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About this Course
The aim of our MA in Higher Education is to equip students with research skills and substantive knowledge for the study of higher education. You will enhance your ability to facilitate and lead the development of expert knowledge within your specific area of higher education including academic practice.
Globalisation, technological advancement and the evolution of the sector means the study of higher education is no longer limited to local, regional or national contexts. Recognising this changing environment, our course aims to enhance practice, research and policy of higher education. Woven throughout are opportunities for formal and informal personal development in a wide range of intuitional settings and locations, and emphasis is put on the synthesis of theory and practice (including academic practice).
Coursework will draw on your experience and understanding of pertinent issues to higher education, and you’ll be encouraged to bring this together with the current, established body of professional and academic literature. You’ll develop advanced, specialist research skills, and broaden your knowledge of areas of higher education that are most relevant to your personal or professional aims.
This module examines policy and policy-making as distinct processes of implementation and change. Students will consider the approaches of different countries to important debates in the field including the purpose and nature of universities, funding, internationalisation, access and widening participation, management, quality, and regulation processes.
Utilising policy analysis methods as well as key concepts and theoretical frameworks students will critically examine comparative evidence to enhance their knowledge and understanding of higher education principles, processes and practices drawing on individual national case studies.
The module covers the following broad areas of higher education policy, policy-making and change; Access, recruitment and widening participation, Quality assurance and regimes of (de)regulation in higher education, Management and change at institutional, national and international level, Tiers of higher education provision, rankings and their implications for governments and universities, Higher education financing and shifting patterns of funding and Internationalisation, global competition and cross-border flow of students and researchers.
This module examines the historical development of research in teaching-learning with a view to identify key contributions that influenced how we conceptualise teaching-learning in the university sector. Several theoretical traditions are presented (e.g. communities of practice, student approaches to learning, actor network theory) and emphasis is placed on the role of assessment and feedback as well as the wide-scale implementation of technological media in higher education and their impact on new modalities of learning. Students will be offered the means to enhance their critical understanding and use of relevant theory by supporting critical and systematic reflection on the changing nature of teaching-learning in higher education, on the changing management landscape, and on the relationships between them in national and international contexts.
This module provides an overview of the methods and methodologies applied to research in higher education. In doing so, it provides links between higher education and educational and social research in general without losing its particular focus and applicability on higher education settings. The meanings and associations between methods are discussed and their position in wider epistemological paradigms is considered. Students will be given an overview of the development of these methods and methodologies in higher education and will develop applied research skills on methods relevant to their practice or interests. Conclusions will be drawn on the methodological opportunities and challenges of the presented research methods and their supplementarity to wider educational and social research will be critically examined.
Consider the aims and intentions of educational research, critique published journal articles, and examine the role of research evidence to improve education and social care. Gain a solid grounding in educational research issues, methods and strategies. Learn how to match intended outcomes with specific educational questions and methods of investigation.
This module supports students in the preparation and submission of their Master’s Major project and involves a dissertation of 14,000 words or the equivalent. The Major Project enables students to demonstrate the ability to raise significant and meaningful questions in relation to their specialism which may involve working at the current limits of theoretical and / or research understanding. It will involve the ability to develop solutions to ethical dilemmas likely to arise in their research or professional practice.
The project enables students to expand or redefine existing knowledge, to develop new approaches to changing workplace situations and / or to contribute to the development of best practice. It asks the student to communicate these processes in a clear and elegant fashion and to evaluate their work from the perspective of an autonomous reflective learner. Students’ research topics must be negotiated with their appointed supervisor. An application for ethical approval and ethics discussion paper must then be submitted.
The project may take the form of a written dissertation, a formal presentation and full research paper, an exhibition, a performance, an artefact or the development of software, or other written, aural or visual material. The project may be formed from a combination of these modes but will normally include a written component.
About Anglia Ruskin University
Anglia Ruskin University began as the Cambridge School of Art founded by William Beaumont. It was then merged with the Cambridgeshire College of Arts and Technology and the Essex Institute of Higher Education and was renamed Anglia Polytechnic. It was then given university status in 1992 and renamed Anglia Ruskin University in 2005. The university has campuses in Cambridge, Chelmsford and Peterborough, university centres in Kings Lynn and Peterborough and partnerships with universities from the around the world including Berlin, Budapest, Trinidad, Singapore and Kuala Lumpur.
- Normally applicants should have a first degree with honours at a minimum classification of 2:2 or equivalent.
- Exceptional entry is offered to professionals with extensive professional experience.
- Arrangements also exist to incorporate Accredited Prior Learning (APL).
- If English is not your first language you will be expected to demonstrate a certificated level of proficiency of at least IELTS 6.5 (Academic level) or equivalent English Language qualification, as recognised by Anglia Ruskin University.
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