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MA in Inclusive Educational Leadership



Start date

21 Months

Course duration


Course fees







Course information

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This programme consists of five modules at Level 7 that will enable educational leaders and aspiring leaders to train in outstanding practices and whole-school change in support of the most vulnerable and challenging students. The programme aims to enable teachers to develop their leadership competency through critical evaluation of research and scholarship and to integrate this with their own practice.

Students will be able to analyse, engage in and reflect on these educational issues and on the implications for their own educational setting. All students complete Modules 1-3 and then choose one option for Module 4 before designing and carrying out a research project for the dissertation in Module 5. 

The course is accredited by the University of Buckingham and all students are members of the University from the start of the course. Modules 1-4 are delivered by an Inclusion Expert, a nationally renowned provider of courses in pastoral care. Module 5, the dissertation, is delivered by the University of Buckingham. 

Students are expected to do some activity every week in Year 1 – attend an online lecture or discussion, do some reading and/or some writing.  Students can expect to spend 10-15 hours a week working on this course but this is an average some weeks will be more than this. The course is 100% online. At every stage students have their own supervisor.  

Teaching & Assessment


Modules 1-4 are completed in Year 1 (September to June), Module 5 in Year 2 (September to May).  

Module 1: Leading People and Organisational Change (25 credits) 

This module introduces students to the thinking related to leading staff and organisational change. Students take simple but thoughtful steps to help identify what would have the greatest impact within their setting for the most vulnerable and challenging students. Students will reflect on their development through critical evaluation of key documents relating to leadership competencies and will look at the application of theory on their actions in their setting. 

Module 2: Leading on Upskilling Staff (25 credits) 

This module looks at the most recent evidence-based pedagogy. Links will be made to the work of senior leaders and strategic approaches to teaching and learning. In this unit, students are introduced to the most recent research and theoretical knowledge around effective teacher development. 

Module 3: Leading on Transformational Change for Vulnerable Students (30 credits) 

Students demonstrate their ability to devise a work-based action plan for working with vulnerable students. This will be completed by working collaboratively with up to four other students. There will be an evaluation of coaching theory and methods along with an understanding of contemporary statutory policy to understand the nature and responsibilities of pastoral leadership. Students apply a range of appropriate research methods and enquiry methodologies to assess the effectiveness of their plan taking into account the culture, leadership and processes associated with their organisation. 

Module 4 (40 credits)  

Option 1: Leading on Inclusive pedagogy (40 credits) 

Students explore the pedagogy of differentiation and positive learning experience. They will identify effective practice and measure the impact of this on teaching and learning within a cohort. They will explore how to raise attainment and accelerate learning in identified cohorts using personalised approaches and differentiated learning, in recognition of the diverse learning needs of students. 

OR Option 2:  Leading on behaviour (40 credits) 

Students will deepen their understanding of the approaches associated with effective behaviour for learning and study the psychological theories relating to behaviour. Students will identify effective practice and measure the impact of this on behaviour and attitudes across the school or setting. They will construct a plan of action for the setting based on informed research which is designed to secure behaviour and attitudes. 

OR Option 3: Leading provision for children with the social worker (40 credits)  

Students will deepen their understanding of care-experienced children and other children with an allocated social worker and explore the barriers to education for this group of children. There will be the opportunity to work collaboratively with others to consider creative solutions and problem solving.  Students will explore how to improve the outcomes of children and young people with a social worker. They will identify effective practice and measure the impact of this on children and young people with a social worker. 

OR Option 4: Leading on narrowing the attainment gap (40 credits)  

Students will deepen their understanding of the ‘attainment gap’ in the context of their setting through exploring case studies and research. They will learn how to apply evidence-based practice and how to raise awareness of the practical steps that can be taken.

Module 5: Education Research Dissertation (60 credits) 

All Masters students will be able to develop an in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain knowledge of the research process itself and how to evaluate other research projects in a specific field. Once this has been undertaken then students devise and carry out their own small-scale research project with guidance from the university. Students engage with research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research. 


Reflections of 1500 words, regularly through modules 1-3, five for each module.


  •  Module 1 – 3,000 to 4,000 words (25 credits)  
  •  Module 2 – 3,000 to 4,000 words (25 credits)  
  •  Module 3 – 4,000 to 5,000 words (30 credits)  
  •  Module 4 – 8,000 to 10,000 words (40 credits)  
  • One dissertation of 12,000-15,000 words for module 5.  

Entry requirements

To be eligible for this programme, applicants must:

  • have a UK degree 2:2 or above (or recognised equivalent)
  • be employed in a school


Tuition fee: TBC
Registration Fee: £275 (non-refundable)

Fees are invoiced at the beginning of the course and can be paid in two instalments or in one lump sum. Instalments can be arranged directly with the Finance department upon receipt of the invoice.

How to apply

Please click the APPLY button to submit your application by 16 July 2023 for a September 2023 start.

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该课程由白金汉大学教授。所有学生自课程开始起成为白金汉大学的一员,并在完成整体课程后获得白金汉大学颁发的证书。项目的前四个模块由英国知名的教牧关怀(pastoral care)课程提供方Inclusion Expert来授课。模块五硕士论文模块由白金汉大学授课。








模块3: 引导弱势学生的良性改变
学生展示他们做以实践为基础的、并以弱势学生为工作目标的行动方案的能力。学生将以小组工作的方式与其他4个同期的同僚一起完成方案。学生将在项目活动过程中了解并讨论有关辅导(coaching)的理论和实践以及相关的当代法律法规,在此基础上加深对教牧关怀领导力(pastoral leadership)的本质和责任的理解。学生将运用一系列的研究方法和探究式方法来评估所做的行动计划在自身组织环境(文化、管理方式和工作过程)下的有效性。


选择1:全纳教学法(40 学分)



选择4:致力与缩小正常家庭与低收入家庭子女间的学习成就差距(Attainment Gap(40学分)  
通过案例学习和研究,学生将深化对于他们所在的环境中“学习成就差距(Attainment Gap)”的理解。他们将学会运用循证为基础实践以及了解到一些采取行动的具体方式。






  • 模块1—3000到4000词(25学分)
  • 模块2—3000到4000词(25学分)
  • 模块3—4000到5000词(30学分)
  • 模块4—8000到10000词(40学分)
  • 模块5—12000至15000词的学位论文



  • 拥有本科或同等学位
  • 在学校工作







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