Programme Specification

MA in Sociology of Education

Awarding body: University College London

Teaching institution: University College London Institute of Education

Name of the final award (and other exit awards):

Master of Arts (MA)

Postgraduate Diploma

Postgraduate Certificate

Programme title:Sociology of Education

Application code:

Language of study

The UCL Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission.

Participants

The student body is typically multicultural and international and comes from a variety of intellectual and professional backgrounds. Some have a strong grounding in Sociology or cognate areas, and others in Education with a Sociology component.

Criteria for admission to the programme

Applicants are expected to have a good honours degree (2.2 or above) in Sociology or a cognate subject (i.e. a subject in which a significant proportion of the studies are devoted to social analysis: this includes degrees in History, Politics, Social Administration, Cultural Studies, Area Studies, Philosophy, Theology). European or international applicants are expected to have qualifications at an equivalent level.

Those who do not meet these criteria will be considered on the basis of their Personal Supporting Statement, part of the application process. European or international applicants are expected to have qualifications at an equivalent level.

Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.

The UCL Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as: sensory (visual / hearing / speech) impairments, mental health issues, mobility or dexterity impairments, Asperger's Syndrome or other autistic spectrum disorders, chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) and
specific learning difficulties (e.g. dyslexia, dyspraxia).

Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them.This applies to all students – home, EU and international.

Aims of the programme

The programme aims to:

  • guide you through the latest challenges and debates and the leading theories, concepts and research in the sociology of education;
  • explore the wider political, social and cultural contexts of policy and practice in education
  • encourage you to use sociological research to reflect on your current and future roles in education;
  • provide you with a grounding for interrogating and evaluating programme-based and school-based practices and for research in a range of public, private and voluntary educational contexts;
  • prepare you for doctoral-level research in the field.

Programme outcomes

The programme provides participants with professionally relevant elements of knowledge, understanding and skills. It introduces and encourages a critical understanding of concepts in Sociology of Education, and contributes to the development of autonomous, reflectively thinking individuals, capable of contributing to social analysis of education. More specifically, the programme offers you opportunities to:

  • be familiar with and understand the latest challenges and debates and leading theories, concepts and research in the sociology of education;
  • be able to engage critically with the wider political, social and cultural contexts of policy and practice in education;
  • be competent and critical users of sociological research and be able to draw on this to reflect on your current and future roles in education;
  • develop the skills and understanding necessary to interrogate and evaluate programme-based and school-based practices and to undertake research in a range of public, private and voluntary educational contexts;
  • establish the foundations needed to move on to doctoral-level research in the field.

Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated

The MA Sociology of Education is one of the taught programmes that are run in the evenings and it combines a number of learning activities. Some modules schedule one all-day Saturday session. Different modules are taught in different ways. Sometimes a conventional lecture based approach is used, with the aim of providing an overview of the field. Lectures are usually followed by open discussion or group work. At other times a seminar format is adopted, involving, for example, group discussion of set reading, a video or an introductory presentation.

Independent study is a vital component of the programme. Learner support is provided through the formal taught modules, plus individual and group tutorials with academic staff.

Programme structures and requirements, levels, modules, credits and awards

The programme is divided into study modules and each unit counts for 30 credits, with the exception of the dissertation which is worth 60 credits.

For a Master's degree to be awarded, successful completion of a minimum of 180 credits is required.

The dissertation, 60 credits, is entirely research based although it is supported by tutors and the research methods module (Understanding Education Research). Students may opt to submit a Report (for 30 credits) plus another optional module rather than the dissertation. Each taught module represents approximately 30 hours of contact time and additional independent study consisting mainly of reading and writing.

Two modulesare core/required:

  • Sociology of Education
  • Understanding Education Research

Most participants begin with the Autumn term modules but we welcome students who wish to start in January.

The programme is modular in structure. The core/required modules for the MA Sociology of Education (Sociology of Education (face-to-face) and Understanding Education Research) are taught in the Autumn Term. The Sociology of Education module is also offered online in the Spring term.

Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.

Participants can, for good and unavoidable reasons, apply for deferral of coursework elements, but must complete within the space of four years from their start date.

ECTS: The UCL Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.

Assessment

The course is examined by coursework assessment, plus submission of a Report or Dissertation. Various forms of coursework are employed, fit for purpose in relation to specific module objectives, including research proposal writing, critical evaluation of empirical and theoretical research, critical analysis, discursive essay, empirical research and extended writing in the form of report or dissertation on a topic or theme of considerable personal and professional interest.

A Report: an account (normally not exceeding 10,000 words) of the study of a specified topic based on experiments, observations or review of literature. A relevant bibliography would normally be expected. (30 credits)

A Dissertation: An ordered and critical exposition of existing knowledge in any field of part of a field of study. It may vary in length but should not normally exceed 20,000 words unless otherwise stated in the Regulations for a specific degree. There should be evidence that the field has been surveyed thoroughly. A full bibliography and references would normally be required. (60 credits)

Skills and other capacities

A Intellectual skills

  • Opportunities for the consideration of the above in relation to comprehension, analysis, discernment, argument, synthesis and the non-dogmatic evaluation of viewpoints
  • Applying and refining the skills of research literacy: critically and self-critically (reflexively) reading and using research in education in its different forms and contexts
  • Recognising the value of and using both professional and academic forms of oral, written and on-line communication
  • Developing both socially and more independently the skills of academic study and enquiry

B Professional skills

  • Making informed judgements regarding policy and policy formulation in relation to critical analysis of empirical research.
  • Expanding capacities in relation to the manipulation, communication and implementation of practical strategies informed by evidence and good judgement.
  • Acquisition of and practising skills required of the action researcher.
  • Opportunities for critical reflection in a period of professional development.
  • Consolidation of critical analytical skills for independent inquiry.

CValues

  • Providing opportunities for reflexivity and participants to clarify and develop their own ideas, feelings, values and attitudes in relation to themes/issues in social analysis of education.
  • Exploring the basis for valuing the relevance and professional worthwhileness of social analysis of education.
  • Providing the space in which impartial enquiry and a non-dogmatic academic frame of mind can be valued by participants
  • Encouraging the critical understanding of different theories, perspectives, value positions and intercultural understandings regarding social aspects of education, at a number of scales including the international.
  • Recognising the values and possibilities of inter-disciplinary inquiry in education.

DTransferable skills

All the above are transferable to educational contexts beyond the specified context of Sociology of Education. In addition, participants are encouraged to demonstrate excellence in the way their work is presented using information and communication technologies effectively. Taken together skills A-C (above) imply the practice and demonstration of:

  • Effective communication
  • Critical evaluation
  • Capacity for investigation of focused issues
  • Evaluation and judicious use of evidence
  • Understanding and managing change
  • Taking personal responsibility for professional learning
  • Operating effectively in team settings
  • Effective time management and prioritising work
  • The capacity to reflect and constructively self-evaluate
  • The successful merging of theory and empirical research practice
  • Effective updating in the use of IT

Information about assessment regulations

Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award. All coursework, is assessed according to the grade-related criteria for the programme level, found in the programme handbook.

All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within 12 months of the original submission.

An external examiner is appointed and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.

Further details about assessment regulations can be found on the UCL website.

Support for learning

The programme team is conscious of the characteristics of the student body, which is generally very heterogeneous in terms of professional, cultural and national backgrounds. Support for participants is also mindful of the fact that participants are autonomous, busy and responsible professionals, sometimes in senior positions. This includes:

  • An induction session at the commencement of the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre.
  • Programme and module handbooks offer full guidance and advice on studying, writing and submitting both assignments and dissertations or reports.
  • The programme leader is available to advise all participants on academic matters, and to refer them to the range of support services available at IOE
  • Formative feedback is provided on draft assignments to take forward to the final submission
  • Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative activities.
  • Access to the full range of welfare and union facilities is afforded to all Institute students
  • Participants are all inducted on the use of the library and information services, and of the VLE operating system.
  • Participants receive an invitation letter for each module outlining pre-module tasks and key readings
  • Personal tutors are allocated to each student.
  • Previous examples of coursework of grades A and B are provided for participants to look at.

Methods for evaluating and improving the programme

Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards include:

  • Module evaluation by participants
  • Termly meetings of the Programme Committee including student representation
  • Annual programme review prepared by programme team and considered by Teaching and Quality Committee
  • Periodic programme review and revalidation involving external panel member
  • Staff review and development
  • External examiner reports
  • Structured professional development for teaching in teams
  • National student surveys

Committees with responsibility for monitoring and evaluating quality and standards

  • Programme Committee
  • Board of Examiners
  • Teaching and Quality Committee
  • Validation and Partnership Panels

Mechanisms for gaining participant feedback on the quality of teaching and their learning experience

  • Participant module evaluation (sessional and programme);
  • Student representation on programme committees

Indicators of quality and standards

  • The external examiner’s reports have been very positive with respect to the programme maintaining very high quality and standards.
  • Former programme participants have become Professors, eminent researchers and writers in education, senior managers in higher education and schools, teacher educators and trainers, heads of department, textbook writers.
  • Several research studies have found published form in academic and professional journals.
  • Members of the programme team are prominent in the field of Sociology of Education nationally and internationally and are responsible for a continuous flow of direct research output, scholarly leadership as journal editors and consultancy and policy development.
  • Highest rating in recent REF indicates a vibrant research environment with direct benefits for teaching and programme development.

Mode of study

One year full-time, or two to three years part-time. The core modules must be normally taken face-to-face; optional modules offered through open mode could be taken in consultation with the Programme Leader. Most face-to-face modules are taught through ten evening sessions over the course of a term.

Modules are offered face-to-face or online dependent on sufficient uptake.

All participants whether studying face-to-face or online will need access to the internet and regular use of a computer for accessing the virtual learning environment (VLE). All programme and module information is situated on the VLE; pre-session reading is located on the VLE to download and all students are also required to submit assignments via the VLE.

Students will also need a printer (optional) if they want to print out materials.

Date at which the programme specification was written or revised.

Updated February 2016

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