As contemporary societies become more heterogeneous, and as inclusive education reforms gain currency across the world, educational systems are being challenged to address some fundamental questions about teaching and learning related to the accommodation of and respect for difference.
Underpinning the movement for inclusion is a concern for social justice and wellbeing. Meeting the diverse needs of learners within today's schools, colleges and universities, is one of the most challenging and important tasks facing education today.
This thoroughly revised master's degree is unique not only because of the disciplinary approaches it employs, but also because students study and apply an approach to wellbeing that has been developed by some of the world’s leading thinkers.
This is an approach that is internationally recognised by, for example, the UN, and whose principles are increasingly found in government policy on education and SEN, namely the Capability Approach. We are one of the very few institutions in the UK to offer this practical and ethical approach to assessing issues of SEN, equality and inclusion.
The skills you will develop include critical thinking skills and how best to be an inclusive practitioner. Importantly, this is a professionally based degree which means that you will apply what you have learned to your own professional practice whether you are a classroom assistant, SENCO or university lecturer.
Closing date for applications: Friday 27th June 2025 at 4pm.
Over 83% of research submitted by colleagues based in the Education Unit of Assessment was judged to be ‘World Leading’ or ‘Internationally Excellent' by a peer review panel (REF2021).
Inclusion and Special Educational Needs highlights
Student Experience
Flexibility
This programme is designed to meet the needs of professionals. Diploma and Certificate options are also available.
Credit transfer
Students who have completed other master's-level awards, e.g., PGCE, within the last 10 years are eligible for credit transfer. The credit transfer application must be submitted at the same time as the online programme application as retrospective applications are not accepted.
Student Testimonials
“This course has completely changed how I view the whole area of SNE. It has challenged my thinking and attitudes, leading me to question and critique how we perceive and provide support for children experiencing any kind of difficulty during their schooling. Having visiting speakers has also been very helpful, keeping the course current and up-to-date with what is happening in practice.”
Rachelle McDermott
MEd Student
“I am a preschool teacher in Turkey. I am pleased that I studied Special Educational Needs and Inclusion at Queens University. I had a chance to learn the philosophy of SEN to find out more about what lies behind ‘Special Education’. I learned a lot from Dr Mackenzie regarding disability and social justice. I found The Capability Approach thanks to her, and I was immediately attracted to it as this approach takes firmly into account the perspective of the individual and is based on human flourishing and creating a ‘life worthy of human dignity’. I highly recommend this course because it will change the way you think and what you do as a teacher.”
Z Ozdan
Students may enrol on a full-time (1 year) or part-time (3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
Two optional modules may be chosen from the Educational Studies (MEd) degree (except for EDU7225/7227/7228/7229/7230/7900).
The MEd is awarded to students who successfully complete six taught modules (120 CATS points) and a 15,000-word research dissertation (60 CATS points).
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
We've made it easy to study for a master's module as a short course. If you would like to apply for a short course, please contact the Education Secretary (ssesw@qub.ac.uk) for advice.
Evenings from 5.30pm - 7.30pm. The evening classes run for four weeks with two Saturday workshops for each module. The Saturday workshops are timetabled for each module from 10am – 4pm.
Learning and Teaching
Learning opportunities available with this course are outlined below:
Study hours
Indicative Number of Modules per Semester: Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
Indicative Proportional Mix of Time in Classes, Tutorials/Seminars/Labs, and Private Study in a Teaching Semester: Varies, depending on module choice and study mode (full-time/part-time). Each class is of two hours’ duration. The evening classes run for four weeks with two Saturday workshops for each module.
Assessment
Assessments associated with this course are outlined below:
There are no written examinations. Modules are assessed through a written assignment of 3,000 words that is informed by the student’s own professional practice and experience.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour: https://youtu.be/PJeiF24bjxE
“In terms of your career prospects, there is no doubt that completing this MEd will increase your promotion potential as we move towards a master’s-led teaching profession, and as issues of SEN and Inclusion take centre stage in a society whose ambition is to increase social justice and inclusion.”
Dr Devon Ramey, Programme Director
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Social Justice in Special Needs Education and Inclusion: A Capability Approach
Overview
In this core module, we will explore some of the complexities of understanding social justice in education and what it means to flourish, a much vaunted aim in education at present. While education systems across the UK and many parts of the world espouse equal entitlement to education, and the importance of allowing the child and young person to flourish and attain wellbeing, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA).
The CA asserts two core normative claims: first, that the freedom to achieve well-being is of primary moral importance; and, second, that freedom to achieve well-being is to be understood in terms of people's capabilities, that is, their real opportunities to do and be what they have reason to value. Examples might include getting a degree, travelling, or being a teacher; or being valued, respected, and included.
The CA is an ethically evaluative framework that, in order to assess well-being, development and justice, simply asks two questions: what is a person able to do and to be? The answer to those two questions will depend on how society, including our educational institutions, are arranged. So, to what extent do our schools include minorities or children with special needs labels? For example, how is a child on the autistic spectrum enabled to be the person she wants to be and to do the things she values?
We will explore the CA by reading a key text together: Martha Nussbaum’s Creating Capabilities (2011). Tasks associated with this reading will be completed online and will be commented on by the tutor. This module will dovetail with EDU7256 and EDU7083.
Learning Outcomes
On successful completion of this module, participants are expected to have achieved the following learning outcomes:
1. a critical appreciation of the way in which Special Needs Education itself proceeds from a theoretical position, ie., from a particular way of seeing the world, the place of schooling within that world, and of those who are seen to have special educational needs and/or disabilities;
2. a critical understanding of the dominant or “essentialist” perspective of special needs education, which remains firmly focused on viewing difference as an individual deviance, problem or pathology;
3. an appreciation of the continuing, intimate and problematic relationship between dominant ideas about SEND and the discipline of developmental psychology, in particular;
4. a critical understanding of the limitations imposed on the development of special needs by the continuing assumption that student performance/ assessment is based on a normal curve of distribution (bell-curve thinking);
5. have a critical understanding of the social model of SEND;
6. using three contested disabilities as examples or specific cases, ie., Dyslexia, Dyscalculia and Attention Deficit Hyperactive Disorder (ADHD), have critically explored alternative theoretical perspectives on their history and nature;
7. have undertaken critical readings of SEND research underpinned by social constructionist, materialist, post-modernist and disability movement perspectives.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and Web-Based Information Services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
Deconstructing Special Needs Education and Inclusion
Overview
This module will focus on deconstructing special needs education (SEN) and inclusion by exploring how some popular approaches and theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, stereotyping and exclusion, rather than understanding and inclusion. In examining the consequences of, for example, the label of ‘social and emotional behavioural difficulties (SEBD)’, we will consider a powerful rationale for inclusion based on deconstructing the very notion of ‘need’ and ‘special’ to ask: why special needs education? And whom does it really serve?
For this module, we will use the work of Gary Thomas and Thomas Loxley (2007): Deconstructing Special Education and Constructing Inclusion. This module will dovetail with EDU7254 and EDU7083.
Learning Outcomes
On successful completion of this module, you can be expected to have achieved the following learning outcomes:
1. Have a critical understanding of the role of inequality and injustice in the inclusion of marginalised groups such as those with visible and invisible disabilities;
2. Have a critical understanding of the multidimensional and multilevel issues of marginalisation and exclusion, and their effects on wellbeing; the everydayness of inequality and injustice in individuals' lives;
3. To be able to engage in critical, scholarly reflection on the roots of our beliefs about and attitudes towards marginalised groups; and how to deconstruct those beliefs with a view to reconstructing them with reference to key readings on the Inclusion and SEN programme;
4. To understand how socially inclusive pedagogy or any professional practice can enhance social inclusion and challenge pernicious stereotypes;
5. To apply these reflective insights to one's own practice.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and web-based information services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.
Learning Outcomes
By the end of the module students will be able to:
1. Identify and discuss the ethical issues involved in educational research
2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
research methods
3. Choose an appropriate research design and analysis to address a specific research question
Skills
Skills
Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.
An Introduction to Research Methods: Children, Young People and Education
Overview
This introductory research methods module is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.
Learning Outcomes
By the end of the module students will be able to:
1. Critically discuss the historical development and philosophical underpinnings of educational research
2. Identify the key ethical issues involved in educational research
3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach
Skills
On successful completion of this module students will have gained the following:
i) Key skills
- Develop critical, analytical and creative thinking and problem solving skills
- Enhance communication and ICT skills
ii) Subject specific skills
- Understand a range of research approaches in education
- Ability to select an appropriate research design to an education-related research problem
iii) Employability skills
- Awareness of the relevance and applicability of research in the educational setting
- Insight into the transferability of research skills to other areas of teaching and learning
Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion
Overview
What is a stereotype and how does a stereotype conduce to prejudice? How do forms of ignorance abet injustice against the marginalised? To explore these issues, we will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony (what they know or experience) of members of stigmatized groups is likely to be discounted because of (often unconscious) prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others, such as failing to recognize certain questions as relevant for inquiry, such as the sexual abuse of vulnerable girls and boys, or sexuality of disabled or impaired people. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit.
We will here focus on, in particular, the work of Miranda Fricker – Epistemic Injustice: Power and the Ethics of Knowing (2009). This module will dovetail with EDU7254 and EDU7256.
Learning Outcomes
On successful completion of this module, you can be expected to have achieved the following learning outcomes:
1. Have an understanding of key terms, such as: epistemic, testimonial and hermeneutical injustices, prejudicial stereotypes and identity power;
2. Have considered the impact of class, gender, ethnicity or SEN on young people’s educational experiences in Northern Ireland, or elsewhere, with respect to these kinds of injustices;
3. Have a critical understanding of the resulting injustice and inequality of ‘educational disadvantage’ - the gap in schooling outcomes between most affluent children and poorer/marginalised children and the impact of SEN;
4. Have considered the extent to which strategies or policies designed to improve long-term outcomes for marginalised groups in disadvantaged circumstances have been effective. These strategies might include literacy programmes, equality initiatives for marginalised groups, the presumption of mainstreaming, etc.;
5. Have a greater understanding of the real-life situations, stories, marginalisation and prejudices experienced by specific groups of children and young people, or adults, such as those ‘looked after by public care’;
6. Be able to apply these concepts to your own professional context or special interest.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and web-based information services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
This module will provide students with an opportunity to explore the nature and design of the curriculum including the formal and informal curriculum and the hidden curriculum. They will investigate influences on curriculum development drawing attention to the most common theoretical perspective on curriculum design (‘scientific’ curriculum making) in addition to exploring other theoretical influences such as critical pedagogy. The course will also provide opportunities for students to discuss how knowledge is selected for ‘transmission’ to the next generation through the curriculum and how knowledge is organized in the curriculum as ‘curriculum frameworks’. Students will also explore the role of the curriculum in conflict affected and societies.
Learning Outcomes
On successful completion of the module, participants will have acquired knowledge of:
• definitions of curriculum
• theories relating to the nature of knowledge and the orientation of curriculum
• approaches to the organisation of knowledge into curriculum frameworks
• the significance of the hidden curriculum
• curriculum policy and associated legislation in Northern Ireland
• the processes of curriculum planning, implementation and evaluation
Skills
On successful completion of the module, participants will have developed the following:
SUBJECT SPECIFIC SKILLS
• the ability to critically reflect on the nature and design of the curriculum
• competency in analysing curriculum policy and associated legislation in the light of curriculum theory
• capacity to evaluate curriculum practice in their own contexts
• competency in assessing the significance of the hidden curriculum in relation to their own contexts
PROFESSIONAL/PERSONAL SKILLS
• capacity to reflect on their own personal and professional experience of delivering the curriculum and to apply this to their own practice
• ability to formulate a perspective on the nature and design of the curriculum based on their professional reflections in the light of curriculum theory
• ability to contribute to the development of the curriculum in their own contexts
TRANSFERABLE SKILLS
• critical analysis of policy documentation and educational resources
• competency in applying concepts and theory to practice
• ability to present a theoretically informed perspective to others and to critically reflect on their own views and those of others
• ability to reflect on participatory and active learning strategies
This module introduces students to the study of fundamentals of and specific procedures for behaviour change. The module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast.
Its August 2021 7 contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 60 hours of Behaviorism and Philosophical Foundations (A1-2), Concepts and Principles (B4, 5, 9, 11), Behavior-Change Procedures (G1, 4, 7, 9-17), and Selecting and Implementing Interventions (H1).
Learning Outcomes
Students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will be able to describe basic
principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will be able to describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will be able to apply these procedures in a theoretical setting to achieve behaviour change
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Describe in scientific terms the fundamental elements of behaviour change
procedures.
2. Design a specific behaviour analytic procedure and to achieve behaviour change.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module is designed to assist participants to develop and extend their skills in understanding the needs of adults with Autistic Spectrum Disorder and their families. Participants will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. The module will consider the implications of an ASD diagnosis for the nuclear and extended family, including siblings, grandparents, wives/husbands and sons/daughters of adults with ASD, etc.. Implications for schools, homes and employment will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria and associated features of Autistic Spectrum Disorder. An understanding of the range of individual differences in adults on the autistic spectrum. An understanding of recent issues and debates in regard to adults with ASD.
Skills
On successful completion of this module students will have subject specific skills
Identifying and assessing adults with ASD
Understanding issues related adulthood and ASD, ie transitions, employment, relationships, advocacy
Translating theory into practice
They will also have generic, transferable skills such as
Critically analyse and apply creative thinking to problems,
Communicate effectively, both in writing and ‘virtually’,
Behaviour Change in Education and Supervising Others
Overview
This module introduces students to the application of behaviour analysis for effective teaching. The focus of the module is on how to identify and understand the contingencies that govern pupil behaviour using the science of behaviour analysis to aid teaching practices. August 2021 18 Antecedent- and reinforcement-based procedures are suggested over more aversive approaches (e.g., time-out, referrals) for managing disciplinary problems and enhancing learning outcomes for all students. Specific behaviour analytic teaching methods and
strategies to improve student learning will be described in detail. This module also focuses on personnel supervision and management – a key topic for those in applied settings who
have responsibilities for other staff. Five of the weeks will be dedicated to the area of supervision and students will learn how to establish culturally responsive supervisory relationships, apply evidence-based performance management procedures, and address barriers to supervision. This module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its
contents are based on the BCBA 6th Edition Test Content Outline. More specifically, this module covers the required 30 hours of “Personnel Supervision and Management” (Domain
I). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain B – “Concepts and Principles”, Domain D – “Experimental Design”, and Domain G –
“Behavior-Change Procedures”.
Learning Outcomes
Students who complete this module will gain an understanding of the history and philosophical foundations of the scientific discipline of behaviour analysis. They will learn how contingencies govern pupil behaviour and how to arrange the educational environment in order to encourage student learning and reduce disciplinary problems.
Students will be introduced to specific evidence-based strategies that can be used in the classroom and they will be able to justify the need for such methods in the educational setting. Finally, students will learn how to effectively supervise and
manage others within applied settings using a culturally responsive and evidence based approach to supervision.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Explain behaviour from the perspective of radical behaviourism
2. Distinguish among behaviourism, the experimental analysis of behaviour, and
applied behaviour analysis (ABA)
August 2021 19
3. Describe the seven dimensions of ABA and provide examples of each
4. Define teaching using behavioural terms
5. Identify the key features of the behavioural approach to education
6. Use contingency-based and rule-governed behaviours in the classroom
7. Describe and use various instructional programs and teaching strategies based
on the science of behaviour analysis
8. Use Skinner's analysis to teach verbal behaviour
9. Explain the importance of behaviour analytic supervision
10. Develop a culturally responsive supervisory relationship
11. Effectively train and monitor supervisees using empirically validated performance
management procedures
12. Use function-based procedures to improve personnel performance
13. Evaluate the effects of supervision and make data-based decisions
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team
Bilingualism, Literacy and Disciplinary Literacy Development
Overview
This module is designed to provide participants with a foundational understanding of bilingualism/multilingualism and models of bilingual/multilingual education. The module will advance teachers’ understanding of the pedagogical and programmatic practices for addressing linguistic and academic needs of multilingual learners by drawing on their linguistic and cultural resources. The course will cover historical and theoretical foundations of bilingual education as related to various bilingual programs, including instruction, curriculum, and assessment.
Learning Outcomes
On successful completion of the module, it will be expected that students will be able to:
1. Understand the process of language and literacy development of children (0-18) exposed to more than one language.
2. Integrate this knowledge into particular practices:
(a) to become familiar with the developmental milestones of first language acquisition
(b) to evaluate theory related to bilingual and second language and literacy as well as disciplinary literacy development
(c) to learn how to conduct observation research with bilingual populations
(d) to infer implications for classroom and home language and literacy policies.
Skills
On successful completion of the module, it will be expected that students will be able to:
• Observe a bilingual student and document their observations in relation to the characteristics of the student’s second language developmental trajectory.
• Describe the characteristics of the target language teaching or research context where the students aim to teach, including the characteristics of the bilinguals’ family backgrounds.
• Report on their experiences tutoring the bilingual student, specifically describing what tutoring practices and moves tangibly helped the student in literacy and content literacy skills.
This module will enable you to explore the policies, issues, facts and the hype surrounding eLearning. It will introduce you to ideas such as Third Space and 4th Industrial Revolution. You will reflect on the affordances offered by technology-enhanced learning, virtual learning environments, managed learning environments and data analytics. There will be opportunities to compare and contrast the face-to-face environment of the classroom with online learning and to hear from experts in the field. The various developments in e-learning will be examined at several levels including technical (e.g. how does it work?), practical (e.g. experience of creating online courses) and theoretical (e.g. what types of learning models are involved?). Finally, your own professional working context will provide the focus for your assignment work.
Learning Outcomes
1. Critically evaluating the core educational research in e-Learning;
2. Reflecting upon the issues that impact on the development and take-up of online and blended learning in a school/organisation;
3. Comparing and contrasting a variety of virtual learning environments and the pedagogical approaches they utilise;
4. Evaluating the effectiveness of learning via virtual learning environments.
Skills
1. Researching and evaluating models of e-learning;
2. Developing materials for technology-enhanced learning;
3. Facilitating, moderating and developing collaborative learning online;
4. Designing and creating courses in VLEs.
5. Reflecting on and critically evaluating experiences of working in an online environment.
The aim of this module is to examine theories of understanding and researching digital literacy. It equips course participants with the theoretical and analytical tools to explore the impact of new digital literacies upon language learning and TESOL. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, and its role in language education. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people,
in institutions, and in wider society.
Learning Outcomes
On successful completion of this module learners will be able to:
• Understand literacy as social practice as a theoretical approach;
• Evaluate the role and character of digital literacy in contemporary societies;
• Identify and examine the role of digital literacies in a range of educational contexts, including language learning and TESOL;
• Apply different research methodologies and approaches to exploring digital literacy.
Skills
On successful completion of the module, students will have gained the following:
i) Key Skills
a. Critical, analytical and problem solving skills
b. Enhanced communication and ICT skills
ii) Subject Specific Skills:
a. An understanding of issues and key theoretical concepts in Literacy research
b. A critical awareness of how Literacy is discussed and understood in policy, education, and social practice
d. Ability to undertake an investigation of digital literacy
ii) Employability/Transferable Skills
a. Ability to learn independently and to sustain personal professional development
b. Academic writing and presentation skills
c. Ability to communicate effectively and work in groups on tasks
d. Ability to undertake library searches for specific purposes
e. Ability to critically evaluate research findings
This module is designed to assist participants to develop and extend their skills in understanding the needs of children (aged 0-18) with ASD and their families. Participants will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication and sensory issues across childhood and adolescence. The module will consider the implications of the ASD diagnosis for the nuclear and extended family, including siblings, grandparents, parents. Implications for teaching and learning in school and home-based programmes as well as transitions between school and home will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria for Autistic Spectrum Disorder. An understanding of the range of individual differences in children on the autistic spectrum.
An understanding of the implications of ASD on family and for education.
Skills
Identifying and assessing children with ASD.
Translating assessment results into appropriate Individual Education Plans-Care Plans.
Translating theory into practice.
This module is foundational and designed to provide students with an overview of key leadership theories that will be applied and developed across the programme. The module takes the perspective that leadership is a process of influence that involves individuals and or groups seeking to achieve common goals. Leaders can be formally assigned but can also occupy less-formal positions where expertise, knowledge and interaction with others can also constitute leadership. The module will examine the development of leadership theory over time, exploring both traditional and more contemporary models. Theoretical models explored include: trait theory, situational leadership, transformational and pseudo-transformational leadership, servant leadership and adaptive leadership. The module is aimed at all types of educational professionals, whether they hold an official leadership position or not. In terms of applying theory, module assignments have been designed to examine leadership in workplace settings and there are clear links between this module and each of the modules on the MSc Leadership Programme.
Learning Outcomes
Programme Aims:
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
Understand and apply theoretical perspectives around leadership, educational leadership, educational change and school improvement.
Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
There is a growing body of literature highlighting the importance of practitioner-led enquiry and reflection, its centrality in the learning process and the key role it plays in continuing professional development. Despite this there tends to be little opportunity within teaching and learning programmes for teachers to explore the nature of reflection, the various perspectives and theories surrounding the topic or to examine the concept in any depth. This module begins to address this shortcoming by inviting participants to consider and experiment with various approaches to reflective practice as used in small-scale action research project design within the field of education in general and their own professional development in particular.
Learning Outcomes
LEARNING OUTCOMES
On successful completion of the module participants will have had the opportunity to acquire:
Knowledge of:
• different perspectives and types of reflection
• the processes of reflection in action research
• various strategies that might lead to reflection and different methods used in small-scale action research projects
• factors which may facilitate and hinder reflection and change
• the relationship between reflection, learning and change
Professional/Personal Development through:
• using reflection to further develop professional and personal skills
• identifying factors which may block professional development and considering ways of addressing these
• sharing learning through reflection and action research design with other in-service teachers and participants
• exploring how challenges to reflection and development through action research might be addressed within their own professional context
Skills
Transferable Skills:
• reflecting on learning in various contexts and situations
• sharing of that learning with other members of the teaching profession
• use of various strategies as a means of reflection, study and improvement of their own professional practices
This module will examine leadership in practice with a particular focus on educational contexts. The module is designed to explore relevant and practical issues that leaders are likely to face in the workplace. There is connectivity and continuity between the foundational module EDU7185 (Leadership Theory) where students will have the opportunity to apply leadership theory to workplace settings. As such the module focuses on practical themes such the distinctions and overlaps between leadership and management, middle leadership, coaching and mentoring, leadership and ethical practice; the role that leaders play in developing organisational culture and ethos, how leaders deal with conflict, leadership and emotional literacy and the promotion of social justice and equity.
Learning Outcomes
Programme Aims:
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of practical issues, debates and policies associated with leadership and management in educational contexts.
Understand and apply theoretical perspectives around leadership, educational leadership
Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
This module is designed to explore the role that leaders play in managing change processes in educational contexts and beyond. There is a constant pressure on schools and other educational settings to demonstrate improvement and effectiveness and as such schools are frequently involved in various and often overlapping change or improvement initiatives. This module examines the role that leaders play in this process. The module begins by examining the purposes of education and argues that these are not agreed upon and as such has implications for the way that school performance and effectiveness is measured and researched. The module also examines the school effectiveness and school improvement research traditions that have developed over time and what might constitute effective practice in schools based on the available evidence – which positions leadership and teachers as key drivers of improvement. The module is also underpinned by two broad theories of change whereby change is a process that occurs in stages or increments or that change is a complex, emergent process. When applied to the work place, these provide lenses to consider how leaders manage change processes, how followers experience and contribute to change; how leaders respond to resistance to change and how leaders can promote collaborative, adaptive and innovative cultures to help followers cope with change.
Learning Outcomes
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
Demonstrate knowledge and understanding of theories of change
Understand the relationship between leadership educational change and school improvement.
Demonstrate knowledge and understanding of the literature associated with effective leadership and effective pedagogy
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
Normally a strong 2.2 Honours degree (with minimum of 55%) or above or equivalent qualification acceptable to the University in any subject discipline.
Applicants with an acceptable 2.2 Honours degree below 55% or equivalent, may also be considered if they have at least two years of professional experience in an education, training or relevant context.
Closing date for applications: Friday 27th June 2025 at 4pm
Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Graduates from this degree have found it beneficial in their professional institutions in advising colleagues, influencing policy, and supporting pupils and students.
The degree helps students reshape their thinking on special needs education and matters of inclusion, to question values and beliefs that were previously taken for granted. Importantly, a master's degree in SEN/Inclusion will be of great advantage to professionals seeking promotion as we move towards a masters-led teaching profession.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.
Employment after the Course
Most of the students on this course are practising teachers in the nursery, primary, or secondary sector. Students from further education and disability sectors also attend. Students take up employment, or continue to work in education, apply for promotion, or go on to undertake further degrees.
Employment Links
Education
Disability Organisations
Further and Higher Education
Prizes and Awards
Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
There are no specific additional course costs associated with this programme.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.