education - university of hull postgraduate study guide 2009

EDUCATION

Postgraduate study

THE UNIVERSITY OF HULL

ADMISSIONS SERVICE, THE UNIVERSITY OF HULL, HULL, HU6 7RX, UK

T +44 (0)1482 466850F +44 (0)1482 442290E [email protected]

www.hull.ac.uk

CONTENTS

THE INSTITUTE FOR LEARNING 2

TAUGHT PROGRAMMES 3Applications 3Master of Education 4MEd Inclusive Education 5MEd eLearning 6MA Educational Studies 7MSc Leadership and Learning 8MA Spirituality Studies 9

RESEARCH DEGREES 10Admissions and fees 10Doctor of Philosophy 10Doctor of Education 10Master of Philosophy 10Master of Education (by thesis) 10Supervision 11Postgraduate training 11The Graduate School 12Research seminars 12Applying for a research degree 12

INTERNATIONAL STUDENTS 13Offers of admission 13Accommodation 13Welfare and support 13

STAFF AND THEIR INTERESTS 14

Education www.hull.ac.uk/ces/ifl2

The IfL(www.hull.ac.uk/ifl)

was established inAugust 1997 and is

the product of anamalgamation of

the former Schoolof Education, the

Centre forContinuingEducation,

Development andTraining, and some

other areaspreviously

associated with thelearning

environment.

The institute comprises

• The Centre for Educational Studies(ces.hull.ac.uk)

• The Centre for Lifelong Learning(www.hull.ac.uk/cll)

• The Scarborough School of Education(www.sse.hull.ac.uk)

The programmes described in this booklet are chieflythe concern of the staff of the Centre forEducational Studies (CES) and the ScarboroughSchool of Education.

The CES is home to a group of around 60 staff, allinvolved in developing learning communities. Itencompasses both teaching and research, centred onschools, reaching out to everyone concerned withlearning.

As well as initial teacher training (for primary andsecondary teachers), we provide a wide range ofcourses at all levels from University FoundationAwards through Bachelors degrees to Masters anddoctoral programmes. Courses are for new andexperienced schoolteachers and other educationworkers, and many involve training and research inthe wider community.

Staff of the CES are involved in a number of IfLresearch groups, including those concerned withpolicy and education, religion and education, learningprocesses, and technology. The CES is also engaged ina wide range of research activities with localcommunities and other organisations further afield.Major sponsors over recent years have included theNational College for School Leadership, the HealthEducation Authority, the British Council, the EsméeFairburn Foundation and the Leverhulme Trust.

Partnership work with other centres in the IfLincludes collaboration on initial teacher training withthe Scarborough School of Education, and there aremany links with the Centre for Lifelong Learning. Wealso work with other universities and schools,enhancing the University’s commitment toeducational achievement in the region and beyond.

The CES is committed to understanding anddeveloping learning communities. As a universitycentre, we specialise in accreditation and research,and these interests inform all our work. For example,we provide opportunities for the Masters-levelresearch of our PGCE, MA and MEd students to beused by schools and others to help enhance thequality of learning in and beyond the region.

THE INSTITUTE FOR LEARNING

Our various taughtMasters

programmes aredetailed on pages

4–9.

Education 3

APPLICATIONSApplications should be made as early as possibleduring the academic year immediately preceding yourproposed date of entry. Late applications can beconsidered up to 31 August for home students and31 July for overseas students requiring visas.

Applicants should indicate whether they are applyingfor the full-time or the part-time version of theprogramme. Part-time candidates will normally becharged on the basis of the number of modules theyare taking during a particular academic year.

Candidates will normally have a Bachelors degree, arelevant professional qualification and relevantexperience. Non-graduates are eligible to applyprovided that they have an approved professionalqualification and at least three years’ relevantexperience.

We look forward to providing you with furtherinformation about a degree which offers you avaluable opportunity for personal and professionaldevelopment. If you think that this may be what youare looking for, do not hesitate to contact theadmissions secretaries (Beth Luker-Barrow and SarahDonaldson). Every effort will be made to giveprompt answers to any queries that you may have.

FURTHER INFORMATIONPlease direct your queries about any of ourprogrammes to

The Advanced Programmes Admissions SecretaryCentre for Educational StudiesThe University of HullHull, HU6 7RX, UKT +44 (0)1482 466898F +44 (0)1482 466133E [email protected]

[email protected]

TAUGHT PROGRAMMES

Recent examples of successfuldissertationsGlobalisation and the Academic Study ofTraditional Culture in 21st-Century China: TheImpact of English Language on Student Motivationin Chinese Universities (MEd 2007)

An Examination of Some Issues Relating toEffective Classroom Management with SpecialReference to the Educational System of Cyprus(MEd 2007)

Does Cooperative Learning Support Children’sConfidence and Motivation When UnderstandingProblem-Solving Activities? (MEd 2007)

Training Head Teachers in England and Wales: AStudy of the Development of Training Programmesfor Head Teachers since 1900 (MEd 2006)

A Study of How Irish Second-Level Teachers ViewThemselves as Professionals (MEd 2006)

A Study of the Comparison in Arts Educationbetween China and England (MEd 2005)

Factors Affecting School Attendance in WesternGhana (MEd 2005)

www.hull.ac.uk/ces/courses

Master of EducationMEd/Diploma/Certificate

fastFacts

Duration: Full-time oneyear / part-time up to nine

years

Attendance: Full-timethree two-hour sessions

per week, usually evening /part-time depends on

number of moduleschosen – one two-hoursession per module per

week

Entry requirements:Good Honours degree orequivalent and experienceof, or interest in, workingin education. IELTS score

of 6.0 overall or equivalent for most international

students

Fees: www.hull.ac.uk/ces

Location: Hull Campus

Contact: Mrs SarahDonaldson,

Admissions SecretaryT +44 (0)1482 466898

E [email protected]

ABOUT THE PROGRAMMEThis is a prime taught higher qualification, within theInstitute of Learning, designed to meet the needs ofUK and international professionals with experienceof working in education and those interested in acareer in this field. It provides opportunities toextend knowledge and understanding of

• a range of current educational practice• current matters of debate in the educational world • key issues related to educational practice

This taught Masters has proven appeal for a broadrange of teachers and educational managers in theUK and in an increasing number of overseascountries. We make them all feel welcome, welladvised, well taught and supported.

Most overseas students study for the Masters degreeas a one-year full-time programme.

UK-based students can study the programme eitherfull- or part-time The part-time route is the mostcommon for home students, most of whom combineit with their normal educational employment.

PROGRAMME CONTENTThe programme’s modular, credit-based structure notonly offers flexibility but also ensures that allsuccessful learning is credited. The programme buildsup through three stages:

60 Credits – Advanced Certificate Three modules

120 Credits – Advanced Diploma Six modules

180 Credits – Master of Education Advanced Diploma plus 60-credit dissertation

MODULES• An Introduction to Research Methods and Project

Planning (compulsory) • An Overview of Inclusion in Schools • Management in Education • New Perspectives on Learning • Long Study Essay I • Long Study Essay II• Information Technology and Student Learning • Education Policy • Early Years: Perspectives on Childhood• Quality and Equality in Early Childhood Education

Taught modules are enhanced by the opportunity forsupported further study and research into particularareas of professional interest through the dissertationand Long Essay options.

There are current plans to extend the range ofmodules available.

ASSESSMENTEach module is assessed through a 4,000–5,000-word written assignment, followed by the 15,000-word dissertation.

SPECIAL FEATURES• Additional induction arrangements include library

use, ‘academic writing’ and ‘good academicpractices’.

• Some modules are supported by visiting speakersand local school and education-related visits.

• Social events are sometimes arranged forinternational students.

• Although most students enrol in September,January enrolments are also possible.

RESEARCH AREASSee the ‘Staff and Their Interests’ section of thisbrochure. Please note that it is often possible tosupport research and dissertation studies outsidethat list. You will be able to discuss this with helpfulMEd staff.

4 Education www.hull.ac.uk/ces/courses

fastFacts

Duration: Part-time twoyears (diploma) and one

further year to completeMasters

Attendance: Threeevening sessions and two

Saturday sessions

Entry requirements:Normally a teacher

training requirement

Fees: £365 per module in2008/09


Contact: ProgrammeDirector – Dr Dorothy

Howie E [email protected]

Admissions Secretary –Sarah Donaldson

T +44 (0)1482 466898E [email protected]

Inclusive EducationMEd/Diploma/Certificate

ABOUT THE PROGRAMMEThis course was designed for special educationalneeds coordinators (SENCOs) and otherexperienced teachers responsible for ensuring theinclusion of children with special educational needsand vulnerable children. It has been specificallydevised to meet the Teacher Training Agency SENCOcompetency requirements. At present it is a part-time study opportunity for the professionaldevelopment of local teachers, with funding supportfor fees from the Hull local education authority. Itenables course members to complete a one-yearAdvanced Certificate in Inclusive Education or a two-year Advanced Diploma in Inclusive Education, or toproceed with a dissertation for an MEd in InclusiveEducation.

PROGRAMME CONTENTThis is a generic course, focusing on the attitudesand strategies relevant to inclusive education ratherthan categories of special educational needs.

In the first (certificate) year, emphasis is on anoverview of the culture of inclusion, and onpedagogical (teaching and learning) approachesappropriate for enhancing inclusion. The other twomodules cover strategies for ensuring access to thecurriculum for all children, and key assessment andintervention approaches. In the second (diploma)year, the first management module focuses onmanaging change as an inclusion manager. The othermodules look at managing the social, behavioural andemotional needs of the learner, and topics of specificconcern to course members.

Throughout the programme there is a strong focuson self-reflection and collaborative learning, as well asthe development of strong skills for research-informed decision making.

CORE MODULES• An Overview of Inclusion in Schools• Providing Inclusion in the Curriculum• Assessment and Intervention Strategies for

Inclusion• Management for Inclusion• Including Children with Behaviour, Emotional and

Social Difficulties• Key Inclusion Topics Relating to Individual

Professional Development

FURTHER MODULE INFORMATIONAs this is a professional development programmeplanned to ensure that SENCO competencyrequirements can be met, all modules must bepassed.

ASSESSMENTEnd-of-module assignment of 4,000–5,000 words.

SPECIAL FEATURESThis programme has been planned, and is delivered,in partnership with the Kingston upon Hull Childrenand Young People’s Services. This partnership, whichwas commended by an Ofsted inspection of theprogramme, allows the course to be extremelycurrent in its awareness of local and national policyconcerns and requirements.

At his first Programme Board meeting, the ExternalExaminer noted the particularly high standard ofachievement by the students on this programme.

RESEARCH AREASThe Programme Director, Dr Dorothy Howie, is aninternational expert on teaching and learning issuesin relation to inclusion, and on learning enhancement.

One tutor, Dr Dez Allenby, is Head of the HullSpecial Educational Needs Support Service. Theother, Sue Young, is an expert on solution-focusedtherapy.

5Educationwww.hull.ac.uk/ces/courses

eLearningMEd/Diploma/Certificate

fastFacts

Duration: From two anda half years to nine years:progression is flexible, to

suit your needs

Attendance andlocation: The Masters is

part-time and deliveredentirely online through

tutor-supportedcollaborative learning – the

learning environment isavailable from any location

in the world, 24 hours aday, seven days a week

Entry requirements:Typically a good Honoursdegree or equivalent in a

relevant subject orappropriate experience in

a professionalenvironment. International

students should alsoevidence competence in

English language

Fees: Fee for each 20-credit module in 2007/08:£505; fee for the 60-credit

dissertation: £1,515;fee for the full 180-creditMEd programme: £4,545

Contact: Further detailsand application forms from

Mrs Sarah DonaldsonT +44 (0)1482 466898

E [email protected]

For a general discussion ofyour educational needs,contact Shirley BennettT +44 (0)1482 466802E [email protected]

For five-day online accessto the virtual environment,contact Anamaria Camargo

E [email protected]

ABOUT THE PROGRAMMEOur Master of Education in eLearning programmeaims to provide professionals in education andtraining with a critical understanding of the coreissues involved in the design, development andimplementation of e-learning, with specific focus andemphasis placed on students’ professional workingcontext.

The programme is aimed at professionals in a rangeof education and training roles working in variouseducational sectors across the world, includingfurther and higher education, the school sector, thecorporate sector, the voluntary sector and the healthcare area.

Participants on the programme have had a range ofpromotions and career developments either duringor shortly after completing the programme.

There are optional exit points after 60 credits(Advanced Certificate) and 120 credits (AdvancedDiploma).

PROGRAMME CONTENTThe effective implementation of emergingeducational technologies is rapidly becoming ofstrategic importance for many branches of educationand training within the UK and Europe and acrossthe world. The diverse range of learning activities onthe MEd in eLearning programme will help developthe critical understanding and skills to address theexciting challenges and opportunities which the newdevelopments present.

The students actually study key theoretical andpractical issues involved in learning, teaching andassessment online; policies and aspects of e-learningin relation to wider organisational, national and globalcontexts; issues in the effective implementation ofnew and emerging technologies; and the theory andpractice of educational research within the contextof e-learning.

The course deepens students’ understanding andskills in relation to e-learning within the professionalworking context, including the design, production andmanagement of resources for e-learning and thedevelopment and delivery of online learning courses.

Students will have a flexible structure tailored totheir personal and professional needs, offering aunique opportunity to meet and interact withprofessionals from all over the world, supported byonline tutors.

CORE MODULES• Foundations of Online Learning and Teaching• eTutoring and eLearning Course Design• eResourcing • eLearning: Context, Management and

Implementation • Educational Technology: Issues in Implementation• Research Methods in Education Contexts

FURTHER MODULE INFORMATIONAll modules can be taken on a stand-alone basis.

ASSESSMENTAssessment takes a variety of forms, including writtenassignments; project work; group assignments andreports; reflective tasks; collaborative development ofan e-dossier relating to e-learning management incontext; self-assessment; and peer assessment.

SPECIAL FEATURES• Access to your personalised online learning

environment, 24 hours a day, seven days a week• Admission to a resource centre providing access

to supplementary materials, web links and theelectronic resources and journals supported by theUniversity’s Brynmor Jones Library

• Enrolment in September and February each year

RESEARCH AREAS• Student-centred approaches to learning and

assessment• Teacher development for e-learning• The pedagogy of online learning and teaching• Course development, design and evaluation


ABOUT THE PROGRAMMEThe MA Educational Studies provides support andprofessional development for teachers and othereducators, from their PGCE year into the first threeyears of their career. It has been designed with localschools, training organisations and educationauthorities in mind.

Students join a support network of trainee, newlyqualified and recently qualified teachers and othereducators, along with tutors working throughout theUniversity and local authority systems.

The programme addresses the needs for supportand development and the preparation for posts ofresponsibility.

The MA increases local students’ and teachers’commitment to the region. By linking back to thePGCE and forward to the second and third years ofteaching, it provides genuinely integrated professionaldevelopment – taking students through to beingexperienced teachers able to help their educationdevelop in the future.

PROGRAMME CONTENTThe MA and professional development go hand inhand. Completion of initial training usually starts theprogramme; completion of induction is usually at itscore; moving to an established position in theprofession provides the framework for completion ofthe programme.

Each module offers opportunities for action-basedresearch, an integral part of the course. Students areencouraged to reflect on their own practice andengage in critically evaluating published theory andresearch.

Teaching is a research-based profession. This hasbeen recognised in recent years, with organisationssuch as the Training and Development Agency forSchools supporting school-based and teacher-organised research. Building on the experiences ofteachers, tutors and advisers from the University andlocal authorities can make the profession moreresearch-based and make research moreprofessionally orientated.

CORE MODULES• Issues in the Induction Year• Furthering the Development of Classroom

Expertise• Developing a Wider Professionalism• Dissertation

ASSESSMENTThe three taught modules are assessed byparticipation in the University sessions and thecompletion of a 5,000-word assignment.

There is also a 15,000-word dissertation, making useof school-based research piloted in earlier modules.

SPECIAL FEATURES• Students who have recently completed a Level 7

PGCE qualification are exempted from the firstyear of the programme.

• A 60-credit certificate programme (ACES) isavailable to students who are not eligible forexemption.

• Students are then required to complete onemodule during Year 2, two during Year 3 and adissertation, on a subject of their choice, duringtheir final year.

RESEARCH AREASThe Programme Director, Tina Page, BA, MA, PGCE,was a schoolteacher for 13 years. Her researchinterest in comparative education led to involvementin all aspects of teacher training and the provision ofsupport and professional development for teachers.

Additionally, the programme offers a range ofpresenters from within the University and from localschools and authorities.

fastFacts

Duration: Part-timethree to four years

Attendance: Two half-days or one full day per

school term

Entry requirements:Good Honours degree or

equivalent in a relevantsubject or appropriate

experience in aprofessional environment;

also IELTS 6.0 orequivalent for international

students

Fees: £365 per modulein 2008/09


Contact: Tina Page,Programme Director,

or Clare McKinlay, Advanced Courses Office,

Centre for EducationalStudies

T +44 (0)1482 465678E [email protected] +44 (0)1482 465031

E [email protected]

Educational StudiesMA


ABOUT THE PROGRAMMEThe programme is aimed at those responsible forpolicy, provision or practice in regard to leadinglearning in educational settings. It provides supportfor the enhancement of practitioner expertise and isbased on the principle that the foremost task of alleducational leaders is to create and develop themost effective and efficient learning environment forthe student body that their organisation serves. Thedegree is closely aligned to contemporary learner-centred leadership issues and to relevant nationaland international standards. The programme has theflexibility to allow accreditation of prior learning,including that gained through appropriate andfocused professional development activities.

There are three stages of the degree:

In Stage 1, participants study the core moduleLearner-Centred Leadership and a choice of twooptional modules. Participants who have completedthe related assessment tasks and choose to leave theprogramme at the end of this phase will be awardeda Postgraduate Certificate in Leadership andLearning.

In Stage 2, participants study a further threemodules. Participants who have completed therelated assessment tasks and choose to leave at theend of this phase will be awarded a PostgraduateDiploma in Leadership and Learning.

In Stage 3, participants undertake an in-depth studyof leadership and learning in an educational settingand present a dissertation of 15,000–20,000 wordsfor final assessment. Successful completion of thisphase will result in the award of the MSc inLeadership and Learning.

PROGRAMME CONTENTThe core module Learner-Centred Leadership issupported by a range of modules that cover thevarious dimensions of leadership and learning.

CORE MODULES• Learner-Centred Leadership• Research Methods

OPTIONAL MODULES• Learning to Learn• Learning with New Technologies• The Learning Organisation• Leading and Managing for High Performance• Leading and Managing Change• E-Leadership• Choice of one further module from other

postgraduate degrees in education

ASSESSMENTStages 1 and 2 are assessed by attendance at taughtsessions and the successful completion ofassignments which apply relevant theory to practice.Assessment for Stage 3 is based on the dissertationsubmitted.

SPECIAL FEATURES• Part-time enrolment throughout the year• Visiting staff to include Professor Bruce Barnett

(UTSA), Professor John Daresh (UTEP) andProfessor John West-Burnham

RESEARCH AREASThe programme is led by Dr Trevor Male, whosespecialist field is educational leadership – particularlyheadship in schools, where he has an extensive trackrecord of research, publications and consultancy.Other key members of staff are Kevin Burden, whospecialises in the use of ICT and digital media instudent learning, and Dr David Plowright, an expertin organisational evaluation.

Leadership and LearningMSc/Diploma/Certificate

fastFacts

Duration: Full-time oneyear / part-time three

years

Attendance: Full-timetwo days a week / part-

time one day a week (withoptions of summer school

and/or open learning)

Entry requirements:First degree or equivalent

in a relevant subject orappropriate experience in

a professional environment(IELTS 6.0 or equivalent

for international students)

Fees: £365 per module in2008/09


Contact: SarahDonaldson, Advanced

Courses Office, Centre forEducational Studies

T +44 (0)1482 466898E [email protected]


fastFacts

Duration: Full-time oneyear / part-time two years

Attendance: Probablyone day a week – contact

us for up-to-dateinformation

Entry requirements:Good Honours degree or

equivalent in a relevantsubject or appropriate

experience in aprofessional environment

Fees:www.hull.ac.uk/money


Contact: Paul DeareyT +44 (0)1482 465841

F [email protected]

9www.hull.ac.uk/css Education

ABOUT THE PROGRAMMESpirituality studies is a rapidly growing field. TheUniversity of Hull has established a distinctive identityin this field through its Centre for Spirituality Studies,focusing on the interdisciplinary complexity ofspirituality and the development of correspondinggeneric methodologies and theories.

The programme is offered in the Department ofHumanities but is designed to meet the needs ofpractitioners in the areas of health, education andsocial work who wish to extend their knowledge andunderstanding of spirituality. The degree developsskills in recognising spiritual needs in the context ofsuch professional services. Staff from Nursing,Education and Social Work contribute to theteaching of the programme.

The degree can be studied either full-time over oneyear or part-time over two. The part-time routeenables students to combine their studies with theirnormal employment.

Students can obtain a 60-credit Advanced Certificate,a 120-credit Advanced Diploma or a 180-credit MAin Spirituality Studies.

PROGRAMME CONTENTStudents learn the concepts and methodologiesnecessary to study different spiritualities. The multi-faceted nature of spirituality means that it must bestudied from a range of perspectives, includingsociology, psychology, anthropology, philosophy,hermeneutics and theology.

You will study research literature, policydocumentation and guidelines on spirituality mostrelevant to your own specialist area. You will beintroduced to contemporary debates concerningspirituality and the emerging research agendas ineducational studies, nursing and social work.Meanwhile you will also develop research andpresentational skills.

Students wishing to obtain a Masters degree mustcomplete, under supervision, a 15,000-worddissertation worth 60 credits.

CORE MODULES• Theorising Spirituality• Researching Spirituality• Research Seminar in Spirituality• Dissertation

OPTIONAL MODULES• Spirituality in Health Care• Spiritual Assessment in Health Care Practice• Spirituality in Social Work• Spirituality in Education • Indian Philosophy• Buddhist Ethics• Loss, Bereavement and Palliative Care• Interpreting Religious Practice• Research Methods• Empirical Studies in Educational Research• Developing Professional and Interpersonal Skills• Christian Leadership in Education• School Chaplaincy in Action• Applied Christian Ethics• Introduction to Research Methods and Project

Planning• Advanced Health and Social Research• The Nature of School Chaplaincy

ASSESSMENTCandidates are assessed by means of courseworkassignments, seminar presentations and a dissertation.Coursework is assessed during the semester inwhich the module is delivered.

SPECIAL FEATURES• Learn about spirituality in an interdisciplinary

context.• Learn about spirituality within the Every Child

Matters framework, and about holistic frameworkssuch as SEAL (Social and Emotional Aspects ofLearning).

• Apply the concepts of spirituality to the corethemes, issues, values and skills pertaining to socialwork.

• In the areas of nursing and health care, learn aboutthe ethics and practices of undertaking spiritualassessments of patients’ and clients’ needs.

RESEARCH AREASThe programme is staffed by experts in social work,educational studies, nursing, theology and philosophyof religion.

MA in Spirituality StudiesMA

ADMISSIONS AND FEESApplicants for doctoral programmes should normallyhold a Masters degree. The normal entryrequirement for a Masters programme is a first orsecond class Honours degree or its equivalent. IELTS7.0 or equivalent is also required of internationalstudents.

Fees for home and EU students are £3,300 full-timeand £1,650 part-time. International students pay£8,500 full-time or £4,250 part-time.

DOCTOR OF PHILOSOPHYStudents are initially registered on the MPhilprogramme. A full upgrade to the PhD depends on aformal demonstration of progress and the support ofthe department.

The programme normally extends over a period ofthree years full-time or five years part-time.Candidates may be permitted to shorten this periodto two years full-time or four years part-time.Candidates are examined by means of a thesis, notexceeding 100,000 words, on a topic chosen by thecandidate, and by an oral. The thesis will be expectedto demonstrate original research and show anawareness of the relationship of the research to awider field of knowledge.

DOCTOR OF EDUCATION INEDUCATION POLICY AND VALUESThe degree of Doctor of Education (EdD) combinesstudy of a taught programme at doctoral level withthe preparation of a research thesis.

The programme extends over a period of two yearsfull-time or four years part-time. The first yearconsists of taught modules; the subsequent period istaken up with writing a thesis. Candidates areexamined by four 5,000-word assignments in the firstyear, then by a thesis not exceeding 50,000 words,on a topic chosen by the candidate, and by an oralexamination. The thesis will be expected todemonstrate original research and show anawareness of the relationship of the research to thewider field of educational policy.

MASTER OF PHILOSOPHYThe programme extends over a minimum of twoyears full-time or three years part-time. Candidatesare examined by means of a thesis, not exceeding70,000 words, on a topic chosen by the candidate, byan oral examination and, if required, by a writtenexamination.

During their first year of full-time study or theirsecond year of part-time study, students may requestthat their registration be upgraded to the PhDprogramme. The upgrade depends on a formaldemonstration of progress and the support of thedepartment.

MASTER OF EDUCATION (BY THESIS)The programme extends over a period of one yearfull-time or two years part-time. Candidates areexamined by means of a thesis, of between 50,000and 70,000 words, on a topic chosen by thecandidate, by an oral examination and, if required, bya written examination.

SUPERVISIONPersonal supervision is central to discipline-specificsupport and is guaranteed throughout your research.Academic staff carefully scrutinise applications forpostgraduate study or research so that offers ofplaces are made only to those applicants who arewell qualified to achieve success. Each applicant ismatched with a main supervisor, and each researchstudent has at least one other supervisor to ensurequality and continuity of support. The matching ofeach prospective postgraduate student with specifiedmembers of staff allows concentration of expertisein small groups of staff and postgraduates who workclosely together.

For prospectiveresearchers we

offer the degreesof MEd, MPhil, EdD

and PhD.Supervision isprovided in a

variety of areas. Alist of staff

teaching andresearch interestsis given on pages

14–15.


RESEARCH DEGREES

POSTGRADUATE TRAINING FORRESEARCH STUDENTSResearch training for the EdD is delivered throughmodules taught in the first year of the programme.

Training for PhD or research Masters students isbroadly based and coordinated by the programmedirector for research degrees. After consultation withyour supervisor and the director, you will register fora series of modules. Some of these are generic (forexample, Managing the Research Process,Communication Skills, or Library Skills, InformationTechnology and Computing); a few are determinedby the area of your research; most are optional. Theoptions constitute a rich menu of research-relatedopportunities, from other discipline-specific subjectsto competencies that may become necessary as yourindividual research evolves. In effect, your supervisorwill help you put together an individually tailoredprogramme

• to extend your intellectual experience andunderstanding of your discipline

• to equip you with specific skills relevant to theconduct of your research

• to develop generic skills of value to employers andyour subsequent career

The aim is training thoroughly integrated withresearch to enhance the efficiency and effectivenessof your work – and your career prospects as theholder of a higher degree. Every module carries acredit value: 60 credits entitle you to a PostgraduateCertificate in Research Training; 120, a PostgraduateDiploma. Either constitutes a formal qualification in itsown right, of interest to employers whether withinor beyond the world of education.

We recognise that a research degree is no longerexclusively a stepping stone to an academic career.The University’s formal training scheme will certainlyimprove and facilitate your research, and it will helpto equip you for working life in higher education ifthat is what you aim for, but the skills and experienceprovided by this training will be valued in many otherareas of work.

Recent examples of successful thesesA Conceptual Investigation into Spirituality andConditions for Education in Spirituality, withApplication to the Case of Hong Kong (PhD2006)

Perceptions of Leadership among Head Teachersof Catholic Second-Level Schools in Cork City andEast Cork (EdD 2006)

What Is the Effectiveness of Using MultipleIntelligence Theory in the Teaching and Learning ofHistory in an English Secondary School? (MEd2005)

An Evaluation Analysis of the Options of PolicyMakers, Employers, Teachers and Students onCollege English Education in Improving theRegional Economic Development of Guangxi,China (EdD 2007)

Effects of Organisational Culture upon theImplementation of Computer-Based Training withinCambridge Constabulary (PhD 2007)


THE GRADUATE SCHOOLThe Graduate School is a University-wide institutionthat provides support and facilities to postgraduateresearch students. As a member of the GraduateSchool, you will have someone to speak for you inUniversity planning and to whom you can turn ifthere is a problem that your supervisor or theCentre for Educational Studies cannot sort out.

A user group meets with Graduate School staff oncea month to share information and to discuss areas ofstudent concern or ways in which the GraduateSchool can improve services to postgraduates.

The Graduate School also has a purpose-built facilityfor research students. As a research student you willautomatically have access to this facility, whichguarantees you valuable resources and support notonly during the academic session but throughout theyear. The facility operates from 09.00 to 24.00, sevendays a week, and 365 days a year including publicholidays. So when some UK universities are entirelyclosed, our Graduate School remains open as awelcoming and secure academic and social centre.This is particularly important to non-EU studentresearchers.

Located on the main campus, in close proximity to allacademic departments, services and the library, theGraduate School building houses some 80networked workstations, as well as quiet study areas,seminar rooms, space for social activities and its ownstaff. The school’s purpose is to supplement thepersonal supervision and discipline-specific support

that you receive from the Centre for EducationalStudies, not only by providing additional resources toassist you in pursuing your work, but also byfurnishing a social context for informal exchanges ofideas with fellow researchers from all areas of theUniversity. Indeed it is the prime purpose of theschool to foster a multidisciplinary research culture.

Another objective is to counter the threat ofisolation which often accompanies specialist study, byenabling you to make contacts and friendships in anenvironment which is at once intellectually stimulatingand socially rewarding. You may choose to networkwith peers at the student-organised day conferencesheld in the school, or to participate in some of theworkshops, on topics such as advanced data handlingor ‘writing up’ research.

RESEARCH SEMINARSThe Institute for Learning has been runningdepartmental seminars since the early 1990s. Theytake place every Monday in the Graduate School’sSeminar Room, beginning at 12.30 and finishing onehour later, with refreshments provided. Open toanyone, they normally consist of a 30-minutepresentation and 30 minutes of discussion.

Speakers include visiting overseas professors,members of IfL staff, lecturers from other universities,speakers from the local authorities and the localcommunity, members of the Centre for EducationalStudies and research students. The seminars providean informal arena for debate on both personalresearch interests and current areas of educationaland policy interest.

APPLYING FOR A RESEARCH DEGREEWriting an appropriate research proposal is anessential part of applying for a research degree. Theproposal does a number of things. It helps you toclarify your own thoughts about what you want todo; it allows potential supervisors and othermembers of the IfL to ask questions about content,approach, values and methodology before youembark on your study; it allows potential problemsto be identified and resolved before you begin; and itenables us to identify appropriate tutors and facilitiesneeded for study. Guidance on how to prepare yourproposal is supplied with your application form.


Life in Hull offersmany attractions,

both academic andcultural. The

University of Hullhas a long tradition

of educatingstudents from

countries in andbeyond the EU.

We have no formal quota arrangements, but in anyone year around 10% of our students are fromabroad. The largest groups are from continentalEurope, China, India, Japan, Malaysia, Singapore andthe USA – in all, more than 1,000 people from over100 countries. The International Students’ Association(which helps coordinate social and cultural activities)is, therefore, one of the largest and most dynamic ofthe students’ union clubs.

The University of Hull offers good value for money.In terms of the annual costs of study for non-EUstudents, Hull is less expensive than, for example, UScolleges of equivalent esteem. Moreover, ourprogrammes are usually shorter than those offeredelsewhere in the English-speaking world (three yearsfor a PhD programme, for example, as opposed tofour or more in the US or Australasia); and livingcosts in Hull are much lower than almost anywhereelse in Britain (some 30–40% lower than in London),while the proximity of our campus to residencesmeans that daily travelling costs are low and thatgood, inexpensive shopping facilities are within easywalking distance.

OFFERS OF ADMISSIONA formal offer of admission will be sent to you assoon as possible. This will not necessarily be for theprogramme for which you applied, if we believe adifferent one is more appropriate. You shouldtherefore note that you are being accepted only forthe programme specified in the offer and that thereis no commitment to transfer you to anotherprogramme or to offer you a further programme oncompletion of the first. In some cases conditions willbe attached to our offer, and these must be fulfilledbefore the offer can be confirmed. In suchcircumstances you should not come to Hull until youhave received confirmation that you have satisfiedthe conditions.

ACCOMMODATIONFor the unaccompanied postgraduate from overseas,accommodation is easy to find. We have a superbrange of residential accommodation, from self-catering student houses to the Taylor Court on-campus flats, which are particularly attractive tostudents who may be resident in Hull throughout theyear. Moreover, all unaccompanied internationalstudents are guaranteed a place in University-ownedor -managed accommodation throughout theirprogrammes, if they wish it.

For students accompanied by their families,accommodation is less easy to come by, and theUniversity has only a very limited number of familyunits. Please seek the advice of the University’sAccommodation Office as early as possible.

WELFARE AND SUPPORTThe International Office provides a comprehensivesupport service for all international students. AnInternational Student Adviser dedicates her time towelfare issues and immigration matters, and our teamof International Officers are always pleased toprovide support and guidance.

All new international students are invited andencouraged to attend the orientation programme,which takes place at the beginning of every semesterand attracts approximately 800 students each year.This globally recognised programme gives invaluableinformation on support services and on academicand study issues. It also provides an early opportunityfor social interaction. Similar support for internationalstudents continues through the academic year, with aChristmas orientation, immigration briefings, pre-examination sessions and cultural activities.

IfL International Student Liaison OfficerIn the Institute for Learning we now have our ownInternational Student Liaison Officer, Ian Shaw. Thisshows how much importance we attach tosupporting our international students both beforeand during their educational studies. Ian Shaw is also the programme director for the taught MEd.

Ian ShawT +44 (0)1482 466197E [email protected]

INTERNATIONAL STUDENTS


INSTITUTE FOR LEARNINGDeanDr Julian Stern BA, BPhil, LRAM, PhD, FHEA

AdministrationGrahame PennyTina Priestman BA, MSc, Chartered MCIPDKathryn Watson

SecretaryBrenda Wilson

CENTRE FOR EDUCATIONAL STUDIESHead of DepartmentDr David Waugh BA, MA, PhD, DipMathsEdPrimary education with special reference to theteaching of English in the primary school; modernforeign languages (MFL) in the primary school; schoolsize and educational change.

ProfessorsMichael P Bottery BA, MEd, PhDEducational policy and management; values,philosophy and education, concepts ofprofessionalism.

Derek Colquhoun BEd, MSc, PhDHealthy schools; educational policy; researchmethods; governance; evaluation; school food.

Senior LecturersRichard English BSc, MPhilPrimary education with particular reference to theteaching of mathematics and the effective use ofinformation and communications technology;quantitative research methods.

Dorothy R Howie MA, PhDIndividual differences in learning; the learning processand acquisition of thinking skills.

Trevor Male BEd, AdvDipEd, MA, PhDEducational leadership and management; headteacher preparation and induction.

John T Smith BA, MPhil, MEd, PhD, FRHistSHistory of education; the educational work ofreligious bodies; the Irish educational system;citizenship education.

Nigel Wright MAEducational evaluation, educational researchmethodology; the professional development ofteachers; curriculum studies; educational leadershipand management.

LecturersPaul Adams BA (QTS), PGCert, MSc Learning and teaching; personal and social education;citizenship; school-based health education and healthpromotion, under the banner of social andeducational inclusion.

Shirley Bennett BA, MA, PGCEOnline learning with particular reference toprofessional development for e-tutors and use ofonline learning for widening participation; assessmentof learning outcomes in higher education.

Stewart Bennett BEd, MA, PhDFellow of the Imperial War Museum in HolocaustEducation; initial teacher training in history withspecial interest in holocaust education.

Anne Bore BSc, PhDInitial teacher training; the teaching of secondaryscience (biology).

STAFF AND THEIR INTERESTS


Our staff offerexpertise and

experience acrossthe spectrum of

education.

Christopher Botton PhD, GRIC, CChem, MRSCChemistry and science teaching; the use of criticalpath analysis to locate conceptual developmentallines and thereby enhance the teaching process.

Kim Bower BA, DipEd, MEdInitial teacher training; the teaching of secondaryMFL; MFL extension courses; CLIL (Content andLanguage Integrated Learning).

Kevin Burden BA, MAInformation and communications technology (ICT) ineducation (Director of Cascade); research into ICT ineducation (BECTA); digital media and new illiteracies;ICT and leadership (SLICT); overseas consultancy inICT; interactive whiteboards; leadership.

Phil Farrar BA, MA, CertEdThe learning/acquisition distinction in languages; MFLin primary education; CLIL; language competence ofprimary MFL teachers.

Sarah James MA, BSc, RN, PGCE Science EducationSpiritual development and spirituality studies;children’s experiences of and questions about death;ethnography and education; science education andspirituality; creativity in science; sustainabledevelopment and education.

Wendy Jolliffe BA, MEdInitial teacher training for Key Stage 1 and 2; earlyyears, cooperative learning and literacy.

Jacqueline R Lukes MA, DPhil

Government educational and social policy; fundingand management of education; gender and socialaspects; international comparisons.

Kyriaki (Kiki) Messiou Teacher’s Diploma (Cyprus),BEd (Greece), MEd, MSc, PhDInclusive education; children’s voices; marginalisationin schools; qualitative research.

Anne Owen-Walker BA, PGCEInitial Teacher Training with particular reference togeography; thinking skills teaching strategies; creativityin geography.

Tina Page BA, PGCE, MAInitial teacher training; the professional developmentof teachers; comparative education; the teaching ofmodern languages.

Keith Porteous MA, PGCE, PhDChildren's understanding of mathematics.

Angela Shaw BA, MPhil, PGCE, NNEBFurther education and community education; earlyyears Educare; vocational and work-based learning;the impact of Tomlinson and work-based learninginitiatives.

Ian Shaw BSc Econ, CertEd, DipEdInitial teacher training with particular reference tobusiness education; citizenship education; education inthe post-16 sector; sixth-form colleges.

Kenneth A Spencer MSc, PhDEducational technology and media studies, withparticular reference to linear media, multimedia andcomputer-based learning.

Peter Thomas BA, MAAssessment in English; English curriculum planning;children as writers and readers; active work withShakespeare; provision for the gifted and talented inEnglish.

Naz Wasim BA, MA, PhD, PGCE HE, FHEASocial and educational policy and urban learning;philosophy, politics, sociology and education; thetheory and practice of teaching and learning.


Education www.hull.ac.uk/ces/courses16

MAPSDATES OF SEMESTERS

For the current semesterdates please visit our

website at www.hull.ac.uk orcall Admissions on

+44 (0)1482 466850.

ADDRESS For general enquiries,

please write to

Admissions ServiceThe University of Hull

Hull, HU6 7RXT +44 (0)1482 466850F +44 (0)1482 442290

[email protected]

DISCLAIMERThe University of Hull will

use all reasonableendeavours to deliver

programmes in accordancewith their descriptions in

this publication. However, itreserves the right to make

variations in the contents ormethods of delivery or

assessment, to discontinueprogrammes and to merge

or combine them, if suchaction is considered

necessary. If the Universitydoes discontinue any

programme, it will usereasonable endeavours to

provide a suitablealternative.

Our other postgraduate brochures are …

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