Course summary

This route provides a comprehensive overview of critical issues in education policy, leadership and improvement, through the in-depth study of theoretical perspectives and their applications to educational contexts and settings. The course combines UK and international perspectives and engages with evidence from a range of national and educational contexts. The teaching team draw on their research expertise and encourage course participants to share their experiences and reflect on the course content, relating new knowledge and insights to their own contexts. This route focuses on critical issues in education in the context of institutional and system improvement and with reference to practice, policy and theory. The course engages students in theoretical debates around each of the key concepts of policy, leadership, and improvement, problematising these and considering a range of perspectives. The course encourages students to engage with empirical evidence from a range of national contexts around these key topics and related issues, including accountability in education, professional learning, leading for change, evidence-based practices, amongst others. The educational aims of the route are to: examine the theoretical frameworks used in the study of education, specifically around concepts of policy, leadership, and improvement; provide training in research methods appropriate to education and the study of educational change; advance the capacity of students for research-informed professional reflection and judgment; The route content is structured in interrelated modules. These may include: Educational policy and policy-making Approaches to educational improvement Educational effectiveness and evidence-based practice Education Evaluation Professional learning and development Teachers/Educators as agents of change Critical approaches to educational leadership Leading professional and organisational change Learning Outcomes Learning Outcomes By the end of the Educational Policy, Leadership and Improvement course, students are expected to have: an understanding of research techniques in educational research and the literature applicable to their specific educational domain; demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their specific educational domain; shown abilities in the critical evaluation of current research and research techniques and methodologies; demonstrated self-direction and originality in identifying, addressing and solving problems, and acted autonomously in the planning and implementation of research. Continuing Admission to the PhD in Education is not automatic and requires a separate full application be made by the appropriate deadlines.