University of Exeter Online Study Guide

ONLINE STUDY GUIDE

ONLINE.EXETER.AC.UK
+44 808 164 4020

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University of Exeter Online Study Guide

TABLE OF CONTENTS
03 / About the University of Exeter

04 / Why study with the

University of Exeter Online?

05 / University of Exeter
accreditation and accolades

06 / Online MA Education

09 / Student profiles

Every effort has been made to ensure

that the information contained in this
Online Study Guide is correct at the
time of going to press. However, the
University cannot guarantee the accuracy
of the information contained within the
Online Study Guide and reserves the
right to make variations to the services
offered where such action is considered
to be necessary by the University.

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University of Exeter Online Study Guide

ABOUT THE
UNIVERSITY OF EXETER
The University of Exeter combines world-class
research with excellent student satisfaction
at its campuses in Exeter and Cornwall. It is
a member of the Russell Group of leading
research-intensive universities. Formed in 1955,
the University has 22,000 students from more
than 140 different countries. Its success is built
on a strong partnership with its students and
a clear focus on high performance. Recent
breakthroughs to come out of Exeter’s research
include the identification and treatment of new
forms of diabetes and the creation of the world’s
most transparent, lightweight and flexible
conductor of electricity. Our research focuses
on some of the most fundamental issues facing
humankind today and, in order to continue our
reputation, we are furthering investment in the
research infrastructure.
The University is ranked amongst the world’s
top 160 universities in the QS and Times
Higher Education rankings.
Exeter has always had extremely high levels
of student satisfaction. The senior management
team has sought to build on this strength by
putting student service at the centre of its
strategy. Exeter’s success has been built upon
strong foundations of leadership, governance
and management, a relentless focus on
performance, and a sector leading partnership
with its students.
“The University of Exeter
has a very good international
reputation alongside
high-quality teaching and
resources that support the
development of the
individual students”
Alexandra Way, on-campus student,
MA Education

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WHY STUDY WITH THE
UNIVERSITY OF EXETER ONLINE?
With over 165 years’ of experience in education,
the roots of the Graduate School of Education
predate those of the University itself. Recognised
as one of the top education research schools
in the country, our staff produce cutting-edge
research and influence both education policy as
well as professional practice.
We seek to inspire students on all our
programmes to use the links they can make
between theory, research and practice to
transform their thinking, their practice and
their profession.
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Did you know the University of Exeter is: Our values:
• 6th in the UK for world-leading and • A
 MBITION
internationally excellent research in Ambition has driven us to where we are
Education (REF 2014) today, and will help us to sustain a position
within the global 100
• 3rd amongst university providers of initial
teacher training in The Good Teacher • C
 OLLABORATION
Training Guide 2017 We work at our best in active collaboration
between students, colleagues and external
• T
 op 150 in the world for Education partners
(QS World University Rankings 2017)
• C
 HALLENGE
The University of Exeter has a diverse range of We relish challenge and reach for the
students from over 140 countries. We continue previously unachievable
to invest in the very highest calibre teaching
staff and resources. We commit ourselves to • C
 OMMUNITY
innovative research, building on our relationships We support and inspire each other to be the
with central and local government, educational best that we can be
institutions, schools and colleges. We are
committed to ensuring our students graduate • I MPACT
from Exeter with a recognised qualification and Making the exceptional happen requires
skill-set that will enhance their future. disruptive thinking, fresh ways of working
and solutions with impact
• R
 IGOUR
We strive to reach the highest standards of
scholarship and service
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University of Exeter Online Study Guide

UNIVERSITY OF EXETER
ACCREDITATION AND ACCOLADES

At the University of Exeter we are extremely proud • T

 op 160 in QS World University Rankings
of the successes, awards and accreditations we have in 2018
achieved. It displays recognition of the level of
quality, innovation, commitment and provision of an • 7th in the UK, 9th in Europe and top 40 in
outstanding educational experience to our students the world, CWTS Leiden Ranking 2017
in a competitive global market.
• Awarded the Queen’s Anniversary Prize
TEF – TEACHING EXCELLENCE FRAMEWORK three times
The University of Exeter has been awarded a Gold
rating in the recent Teaching Excellence Framework,
making it one of just eight Russell Group universities
to obtain the highest TEF rating. The award is based
on factors such as contact hours and support for NATIONAL LEAGUE TABLES
independent research. The TEF panel praised the
University's high level of student satisfaction. University of Exeter (Overall) Year Position

REF – RESEARCH EXCELLENCE FRAMEWORK The Times and Sunday Times 2017 9th
The Research Excellence Framework is a system for
assessing the quality of research within UK higher Complete University Guide 2018 14th
education institutions. Following the REF, the
Higher Education Funding Council for England
(HEFCE) awarded the University of Exeter an
additional £3.8 million for research, the third highest
gain amongst English universities.

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ONLINE MA EDUCATION
ENHANCE LEARNING. REDEFINE EDUCATION.
The online MA Education (Master of Arts in Education) is an innovative programme designed to equip you with the skills to succeed in a wide variety of
educational contexts. It offers a rich curriculum examining theory, research, policy and practice in the field of education globally and provides a unique
student experience.

As an MA student, you will gain insight into teaching methodologies and ways of shaping the future of education. At the heart of the programme is an
understanding of learning as a complex and dynamic process. This understanding is reflected in the use of teaching, learning and assessment strategies
designed to support collaborative and dialogic learning.

PROGRAMME DELIVERY
The programme integrates four core themes and
ideas which underpin the curriculum content
within each module.
•  HEORY
T and written assignments, as well as individual
Critically examine educational theory
such as theories of learning and models of
leadership
•  RACTICE
P context or area of interest. In this way, you can
Connect theory to real-world practice
•  ESEARCH
R will work with you throughout the programme to
Engage with current research in the field
and develop your own skills as a researcher
•  OLICY
P • A 2:1 Honours degree (or its equivalent) in
Develop an understanding of the policies
and regulations that shape education and
learning in schools, communities, businesses,
and other organisations
You will complete four core modules, each
worth 30 credits, and can select two optional
modules (30 credits each) to gain the 180
credits needed to complete your degree. You
can also choose to follow a named programme,
providing you complete the required number
of credits in one of the following pathways:
• Educational Leadership
• Language and Literacy
• Special Educational Needs
You will finish the programme within two years.
The MA Education is delivered 100 per cent
online in a virtual learning environment and you
can download free course materials at any time.
Each module is delivered in a variety of
interactive ways including lectures, discussions
and group projects. As the programme is
designed to suit students from a wide variety of
backgrounds, you will be encouraged to select
directed study tasks that relate to your particular
immediately integrate theory with your
professional practice. A Student Support Adviser
support you right through to graduation.
ENTRY REQUIREMENTS
any subject
• Or a 2:2 Honours degree in any subject
(or its equivalent) with relevant educational
experience
TRANSFER CREDITS
Transcript evaluations are completed after being
received, and results are provided to the applicant
with the admission decision.
ENGLISH LANGUAGE REQUIREMENTS
Students who are nationals of a majority
English-speaking country may be accepted
without an English qualification. Applicants
who have undertaken a full degree in English
and completed it within the last two years may
also be exempt from providing an English
language qualification.
For all other applicants an English language
qualification is required at the following levels:
IELTS (Academic)
At least 6.5 overall and no less than 6.0 in any
other section
TOEFL IBT
At least 90 (internet-based) with minimum
scores of 21 for writing, 21 for listening, 22 for
reading and 23 for speaking.
Pearson Test of English (Academic)
58 with no less than 55 in all skills.
Other accepted tests
Information about other acceptable tests of
linguistic ability can be found on the English
language requirements page of our website.
Applicants will be required to submit the
following before commencing their programme
of study:
1. The original certified transcripts and certified
translation if they are not in English.
2. Accepted English language tests are IELTS,
TOEFL IBT, Pearson Test of English
Academic, and other tests. A full listing of
tests and accepted scores can be found here.
You can also find information on our
international equivalency pages to see if
existing qualifications match the entry
requirements for our programme.
COURSE FEES
• £15,000 for UK and International students*
• Cost per module £2,500
*For students (UK, EU and Channel Islands)
you may qualify for a £5,000 Global Excellence
Scholarship

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ONLINE MA EDUCATION
CURRICULUM | CORE MODULES
120 CREDITS
UNDERSTANDING EDUCATION: GLOBAL PERSPECTIVES
30 CREDITS
The principal aim of this module is to enable you to develop a stronger
theoretical understanding of current issues and debates within education in
a global context. It also provides you with the opportunity to examine the
implications of these for your own educational context. You will consider
a variety of perspectives informed by research, theory, policy, and practice
and examine key questions, such as:
• What might be meant by education?
• What are the aims and purposes of education?
• How do answers to these questions vary according to the educational
context?
• How do answers to these questions vary according to the discipline
through which education is being viewed?
• W hat is the relationship between educational policy, theory, research,
and practice?
UNDERSTANDING LEARNING: GLOBAL PERSPECTIVES
30 CREDITS
The purpose of the module is to explore theory and practice related to
learning in both formal and informal educational contexts. The module
will introduce you to a wide range of issues relating to learning and will
explore the theoretical basis, research, and global perspectives and how
these inform educational policy and practice. You will also critically
consider the relevance of theory and research to your own learning
experiences and those of learners across the life course.
The principal aim is to facilitate critical examination of a range of issues
related to learning in a global context. In relation to these issues, you will
consider theories of learning, relevant research, individual and cultural
differences, and how this informs learning in practice. This module will
examine key questions, such as:
• What is learning?
• How do we assess learning?
• Does learning differ between individuals and groups, and across time
and setting?
• What key factors hinder and facilitate learning?
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PREPARING FOR EDUCATIONAL ENQUIRY
30 CREDITS
This module provides an opportunity to develop your understanding of
a range of educational enquiry methods and gives you the necessary
theoretical background to carry out your own research inquiry. You will
examine key questions such as:
• What is meant by educational research?
• What methods are commonly used to undertake research in this field?
• What are the strengths and weaknesses of these methods?
• How do researchers know which methods to use?
• What are the ethical implications of educational research?
• How do researchers collect, analyse and draw conclusions from their
data?
• How do educational researchers usually present their research?
UNDERTAKING EDUCATIONAL ENQUIRY
30 CREDITS
This module provides you with an opportunity to design and conduct
your own educational enquiry on a topic of your choice and present your
findings in the form of a dissertation. Please note, if you wish to emerge
with an award in a particular pathway (eg, SEN), you will need to
complete your dissertation in that field. It will help you to:
• Conduct a rigorous enquiry into a relevant and approved area of study
within a particular field of education
• Identify and develop an appropriate theoretical framework for the
enquiry
• Design an appropriate enquiry, select suitable methods for the enquiry
and justify these in theoretical terms
• Interpret evidence and discuss its relevance to existing theory
• Develop a critical understanding of the ethical and other issues
involved in the selected area of enquiry
• Present your research in the form of a written report (dissertation)
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ONLINE MA EDUCATION

CURRICULUM | OPTIONAL MODULES

SELECT TWO FROM THE FOLLOWING LIST OF MODULES (60 CREDITS)

If you choose two optional modules from the same pathway, this title will be included on your degree transcript (eg, MA Education – Special Educational
Needs). If you select two modules from different pathways, you will graduate with an MA Education.

EDUCATION LEADERSHIP
• Education Leadership (30 credits)
• L
 eading and Managing Education Change (30 credits)

This pathway will enable you to explore concepts and issues underpinning
effective leadership in a variety of educational contexts. It will introduce
you to models of leadership and help you to critically examine these in
the light of theory and practice. It will provide you with opportunities to
explore what might be meant by effective learning communities, and how
models of coaching and mentoring might contribute to an understanding
of effective leadership. You will examine key questions such as:
• What does it mean to be an effective leader?
• Which skills are most associated with effective leadership?
• Which model(s) of leadership are most effective and why?
• How does context affect approaches to leadership?
• What is meant by collaborative learning communities?
• W hich models of leadership best contribute to fostering collaborative
learning communities?

LANGUAGE AND LITERACY

• Language and literacy: Writing matters (30 credits)
• L
 anguage and literacy: Reading rights (30 credits)

This pathway will provide you with an opportunity to deepen your
understanding of educational issues related to reading and writing, both
the theoretical ideas which underpin being a writer and being a reader, and
the pedagogical implications for the teaching of reading and writing. You
will examine key questions such as:
• What are the theoretical models of reading?
• What is progression in comprehension?
• How do books written for children develop them as readers?
• What are the interdisciplinary theoretical perspectives on writing?
• How does explicit metalinguistic understanding support writing
development?
• What does it mean to be creative in writing?
• What does it mean to ‘be a writer’?

SPECIAL EDUCATIONAL NEEDS (SEN)

• SEN: Learning, teaching and assessment (30 credits)
• S EN: Critical international perspectives on special and inclusive education (30 credits)

This pathway will enable you to explore concepts, approaches, and issues
relevant to the teaching and learning of students with special educational
needs and disabilities around the world. You will critically examine:
• Th
 eory and practice – current thinking in relation to need, intervention,
diagnosis, and assessment; models of learning; curriculum models;
personalisation and differentiation; design and evaluation of materials
• Inclusive education – integration, segregation, exclusion, and inclusion
• Teaching and learning – best practices depending on the needs of
the learner
• Systems and management of SEN – models of provision; the role of
special schools; national agencies; voluntary groups

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LYDIA KNIGHT
MA EDUCATION
Special Educational Needs Graduate, On Campus

I chose to study this MA because the course

merged my two interests in disability studies
and how best to support children with SENs in
ONLINE.EXETER.AC.UK schools. The part-time course fitted in brilliantly
with my commitments as a teaching assistant
+44 808 164 4020 and was a great way of linking up the theory
and practise involved in educating children with
special needs or disabilities in schools.

This Masters course has helped me get onto

another Masters course to become a speech and
language therapist; which is highly competitive.

The course was very well run and has just

the right level of discussion and critique of
theory and yet always linking these to various
perspectives and everyday practise in schools.
The balance of these three elements made this
course very fulfilling and allowed me to reflect
and open up about my own childhood learning
disabilities to the group. All the people on the
course are welcoming and friendly, but help you
challenge and expand your assumptions about
disability and education.

REBECCA LUMB
MA EDUCATION
Special Educational Needs Graduate, On Campus

I chose the MA Education: Special Educational

Needs because I have worked with children and
young people since graduating with a psychology
degree and felt it would be useful to deepen
my knowledge of the education system and of
contemporary issues.

I believe that this Masters is useful in aiding

professional development and is applicable
within a number of different professional fields.
For me personally, this is Psychology. The
Masters allowed me to independently explore
issues within educational and psychological
fields and to explore relationships between these
two fields.

Since leaving Exeter I have gained employment

as an Assistant Educational Psychologist. I
feel that my MA was helpful in enabling me
to secure this role as well as being useful in the
delivery of my job day-to-day.

Updated_02/11/19
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