International Education: Practice, Policy and Leadership MA - 2023/4

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Levels 6 and 7

Final award and programme/pathway title

MA International Education: Practice, Policy and Leadership

Subsidiary award(s)

Award Title
PGDip International Education: Practice, Policy and Leadership
PGCert International Education: Practice, Policy and Leadership

Modes of study

Route code Credits and ECTS Credits
Full-time PPA63035 180 credits and 90 ECTS credits
Part-time PPA63036 180 credits and 90 ECTS credits

QAA Subject benchmark statement (if applicable)

Other internal and / or external reference points

N/A

Faculty and Department / School

Faculty of Arts and Social Sciences - School of Literature and Languages

Programme Leader

DIPPOLD Doris (Lit & Langs)

Date of production/revision of spec

01/03/2024

Educational aims of the programme

  • to develop students¿ skills in gathering and analysing both primary and secondary data in a higher education context
  • to provide students with comprehensive theoretical frameworks to understand practice, policy and leadership in a higher education context
  • to raise students¿ awareness of the local and global context of higher education practices and policies
  • to develop students¿ ability to communicate in a range of spoken and written genres for a range of audiences
  • to develop students¿ ability to apply and evidence-informed approach to problems in educational policies and practices
  • to enable students to reflect on how their own cultural and linguistic background may affect their professional activities and how they may be used in their future careers

Programme learning outcomes

Attributes Developed Awards Ref.
To reflect on own teaching and leadership practice CT PGCert, PGDip
To critically evaluate policy and practice in higher education KC PGCert, PGDip, MA
To construct and provide a rationale for a range of higher educational curriculum activities KP PGDip, MA
To communicate confidently and appropriately on a range of higher education topics to different audiences PT PGCert, PGDip, MA
To apply a range of leadership skills to curriculum decisions KPT PGDip, MA
To reflect on personal and professional values and the application of these in practice CPT PGCert, PGDip, MA
To demonstrate research skills by critically engaging with primary and secondary data KCPT PGCert, PGDip, MA

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Master's Degree programme is studied full-time distance learning over one academic year, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Part-time

This Master's Degree programme is studied part-time distance learning over two academic years, consisting of 180 credits at FHEQ level 7. All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- Postgraduate Diploma (120 credits)
- Postgraduate Certificate (60 credits)

Programme Adjustments (if applicable)

N/A

Modules

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics Y
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) N
Clinical Placement(s) (that are not part of the PTY scheme) N
Study exchange (Level 5) N
Dual degree N

Other information


Surrey's Curriculum Framework is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This programme is designed to allow students to develop knowledge, skills and capabilities in the following areas:


Employability: Employability is embedded into all modules that support this programme. These skills are developed through authentic assessment opportunities such as speech writing, curriculum development, a research poster defence etc. Engaging with these tasks encourages critical thinking and problem solving skills, all of which are competencies transferable to the world of work.

Global and cultural capabilities: Given the programme focus, the development of global and cultural capabilities is a key focus of this programme and is thus embedded in the majority of the modules. In these modules, students will develop an understanding of how relevant theoretical concepts and processes apply to higher education settings across the word, and in higher education settings that are trying to internationalise their outlook in policy and practice. Moreover, working with peers from a wide range of contexts and linguistic backgrounds also develops students¿ global and cultural capabilities.

Digital capabilities: The programme develops aims to develop students¿ capabilities across the span of the programme. During the course of the programme, students will learn how to work with digital research and reference database, research support software and design software. They will also learn how to use digital resources and software to complete their dissertation, from data storage and processing to analysis and the write up stage.

Sustainability: Whilst not a large part of this programme, sustainability is an important consideration for International Education Contexts. Thus, the programme encourages students to how policy and practice in international education can contribute to the UN¿s Sustainable Development Goals and what actions they can take as the future leaders in International Education to embed sustainable thinking in policy and practice, e.g. curriculum design.

Resourcefulness and resilience: This curriculum theme runs across the vast majority of the modules on this programme. Students develop their resourcefulness and resilience through reflection on the higher education contexts they are familiar with, a process which they might fight unsettling at times. They will be supported in this process through peer support and opportunities to share practices and experience. In addition, methods of learning, teaching and assessment are designed to facilitate continuous professional development and resourcefulness through authentic assessment.


Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2023/4 academic year.