Programme Specification for the 2013/4 academic year

MSc MSC Educational Research

1. Programme Details

Programme nameMSc MSC Educational Research Programme codePTS1EDUEDU01
Study mode(s)Distance Learning
Full Time
Part Time
Academic year2013/4
Campus(es)St Luke's (Exeter)
Programme start date

09/2013

NQF Level7 (Masters)

2. Description of the Programme

The overall purpose of this MSc is to prepare you for the independent conduct of educational research. We have developed the programme to support research students and for students interested in a specific area of education.

It can be taken either as a stand-alone Masters or as a precursor to a PhD. The four taught modules of the MSc are required research training for all Four-Year PhD and MPhil/PhD students.

The programme meets the current ESRC training guidelines for the preparation of doctoral students and allows students to apply for ‘1+3’ ESRC studentships (see information on funding for further details).

For doctoral students the programme is designed to provide high quality training, both to enable you to carry out doctoral research and to equip you to pursue other research activities. Other potential career opportunities include practitioner and academic educationists: your acquired general social science research skills can be used in different contexts and applied to a variety of problems.

You will be able to specialise in a particular field of education, within a research preparation framework or context and benefit from collaboration with fellow students in small online groups on directed activities.

 

3. Educational Aims of the Programme

1. a good grasp of the central ideas, concepts, debates, theories, philosophies and approaches employed by educational researchers;
2. a critical understanding of the main methodologies of educational research and strategies to decide which are appropriate to the problems they are investigating;
3. skills and understanding to conduct research projects independently using any of the main methodologies of educational research;
4. knowledge of and skills in the various forms of communicating and disseminating educational research.

The programme aims to equip you with:

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

The overall purpose of this MSc is to prepare you for the independent conduct of educational research. We have developed the programme to support research students and for students interested in a specific area of education.

It can be taken either as a stand-alone Masters or as a precursor to a PhD. The four taught modules of the MSc are required research training for all Four-Year PhD and MPhil/PhD students.

The programme meets the current ESRC training guidelines for the preparation of doctoral students and allows students to apply for ‘1+3’ ESRC studentships (see information on funding for further details).

For doctoral students the programme is designed to provide high quality training, both to enable you to carry out doctoral research and to equip you to pursue other research activities. Other potential career opportunities include practitioner and academic educationists: your acquired general social science research skills can be used in different contexts and applied to a variety of problems.

You will be able to specialise in a particular field of education, within a research preparation framework or context and benefit from collaboration with fellow students in small online groups on directed activities.

As a full-time student, you will take two twilight sessions each week during term time and an occasional session on a Saturday. Part-time students take one twilight session per week during term time and an occasional session on a Saturday.

Each module consists of ten sessions delivered through a blended system of learning.

Stage 1


Compulsory Modules

CodeModule Credits Non-condonable?
ERPM000 The Nature of Educational Enquiry 30No
ERPM001 Interpretive Methodologies 30No
ERPM002 Scientific Methodologies 30No
ERPM005 Designing and Communicating Research 30No
ERPM004 Dissertation 60No
Total Credits for Stage 1

180


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

Each of the taught modules is assessed by a portfolio of work including a 5,000 word written assignment and a range of tasks and activities equivalent to 2,500 words. Your dissertation is assessed via a 15,000 word submission.

You will have regular tutorials with your relevant module tutor and/or support from the supplementary programme – this is specifically designed for those needing academic support with the programme, for example, those for whom English is a second language. If you are studying the MSc as part of the doctoral programme, you will also have tutorial support from your research mentors, supervisory coordinator and/or supervisors during your first year.

If you are studying the MSc as year 1 of the PhD programme, you need to reach an average grade of 55% over all 4 taught modules and 55% for the dissertation. The usual pass mark is 50%.

For details of the different teaching, learning and assessment methods used at Exeter please follow this link and click on any of the headings for further information.

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

MSc MSC Educational Research

19. UCAS Code

C705

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date Date of last revision