The post-graduate awards in Coaching offer professional training for people who wish to work in coaching within organisations, the health sector, education or  driver development. It aims to equip students to become competent reflective coaches.

The programme brings together theory, research and practice to equip students with a background across the main coaching approaches and across a range of areas of coaching practice. The programme  is delivered by experienced coaching practitioners and psychologists, with visiting speakers from leadership, health and education.

The programme offers students a choice of eight modules including Evidenced based coaching theory & practice, Leadership and organisational coaching, Health based coaching, Coaching and mentoring in education, Coaching for driver development, Psychological perspectives on the self and others and two research modules.

The programme has a strong practical focus with assessment based on the application of coaching theory and skills through reflective logs, videos and written assignments.

The School is the first UK end-to-end coaching psychology provision, offering skills training, academic qualifications at certificate, diploma and masters level alongside PhD’s.

The programme team consists of leading UK coaches with experience of undertaking coaching research and with coaching books and publications in International journals.

The programme will review applications for prior learning, subject to review by the School APL Committee.

The programme is situated in a School of Psychology with other staff who offer relevant expertise, library, facilities and equipment, bookshop and canteen.

• A strong emphasis on the development of professional skills training, including coaching practice in 6 interview rooms with video recording and playback equipment with full technician support.
• An emphasis on reflective practice and integration of theory and practice.

Applicants should possess an undergraduate honours degree (or equivalent) in psychology, business, health and social welfare, counselling, education studies or education, human resources, sociology or social enterprise studies or other related disciplines with a minimum 2.2 classification (or equivalent).. However, if they have relevant skills or experiences in coaching or related context and can demonstrate confidence about taking academic and practical study, a degree may not be necessary for entry.

All applicants are required to attend a selection interview and to provide satisfactory references. In some circumstances the interview will be undertaken by telephone for example for international students. The interview will assess whether candidates have the relevant previous experience in coaching / mentoring and/or the interpersonal skills / potential to benefit from the programme.

In the case of applicants whose first language is not English, then IELTS 6.5 (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.

The University of East London actively promotes and celebrates equality and diversity and positively welcomes applicants regardless of race, gender, disability, sexuality, age, religion or social class.

Lectures and seminars with an emphasis on an interactive approach to teaching and learning; skills workshops, and video rooms for practical training and assessment. Individual supervision for research dissertation is offered to all MSc students. In addition all students have access to coaching supervision as part of the programme.

The programme is continuously assessed. There are no timed examinations, but students must successfully complete assessed work for each module. In addition MSc students are assessed on their Literature Search (dissertation part 1) and their final report (dissertation part 2).

Participants are encouraged to actively engage in coaching, and to reflect on their practice within their Reflective Coaching Log. This should be a continuous process throughout the programme.  In addition elements from this log form part of assessed work for modules on the programme.

Students on the MSc must undertake a piece of original research. This may be a qualitative or quantitative study and be within the area of study for the qualification; such as health, education, organisational or driving.

The programme is recognised by UK coaching bodies.

With the qualifications we would anticipate students would be able to work as coaches independently or secure work with professional consulting organisations offering coaching services.

It is anticipated that many students on the programme will already work in the area of coaching or consulting and successful completion of the programme ensures they have further developed their understanding of the theories and principles which underpin their practice and secured a post-graduate qualification.

Each student is allocated a personal tutor. The programme team make positive efforts to ensure students take full opportunity of the offer to provide feedback on drafts of written work and academic tutorials.

The programme team has close links with employers in consulting, training and coaching, as well as the major professional bodies. This ensures access to employment opportunities as well as leading practice.

Individual members of the programme team play an active role in national coaching bodies such as the Association for Coaching and the British Psychological Society Special Group for Coaching Psychology. The team also has good international links with coaches and institutions in America (Harvard University), Australia (Sydney University) and Denmark (Copenhagen University).