man smiling in classroom man smiling in classroom

Childhood, Education and Professional Development Postgraduate Information Events

These information events, taking place on 23rd April and 22nd May, are designed to help you find out more about the courses we have on offer and will highlight exactly how your course of choice will become a significant part of your life-long learning continuum, and support you to become a successful lifelong learner.

Book your place

Accreditations

Chartered Management Institute logo

Course Summary

Our MA in Educational Leadership is designed for leaders or aspiring leaders in all areas of education. The course will develop your professional knowledge in relation to your current context by building on the significant experience and expertise which you will bring with you to the course. 

Our philosophy of learning links to professional practice, with theories of leadership linking directly to leadership practice . Most importantly, it acknowledges work undertaken in the workplace. 

If you engage in the course you will: 

  • develop your critical thinking skills and become a reflective leader 
  • be able to articulate informed opinions with confidence 
  • become a confident researcher who will be aware of theoretical frameworks with the ability to apply them to real problems 
  • become a confident and effective leader. 

You can enter the course by making a claim for previous learning through the Accreditation of Prior Experiential Learning (APEL) process and then undertake modules for the remainder of your course taking into account your setting and individual needs. 

On successful completion of your MA in Educational Leadership you will also gain a CMI award in Strategic Leadership. 

Why you'll Love it


What you'llStudy

You will complete a series of modules which you will be able to select in order to meet your needs and interests. The modules will develop your understanding of leadership and your ability to respond to the variety of leadership situations that you will find yourself in.

Module content:

·          Theories and models to facilitate critical reflection

·          Professional review and self-evaluation activities

·          Skills audit, assumptions analysis and needs identification

·          Personal development and learning from experience principles

·          Concepts of teacher agency and professional identity

·          Critical incident analysis and context-based reflection

·          Action planning for future professional goals and learning

·          Guidance on developing a learning journey portfolio

  • Advice about successful completion of assignment

Module aims:

This module aims to engage teachers in reviewing and evaluating their own professional biography. It requires them to take stock of where they are currently, to reflect on their professional learning journey and to make explicit what they have learned from their experience. To do this, the module enables participants to develop the capacity to reflect critically in ways that reveal the knowledge, skills, values and beliefs on which they draw in their daily professional practice. The module also facilitates participants being able to utilise this enhanced self-awareness to identify and plan appropriate future personal and professional development and learning.

Module content:

  • What is coaching? The purpose and role of coaching in the organisation; the difference between coaching, mentoring and counselling.
  • Coaching contexts: to meet learning objectives, for improved performance, for professional development and personal development in situations of change.
  • Psychological Aspects of Coaching: beliefs, assumptions, meanings; useful theoretical models e.g. Cognitive Behavioural Therapy, NLP, Transactional Analysis.
  • The Coaching Process: the coaching relationship; the importance emotional intelligence, role and responsibilities of the coach; useful frameworks and models used in coaching. Helping the client gain insight; barriers to coaching. Contracting boundaries, protocols and supervision
  • Coaching Tools and Techniques: Career timelines, Visualisation.
  • Coaching Skills Practice: building rapport; empathy; 'Unconditional Positive Regard'; Body Language; goal setting, action planning and reviewing. giving and receiving feedback; listening and asking questions; facilitating and enabling change.
  • Evaluating coaching:  your own coaching performance; evaluating the impact of coaching at an individual and organisational level.
  • Coaching Supervision and Support

Module aims:

  1. To enable teachers to improve the effectiveness of their coaching techniques through critical reflection and analysis of their practice and by interrelating theory with first-hand experience.
  2. To offer an opportunity to reflect critically on their own experience of coaching /coaching practice and advance their capability, professional knowledge and skills in the field of coaching.
  3. To develop understanding of the purpose and benefits of taking a coaching approach to learning and development with individuals and in an organisational context.
  4. To investigate key strategies relating to coaching -  using it to enable change and improve performance of individuals and organisations. 
  5. To develop and apply their own coaching skills in order to enhance their professional effectiveness

Module content:

  • Exploiting previous knowledge of research methods and enquiry
  • Creating a research plan and timeline
  • Locating and contextualising the research within the literature
  • Undertaking research in accordance with ethical guidelines
  • Using an appropriate methodology
  • Collecting evaluating and interpreting data
  • Responding to changes in research intentions and outcomes
  • Writing up the research

Module aims:

  1. Undertake a substantial empirical enquiry in a professional setting.
  2. Reflect on the individual experience of carrying out research.
  3. Link research to the possibilities for change in a professional context.

Module content:

  1. Researching  methods most commonly used and appropriate within educational research and the social sciences
  2. Writing a research question
  3. Exploring concepts in research: validity, reliability, generalisability, bias 
  4. Considering the nature of the data students will collect and issues of analysis
  5. Considering ethical issues that might arise 
  6. Carrying out a literature review in which to locate the research question and to support analysis
  7. Writing and presenting a research proposal

Module aims:

Module aims

  1. Analyse and critically evaluate theoretical, methodological and ethical issues in educational research.
  2. Develop skills in research design.
  3. Locate a research question within a review of literature.

Module content:

This module focuses on the distinctive nature of leadership and management within faith schools which make up approximately one-third of schools in England. Participants will be encouraged to reflect critically on the distinctiveness, mission and ethos of the faith school and its role in integrating an authentic expression of faith in a context within which children are developing in their understanding and where learning is spiritually alive. Particular emphasis will be given to the relationship between spirituality, values, vision and leadership, including the concepts of servant leadership and the headteacher as spiritual leader and interpreter of faith for the school community. This will be set within a dialogue at the nexus of theology, spirituality and theoretical understandings of organisations and leadership. Critical consideration will also be given to evaluate the value of faith schools, the current and future issues they face and the impact of secular perspectives on faith schools and their leadership implications.


Module aims:

The module aims to:

  1. Explore the nature, purposes and practice of leadership in faith schools.
  2. Develop a clear, coherent vision for the leadership of faith schools.
  3. Evaluate the distinctiveness of faith schools and key challenges they face.
  4. Provide opportunities for widening critical understanding of leadership with particular reference to faith values and perspectives.

Module content:

Developing personal understanding of, and improving practice in, educational leadership by:

  1. Examining what it means to be a leader in educational settings
  2. Analysing research and literature associated with effective leadership
  3. Investigating leadership approaches and practice frameworks
  4. Critically applying leadership approaches/frameworks to personal practice.

This module is designed to provide robust and coherent theoretical foundations for leaders in schools and other educational settings and also to contribute to long-term capacity building in educational leadership. Although it sets out to establish a critically informed understanding of leadership models and theory, this is undertaken in close association with an exploration, appreciation and analysis of current accounts by students of their own leadership experiences. The module programme begins with a close analysis of leadership practice in context, drawing upon the shared experiences of the students and articulated in “Leadership Stories”.  A comparative study of Leadership Approaches, using a selection of frameworks proposed in generic leadership literature as well as literature targeted at educational leadership, will provide the scaffolding for a critical review of these personal accounts and for students to propose key elements of a contextualised model of leadership to influence their own practice.  


Module aims:

The module aims to:

  1. Develop personal understanding of, and improve practice in, educational leadership;
  2. Examine what it means to be a leader in educational settings
  3. Analyse research and literature associated with effective leadership
  4. Investigate leadership approaches and practice frameworks and critically apply leadership approaches/frameworks to personal practice.

Module content:

The module focuses on three key and related dimensions of educational leadership, referencing particularly the experience of leaders in schools.  The module covers three key areas of personal and organisational challenge for leaders in the complex, and ambiguous settings of a school system undergoing continuous radical change:

Power – the nature and distribution of power, influence and trust in public services, the use and misuse of power by leaders and the dilemmas associated with the exercise of power in educational settings, particularly schools. 

Politics – the practice of politics, particularly by national and local community leaders in education, but also taking account of organisational politics as they impact on the development, quality and governance of schools.  

Policy – the creation, development and implementation of policy - how professional leaders might understand, analyse, influence, change and build best practice around policy. Students will be asked to draw on their own experience, consult with fellow professionals and engage with the leaders and democratically elected representatives of local communities to gain strategic and operational insights into effective leadership practice in current contexts.


Module aims:

The module aims to:

1.    Develop a critical understanding of the conceptualisations of power, politics and policy as they relate to educational settings;

2.    Enhance the capacity of students to Identify and evaluate leadership practice in schools and the wider education system where these three concepts are in evidence;

3.    Enable students to draw on the literature and personal experience to identify and analyse the skills that are needed by school leaders to respond to the challenges and opportunities of power, politics and policy in educational settings and of schools in particular;

4.    Prepare and present a coherent and critically informed account of the interplay between power, politics and policy in a current school setting.

Module content:

This module challenges the idea that leaders implement change and innovate as a result of a logical, rational decision making process in which employees have a clear instrumental role e.g. ‘innovation is out there’ or  ‘innovation is determined from above’ and a leaders job is to implement. Opportunities for misunderstanding abound in professional lives where it is easy to talk past one another. The cost of this can be damaging, ranging from annoyance to open conflict with consequences for personal wellbeing, organisational operation and social cohesion in the wider school community and beyond. The challenge takes the form of engagement with creative pedagogical and artistic methods employing aesthetic distance to interrogate practical perplexed organisational situations. A key question is, ‘What is actually taking place in the tacit and hidden level of micro-processes at work and in the workplace when employees and managers are in the midst of change and in the process of renewing or maintaining their way of being
(Passila, 2012).Key theoretical concepts to be drawn from: innovation, creative pedagogy, reflexivity, culture, intercultural, translation curiosity, arts, imagination, reflexivity, aesthetic distancing, aesthetic participation, collective reflection, intuition, tacit knowing, polyphony, value based education.Key practical skills: methods of facilitation and strategies for, organising reflection through arts based initiatives for example process drama, forum theatre, research based theatre.


Module aims:

The module aims to:

  1. Interrogate the concept of professional competence and development in leadership in educational settings through the use of reflexive arts based practices and creative pedagogy;
  2. Enable the development of critical thinking skills in relation to educational policy and practice through the shift from individually oriented reflection to collective reflection

Module content:

The specific content of the module will be negotiated and agreed with the individual schools and teachers participating in the MA Educational Leadership programme but the following topics in the psychology of leadership are indicative:

Authentic Leadership
Positive Psychology and Leadership
Transformational Leadership
Inspirational Leadership
Visionary Leadership
Leader-member exchange theory (LMX)
Leadership and the Shadow
Neuroscience and Leadership
Systemic Leadership (Leadership and Systems)


Module aims:

The module aims to:
1. Develop a critical understanding of the theories, concepts, and potential applications of psychology in leadership;
2. Synthesise knowledge and experience of these approaches to leadership in order to develop appropriate responses to different situations;
3. Develop and extend the capacity of individuals to lead and manage others in educational settings.

Module content:

The module is concerned with the ways in which leaders of education can make a difference – the relationship between the concepts of innovation and change, how change works and what drives and constrains change but also the knowledge, skills and understanding that leaders in schools use to bring about change.The module covers three broad areas: Leading Structural and Organisational Change

  • Change theory, values, purpose and perspectives – planned and emergent
  • Theories and approaches to change leadership and management
  • Leadership of change in complex and ambiguous settings
  • Leadership dilemmas: ethics, power, influence and trust 

Leading people in change 

  • Personal response to change - locus of control and transition curve
  • Leadership and Followership
  • Leading teams at times of change
  • Sense making and sense giving
  • Resistance to change
  • Embedding change
  • Leadership and change management skills and competence

 Leadership of key change events or processes in schools

  • New, merged or reorganised school
  • Reform of teaching, learning and curriculum
  • Technology-related change or innovation
  • Challenge to change arising from systemic failure or external inspection
  • Step change in whole school culture or priorities arising from local community
  • Change to accommodate expansion, contraction, or austerity measures

The sharing and critical examination of personal experience by participants in the programme will help to secure a strong practice focus for the module and this element will help to align the module with the rest of the programme.   


Module aims:

The module aims to:

1.    Analyse the nature and significance of leadership and change in educational settings;

2.    Analyse, evaluate and apply theories of leadership and change;

3.    Evaluate difficulties inherent in leading change in schools and develop coherent leadership responses to current challenges to change.

Module content:

Developing personal understanding of, and improving practice in, educational leadership by:

  1. Examining what school governance involves for lead governors, school staff with leadership responsibilities and other leaders in educational settings
  2. Analysing research and literature associated with governance, especially in relation to schools
  3. Investigating leadership approaches to improve the quality and effectiveness of school governance
  4. Critically applying leadership approaches to personal practice.

This module is designed to provide learning opportunities for leaders in schools, whether directly involved as governors or professional staff or indirectly as part of the support system for school governance. These opportunities will include: developing a deeper understanding of governance in its wider social, historical and organisational contexts; an overview of emerging regulatory challenges and accountabilities in governance in England;  identifying and applying key aspects of effective governance practice for leaders in educational settings. This module has been developed primarily as part of the MA in Educational Leadership but there is wider potential application.  Given the interest that the module has generated already, it is expected that it could also be offered as a stand-alone programme for school governors with leadership responsibilities or staff and consultants providing School Governor Support Services. The module content has been developed following a pilot programme undertaken with the Cheshire West and Chester Association of Governing Bodies and further subsequent consultation with the Board of the Governor Network North West (GNNW).  GNNW brings together local authorities, teaching schools, school federations and Higher Education and is a NW licensee for the Chairs of Governors’ Leadership Development programme offered through the National College for Teaching and Leadership (previously NCSL). The module content recognises that governance in schools has not been given high priority in the past but is now the subject of close attention by the Government as it seeks to strengthen accountabilities in its diversified school system and school reform programmes. The module provides students with an opportunity to share experience and to explore and critically apply ideas and practice from literature and research associated with:1.    Governance as a concept, its values base and practice in private, voluntary and public sector settings.2.    Evaluating the concept of leadership as it applies to school governance, including changing national policy towards schools, expectations on governing bodies and the diversity of schools.3.    Building and sustaining appropriate and productive human relationships in school governing bodies – especially on the governing body and between leading governors and the executive leadership team – in particular the chair of governors and the headteacher or principal. 4.    Identifying and reflecting on key leadership skills and processes required for progressive improvement in the quality of governance - such as leading through influence, trust building, influencing and managing meetings.5.    Roles, expectations and competences for leading governance – judging how far existing models are fit for purpose and sustainable.6.    Leadership dimensions of the review, audit and inspection of school governing bodies, incorporating Ofsted arrangements. 7.    Leading governance beyond the school – system leadership and support and the governance of collaborative and networked arrangements.8.    Models and methods for developing personal and collective leadership capacity in school governance.The sharing and critical examination of personal experience by participants in the programme will help to secure a strong practice focus for the module and this element will help to align the module with the rest of the programme.   


Module aims:

The module aims to:

  1. Develop personal understanding of, and improving practice in, educational leadership;
  2. Examine what it means to be a leader in the context of school governance
  3. Analyse research and literature associated with effective leadership in relation to school governance
  4. Investigate leadership approaches and practice for school governance
  5. Critically apply leadership approaches/frameworks to personal practice in school governance.

Module content:

This module focuses on the relationship between globalisation and education. It begins by exploring key theories of globalisation and how globalisation influences national education policy making. After exploring key globalisation theories the module focuses on the economic, political and culture dimensions of globalisation and enquires into students’ personal and professional experiences of globalisation in different contexts. 


Module aims:

The module aims to:

  1. Define globalisation in relation to key theories.
  2. Explore way that globalisation influences educational policymaking.
  3. Develop a clear, coherent understanding of how globalisation impact on leadership.
  4. Provide opportunities for widening critical understanding of globalisation with particular to educational leadership.

Module content:

This module focuses on the relationship between theories of system leadership and outcomes for children and young people. It begins by exploring key theories of systems leadership and how national education policy is predicated on systems leadership and multi-agency working. After which implementation models will be explored through practitioner enquiry in order to determine strategies for becoming an effective systems leader. 


Module aims:

The module aims to:

  1. Define systems leadership in relation to key theories.
  2. Explore ways that educational policymaking has influenced systems leadership.
  3. Develop a clear, coherent understanding of various models of systems leadership and multi-agency working.
  4. Provide opportunities for widening critical understanding of systems leadership in an individual’s own institution. 

Module content:

The module is concerned with the ways in which leaders of faith schools can make a difference – the relationship between the concepts of innovation and change in faith settings, how change works and what drives and constrains change but also the knowledge, skills, faith and understanding that faith leaders in schools use to bring about change.The module covers three broad areas: Leading Structural and Organisational Change

  • Change theory, values, purpose and perspectives – planned and emergent
  • Theories and approaches to change leadership and management in faith settings
  • Leadership of change in complex and ambiguous settings
  • Leadership dilemmas: ethics, power, influence and trust 

Leading people in change 

  • Personal response to change - locus of control and transition curve
  • Leadership and Followership
  • Leading teams at times of change
  • Sense making and sense giving
  • Resistance to change
  • Embedding change
  • Leadership and change management skills and competence

 Leadership of key change events or processes in faith schools

  • New, merged or reorganised faith school
  • Reform of teaching, learning and curriculum
  • Technology-related change or innovation
  • Challenge to change arising from systemic failure or external inspection
  • Step change in whole school culture or priorities arising from local community
  • Change to accommodate expansion, contraction, or austerity measures

The sharing and critical examination of personal experience by participants in the programme will help to secure a strong practice focus for the module and this element will help to align the module with the rest of the programme. 


Module aims:

The module aims to:

1.    Analyse the nature and significance of leadership and change in faith schools;

2.    Analyse, evaluate and apply theories of leadership and change;

3.    Evaluate difficulties inherent in leading change in faith schools and develop coherent leadership responses to current challenges to change.

Module content:

Please note this module is for participants who already undertake a management role or for those who are aspiring to do so.

  1. Develop and support a mentoring/coaching culture within the professional context;
  2. Review models of critical reflection;
  3. Examine the potential of a coaching and mentoring programme;
  4. Investigate how to use effective communication skills to promote good coaching and mentoring skills in other coaches and mentors;
  5. Learn how to promote in others the ability to use effective questioning and listening skills to mentor or coach;
  6. Plan, prepare and support delivery of a short coaching or mentoring programme within an appropriate context;
  7. Understand how to evaluate mentoring/coaching programmes;
  8. Reflect upon the personal and professional impact of coaching and or mentoring and how this can contribute to the progression of individuals and organisations;
  9. Monitor and support the ability of other’s to build effective working relationships;
  10. Audit own and other’s training needs and develop action plans for further development of mentoring/coaching practice;

Module aims:

This module aims to:

  1. Critically appraise the role of the mentor/coach in co-ordinating and managing the expertise of other mentors/coaches within the work place;
  2. Review research relevant to mentors/coaches working with professionals in the workplace;
  3. Equip Lead mentors/coaches with the skills to design and deliver an effective professional programme;
  4. Facilitate monitoring and training skills in order to enhance own professional practice;
  5. Refine the mentor/coach’s management skills;
  6. Encourage mentors/coaches to engage in review and peer support within a professional context;
  7. Establish quality assurance practice through a yearly audit of own and other mentor/coaches' training needs;
  8. Evaluate the impact of mentoring/coaching within the professional context in order to improve existing practice.

Module content:

The following topics in the psychology of leadership are indicative:

 

  • The Neuroscience of Leadership
  • The Neuroscience of creative thinking
  • The Neuroscience of Empathy 
  • The Neuroscience of Influence

Module aims:

The module aims to:


1. Develop a critical understanding of the theories, concepts, and potential applications of neuroscience in leadership;
2. Synthesise knowledge and experience of these approaches to leadership in order to develop appropriate responses to different situations;
3. Develop and extend the capacity of individuals to lead and manage others in educational settings.

Module content:

  1. Undertaking a study of research evidence and literature associated with coaching and mentoring;
  2. Practising and Reflecting on methods of dialogue to facilitate development;
  3. Planning for and engaging in a shared and varied dialogical programme of strategies;
  4. Critically review the elements required for effective and integrated coaching and mentoring. 
  5. Exploring the current policy discourse around coaching and mentoring and its impact on the training curriculum.

Module aims:

This module aims to:  

  1. Reflect upon and evaluate mentoring practice;
  2. Explore interpersonal relationships and communication skills in the coaching and mentoring dynamic;
  3. Analyse the design of the training curriculum and the associated policies and research;
  4. Link theory to practice in evaluating work based coaching and mentoring;
  5. Analyse and reflect upon the implications for future practice;
  6. Communicate stages of research in a coherent critical commentary.

Module content:

 

  1. Investigating the role of the mentor/coach;
  2. Analysing the difference between coaching and mentoring within the workplace to facilitate appropriate interventions;
  3. Effectively utilising coaching and mentoring practice to benefit the performance of individuals and organisations;
  4. Reflecting upon the personal and professional impact of coaching and mentoring.

Note: If participants are already providing coaching and mentoring they can use this as the basis of points 3 and 4 above, subject to agreement from the individual being coached/mentored. If individuals do not currently engage in coaching or mentoring, then they should identify an individual to coach/mentor in order to develop their knowledge, skills and behaviours.  


Module aims:

 Module aims

  1. Critically appraise the role of coaching and mentoring within the educational leadership context;
  2. Equip individuals with the critical skills to be able to coach or mentor individuals in order to seek improvements in performance which benefits individuals and organisations;
  3. Review research relevant to mentors/coaches working with other professionals to benefit individuals and educational settings;
  4. Enable individuals to develop an understanding of models of coaching and mentoring in order to enhance their own practice.
  5. Develop an awareness of diverse problems and issues in education in relation to teacher support and development across career phases and in different policy contexts

Module content:

1. Working strategically with colleagues to deliver person-centred learning and inclusion.

2. The use of evidence, for example, Ofsted reports, and the use of systems to collect, analyse and interpret data to inform policy and practice, raise expectations and set challenging targets.

3. Attributes of assessment within a person-centred approach.

4. Leading effective practice: identification, notifying colleagues, setting challenging targets and interventions, record keeping, reviewing progress, making effective use of data and reporting.

5. Coaching and mentoring in a context of SEN.

6. Leading and managing staff, governors and teaching assistants.


Module aims:

1. To analyse the factors that impact on working strategically with senior colleagues and governors.

2. To evaluate the attributes of leadership in relation to SEN.

3. To critique characteristics of effective practice in managing systems and structures in relation to pupils with SEN to inform practice.

Module content:

Module content will be negotiated with the module tutor.


Module aims:

This module provides a valuable opportunity for participants, either individually or as a group, to reflect critically on an area of personal or professional relevance by engaging with appropriate literature and research in the negotiated field.

Module content:

Module content will be negotiated with the module tutor.


Module aims:

This module provides a valuable opportunity for participants, either individually or as a group, to reflect critically on an area of personal or professional relevance by engaging with appropriate literature and research in the negotiated field.

Module content:

Module content will be negotiated with the module tutor.


Module aims:

This module provides a valuable opportunity for participants, either individually or as a group, to reflect critically on an area of personal or professional relevance by engaging with appropriate literature and research in the negotiated field.

Module content:

This module supports students to develop a range of skills in designing, planning and conducting research in a range of educational contexts.  Topics covered include developing research questions, evaluating and selecting a methodological approach, the ethics of research, methods of collecting data and approaches to data analysis.


Module aims:

This module aims to:  

  1. introduce students to a range of research strategies and methods; 
  2. encourage critical reflection on methodological issues;
  3. develop an understanding of ethical issues in research and the responsibilities of a researcher;
  4. equip students to conduct a small-scale research project;
  5. enable students to write a research proposal that will serve as a basis for their work on the MA dissertation.
Educational Leadership at the University of Chester

Educational Leadership at the University of Chester

Who you'll Learn from

Dr Steve Lambert

Associate Professor
Dr Steve Lambert

Dr Mark Whalley

Senior Lecturer
Dr Mark Whalley

Dr Rebecca Crutchley

Senior Lecturer
Dr Rebecca Crutchley

How you'll Learn

Part-time student - modules are taught through two Saturdays sessions from 9 am until 4 pm per term, plus two twilight sessions. . Each module equates to approximately 200 hours of study. You will study one module per term, and you should factor these hours into your existing work. 

You will benefit from experienced tutors with recent relevant experience in a range of education settings. 

You will also benefit from our optional dissertation Bootcamp and residential teaching sessions (Exton Park, Chester). 

Full-time (international) student - then you will be expected to study in Chester, and will have weekly lectures and seminars.  

Assessments include - essays, portfolios of your own learning, academic posters and research-based projects. This course is assessed by 100% coursework, and the structure of the course means that you are only working on one assignment at any one time.

Online Learning IT specification

In order to maximise your learning experience, we recommend the following:
PC/Mac with the following operating system:
- Windows 8.1 or higher (Windows 10 recommended)
- macOS 10.14 or higher (the latest version recommended)

Internet connection:
Your internet connection should be at least 2.0Mbps.

Supported web browsers:
- Windows: Edge RS2 or later, or Chromium-based version, Firefox 87+, Chrome 72+
- macOS: Safari 14+, Firefox 87+, Chrome 72+

Cameras, microphones and headsets:
To fully participate in lessons, you will require speakers or headphones, a microphone, and a webcam. These devices may be built-in to your device, or you may need to connect an external headset and camera.

Entry Requirements

2:2 honours degree

Applicants will normally work in an educational environment, e.g. school, college, academy, local authority, free school or other educational setting. 

The minimum entry requirement is usually a 2:2 honours degree plus relevant experience. Candidates without these qualifications will be invited to attend an interview to ensure their suitability for the course. 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

See below for your country specific requirements. Please note, some programmes have special entry requirements and if applicable, these are listed below.

English Language Requirements

For those who do not have IELTS or an acceptable in-country English language qualification, the University of Chester has developed its own online English language test which applicants can take for just £50.

For more information on our English Language requirements, please visit International Entry Requirements.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,360 per year (2024/25)

Guides to the fees for students who wish to commence postgraduate courses in the academic year 2024/25 are available to view on our Postgraduate Taught Programmes Fees page.

£14,750 per year (2024/25)

The tuition fees for international students studying Postgraduate programmes in 2024/25 are £14,750.

The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships. 

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Please visit our Postgraduate Finance pages for information regarding Postgraduate Loans.

Your Future Career

Job Prospects

Many of our graduates have secured senior or promoted roles as a result of achieving their MA in Educational Leadership. Their enhanced understanding of the leadership within education has informed their own practice as leaders, ensuring that they have a bigger impact on their own educational setting 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.