac.uk)
• The student handbook ( UEL Plus)
• Module study guides ( (UEL Plus)
• UEL Manual of General Regulations http://www.uel.ac.uk/qa/
• UEL Quality Manual http://www.uel.ac.uk/qa/
• Regulations for the Academic Framework http://www.uel.ac.uk/academicframework/
• http://www.uel.ac.uk/cass/