Education Prospectus 2012

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EducationEntry 2012

The Graduate School is the main administrative focus on the Hull Campus for our research students.

Educationwww.hull.ac.uk 1

The Faculty of Education | 2

Taught Masters degrees | 4Master of EducationEarly Childhood StudieseLearningInclusive EducationLeadership and LearningMentoring in EducationMusic, Technology and Education

Research degrees | 14Admissions and feesSupportDoctor of PhilosophyDoctor of EducationMaster of PhilosophyMaster of Education (by research)SupervisionPostgraduate trainingThe Graduate SchoolResearch seminarsApplying for a research degree

International students | 17Offers of admissionAccommodationWelfare and support

Staff and their interests | 18

This publication is intended

principally as a guide for

prospective students. The matters

covered by it – academic and

otherwise – are subject to change

from time to time, both before and

after students are admitted, and

the information contained in it

does not form part of any contract.

While every reasonable precaution

was taken in the production of this

brochure, the University does not

accept liability for any

inaccuracies.

The contents of this publication

are available online at

www.hull.ac.uk/pgdocs or in

other formats on request.

Contents

Other options in educationThe University of Hull offers a number of other postgraduate courses supportingprofessional development in education which do not appear in this brochure.These include

• Postgraduate Certificate in Education (PGCE) Early Years (3–7 years) at theScarborough Campus

• Postgraduate Certificate in Education (PGCE) Primary (5–11 years) at the HullCampus

• Postgraduate Certificate in Education (PGCE) Secondary at the Hull Campus• Postgraduate Certificate in Education (International) – programmes available to

international students at both the Hull and Scarborough Campuses• Advanced Certificate in Sustained Professional Development (ACSPD) at either

the Hull or the Scarborough Campus• Postgraduate Early Years Professional Status training options, including

Postgraduate Certificate in Early Childhood Education and Care (EYPS)• Postgraduate Certificate in Higher Education (PGCertHE) at the Hull Campus• Post-Compulsory Education and Training (PCET) at the Hull Campus• Advanced Certificate in Educational Studies (ACES) at the Hull Campus

For more details on these courses, please request or download a subject brochurevia www.hull.ac.uk/prospectus.

Alternatively, see www.hull.ac.uk/education.

Education2

The Faculty of Education is a research-based centre ofexcellence that serves the region and is recognised nationallyand internationally as a leading authority on educationaltheory and practice.

Our research and degree programmes explore, support andpromote all aspects of education in its broadest sense, to thewidest possible audience.

The focus is on high-quality provision across all educational fieldsfrom early childhood studies to adult education. We work closelywith all aspects of the children’s workforce, further educationcolleges, lifelong-learning networks and other universities in theUK and overseas to promote education.

We provide a wide range of courses at all levels from shortContinuing Professional Development opportunities throughBachelors degrees to Masters- and doctoral-level programmes.

The faculty is committed to understanding and developinglearning communities, and these interests inform all our work.For example, we provide opportunities for the work of ourdoctoral researchers to be used by schools and others to helpenhance the quality of learning in and beyond the region.

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s The programmes, mostly available full-time (one-year) or part-time (up to fiveyears), are aimed at people who are working or are interested in working ineducation. All taught Masters degrees in education are offered as a Master ofEducation (MEd), with some named routes available. To graduate on a namedroute, at least two-thirds of the credit accumulated will be specialist in nature.Students are thus able to enrol for

• MEd• MEd – Early Childhood Studies• MEd – eLearning• MEd – Inclusive Education• MEd – Leadership and Learning• MEd – Mentoring in Education (part-time only)• MEd – Music, Technology and Education

You choose your route and are advised as to which modules are appropriate andnecessary. The first 120 credits of the programme are taken in modules of 20 creditseach, with at least three from those designated as specific for a chosen route. The last60 credits comprise a single piece of work (usually a dissertation), again on yourchosen specialist subject. Opportunities exist for transfer to a different route, where anew pattern of modules emerges that no longer corresponds to the original plan.

Which campus?Postgraduate programmes in education are delivered at both the Hull andScarborough Campuses. (See the course outlines on pages 6–12 for details oflocation.) Please note, however, that any residential elements of your programme –summer schools, for example – will normally be held at the excellently equippedScarborough Campus.

Entry to the degreesAdmission is in accordance with University regulations for higher taughtprogrammes. Prospective students will either (a) have been awarded a Bachelorsdegree normally in the first or second class (GPA of 3.0+) in an appropriate subject ofthis university or of another institution approved by the Academic ApprovalsCommittee or (b) have been awarded professional qualification(s) or gained relevantprofessional experience, or both. Normally, therefore, applicants have a first degreeor professional qualifications in education or training, or they have both.

Applicants with an ordinary Bachelors degree (GPA >3.0) may apply for entry to a pre-Masters programme run by the University each summer. Successful completion ofthis programme leads to automatic entry to the Masters degree.

International students who need a Tier 4 student visa to study in the UK will need todemonstrate English language skills at IELTS 6.0 (with 5.5 in all skills) or equivalent.

Advanced standingApplicants with appropriate entry qualifications may seek advanced standing for oneof the following reasons:

• credits gained at a recognised higher education institution (credit transfer)• experiential learning

Up to 120 credits can be awarded in this way.

Credit transferAdvanced standing can be given for credit accumulated at this university or anotherhigher education institution. Common examples are

• Postgraduate Certificate in Education (PGCE) for Qualified Teacher Status (can beworth up to 60 credits providing awarding university has included Level 7 credits)

• Advanced Certificate in Sustained Professional Development (60 credits)• Post-16 Subject Leaders Programme (60 credits)• Postgraduate Certificate in Early Years Education and Care (University of Hull – 60

credits)


Experiential learningSome of the most common claims for advanced standing come from

• National Professional Qualifications such as NPQH or NPQICL (usually worth 60credits)

• professional development programmes from the National College for SchoolLeadership such as Leading from the Middle, Leadership Pathways andLeadership Programme for Serving Headteachers (usually worth 30 credits foreach programme).

• Early Years Professional Status (funding by Children’s Workforce DevelopmentAgency – 60 credits)

• Teaching and Learning Academy (TLA) projects at Levels 2 and 3 (usually worth20 credits for each project)

ContactsAnyone wishing to apply for advanced standing is welcome to contact

Dr Trevor MaleHead of Education Studies+ 44 (0)1482 [email protected]

or

Postgraduate OfficeCentre for Educational StudiesFaculty of Education+ 44 (0)1482 [email protected]

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FastFacts

Duration | Full-time one year; part-time two years(minimum)

Attendance | Full-time two days a week; part-time oneday a week (with options for part-time internationalstudents to attend two summer schools in the UK)

Entry requirements | First degree or equivalent in arelevant subject (GPA of 3.0+) or appropriate experiencein a professional environment (IELTS 6.0 (with 5.5 in allskills) or equivalent for international students)

Fees | Please see www.hull.ac.uk/money

Location | Hull or Scarborough Campus

Contact | Postgraduate Office, Centre for EducationalStudies: + 44 (0)1482 465393 |[email protected]

About the programmeThis degree is designed to meet the needs of UK andinternational students with experience of working ineducation and those interested in a career in this field. Itgives you the opportunity to extend your knowledge andunderstanding of

• a range of current educational practice• current matters of debate in the educational world• key issues related to educational practice

This degree has proven appeal for a broad range ofteachers and educational managers in the UK and forparticipants from an increasing number of countriesoverseas. We make them feel welcome, well advised, welltaught and supported.

The programme can be studied either full- or part-time.The part-time route is most common for home students,most of whom can combine it with their normaleducational employment. Most overseas students studyfor the degree as a one-year full-time programme, butspecial arrangements have been made to allow part-timestudents from overseas to participate: students willattend two summer schools (held annually in the UK) andcomplete their studies in their own country through useof open-learning materials.

Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all).

Full-time students normally take the following modules,although other options will be permitted in exceptionalcases. Part-time students either take the modules fromthe full-time route or study optional modules from otherpathways.

• Contemporary Critical Issues in Education (core)• Introduction to Curriculum and Assessment Theory• Perspectives on Learning• Leading the Educational Organisation• Leadership for Learning• Research Methods in Education

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education as long as you haveearned 60 credits and have successfully completed thecore module.

Students undertaking Stage 2 of the degree will completea further three modules (a total of 120 credits) and, ifexiting at this point, be awarded a Postgraduate Diplomain Education. Although participants may exit with theDiploma having accumulated 120 credits, the moduleResearch Methods in Education is required forprogression to Stage 3 of the degree.

Students progressing to Stage 3 complete a dissertationworth 60 credits.

AssessmentCandidates are assessed by means of a courseworkassignment on each chosen module and a dissertation.Appropriate assignments are normally between 4,000and 6,000 words (or equivalent). Coursework is assessedduring the semester in which the relevant module isdelivered.

A dissertation of 15,000–20,000 words on an approvedtopic is submitted at the end of the period of study.

Special features• Induction arrangements for full-time students include

training in library use and workshops on academicwriting and good academic practice.

• Some modules are supported by visiting speakers andlocal school and education-related visits.

• Although most students enrol in September, Januaryenrolments are also possible.

Additional support for full-time non-EU students• Fees include additional language lessons designed to

support and develop written English to academicstandards.

Master of EducationMEd/Diploma/Certificate


FastFacts







About the programmeThe MEd in Early Childhood Studies is a specialistpathway that focuses on policies, services, childdevelopment, early years pedagogy and research in earlychildhood.

The emphasis is on the years from birth to 5. Participantsare encouraged to draw on sociocultural perspectives onchildhood, government policy, relevant research andcurricular approaches, and on their own experience, inexamining issues related to early childhood education. Acentral aim is to help early years professionals to developa clear understanding of, and a critical perspective on,issues around early childhood studies.

The programme can be studied either full- or part-time.The part-time route is most common for home students,most of whom can combine it with their normaleducational employment. Most overseas students takethe one-year full-time programme, but specialarrangements have been made to allow part-timestudents from overseas to participate: students willattend two summer schools (held annually in the UK) andcomplete their studies in their own country through useof open-learning materials.

Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of earlychildhood studies. They are chosen from

• International Perspectives in Early Childhood• Child Development and Pedagogy• Leadership and Management in Early Years Provision• Inclusive Practice in Early Years Provision

Your other three modules in Stages 1 and 2 are chosenfrom the various options available within our MEdprovision. (These will vary from year to year.) To progressto Stage 3, however, you must take the module ResearchMethods in Education. Students progressing to Stage 3complete a dissertation worth 60 credits. This willnormally focus on aspects of early childhood.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (Early ChildhoodStudies) as long as you have earned 60 credits and havesuccessfully completed at least two of the core modules.

At the end of Stage 2, you may exit with a PostgraduateDiploma in Education (Early Childhood Studies) as longas you have earned 120 credits and have successfullycompleted three core modules.






• There is a planned annual summer school in late Julyeach year at which modules may be studied.



Early Childhood StudiesMEd/Diploma/Certificate

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FastFacts


Attendance and location | The Masters is deliveredmainly online through tutor-supported collaborativelearning. The learning environment for the specialistmodules is available from any location in the world, 24hours a day, seven days a week. There are two possiblestart dates each year (September and March)

Entry requirements | Typically a good Honours degree orequivalent in a relevant subject or appropriate experiencein a professional environment. International studentsshould also be competent in English language (IELTS 6.0(with 5.5 in all skills) or equivalent)



About the programmeThe MEd in eLearning is a specialist pathway thatprovides professionals in education and training with acritical understanding of the core issues involved in thedesign, development and implementation of e-learning,with specific emphasis placed on students’ professionalworking context.

The programme is aimed at professionals in a range ofeducation and training roles in various education sectorsacross the world, including further and higher education,the school sector, the corporate sector, the voluntarysector and the health care area. As the specialist modulesare taught online, they can be studied from anywhere inthe world.

The component modules are particularly suitable forthose involved in

• teaching, lecturing, training, staff development, CPD• learning support and mentoring• programme/course development, instructional design• education and project management• libraries and information services• educational consultancy

Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of e-learning.They will be chosen from this list of specialist modules:

• Educational Technology: Issues in Implementation• eLearning: Context, Management and Implementation• Foundations of Online Learning and Teaching• eTutoring and eLearning Course Design• eResourcing

Your other three modules in Stages 1 and 2 are chosenfrom the same list and/or the various options availablewithin our MEd provision. (These will vary from year toyear.) To progress to Stage 3, however, you must take themodule Research Methods in Education. Studentsprogressing to Stage 3 complete a dissertation worth 60credits. This will normally focus on aspects of e-learning.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (eLearning) as longas you have earned 60 credits and have successfullycompleted at least two of the specialist modules.

At the end of Stage 2, you may exit with a PostgraduateDiploma in Education (eLearning) as long as you haveearned 120 credits and have successfully completed atleast three of the specialist modules.

AssessmentAssessment takes a variety of forms, including writtenassignments, project work, group assignments andreports, reflective tasks, collaborative development of ane-dossier relating to e-learning management in context,self-assessment and peer assessment. Coursework isassessed during the semester in which the relevantmodule is delivered.


Special features• The degree is delivered mainly online, offering

flexibility of time, pace and place of study. All modulescan be taken on a stand-alone basis.

• You will have access to a personalised online learningenvironment, 24 hours a day, seven days a week.

• You will be able to use a resource centre providingaccess to supplementary materials, web links andelectronic resources and materials, supported by theUniversity’s library.

• The flexible programme structure provides you withtwo possible start dates each year (September andMarch) and optional exit points at Certificate andDiploma level.

• Participants are encouraged to work independentlyand collaboratively, and our course provides a uniqueopportunity to meet and interact with professionalsfrom all over the world.

eLearningMEd/Diploma/Certificate


FastFacts


Attendance | Full-time two days a week; part-time oneday a week



Location | Hull Campus


About the programmeEducational systems and contexts today have to respondto an increasingly diverse population of learners. Thisspecialist MEd pathway seeks to investigate thecomplexities around the concept of inclusion and reachunderstandings in regard to the impact that this mighthave for individuals and groups of learners. The degreeallows participants to explore ways of reaching out to alllearners, in varied educational contexts, with the aim ofenabling them to reach their full potential and achievesatisfactory outcomes. The focus is on those that mightexperience marginalisation within society, but with aparticular emphasis on educational contexts. There is astrong emphasis on finding ways to develop inclusivecurricula to meet the needs of all learners, including, forexample, those defined as having special educationalneeds, travellers, those from challenging socialbackgrounds and ethnic minorities.


Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of inclusiveeducation. They are chosen from

• Inclusion: Embracing Diversity• Reaching Out to All Learners• Researching Inclusion: Moving Forward• Research Methods in Education

Your other three modules in Stages 1 and 2 are chosenfrom the various options available within our MEdprovision. (These will vary from year to year.) To progressto Stage 3, however, you must take the module ResearchMethods in Education. Students progressing to Stage 3complete a dissertation worth 60 credits. This willnormally focus on aspects of inclusive education.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (InclusiveEducation) as long as you have earned 60 credits andhave successfully completed at least two of the coremodules.

At the end of Stage 2, you may exit with a PostgraduateDiploma in Education (Inclusive Education) as long asyou have earned 120 credits and have successfullycompleted three core modules.








Inclusive EducationMEd/Diploma/Certificate

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FastFacts





Location | Hull Campus


About the programmeThe MEd in Leadership and Learning is a specialistpathway aimed at those responsible for policy, provisionor practice in regard to leading learning in educationalsettings.

The degree is based on the principle that the foremosttask of all leaders in educational settings is to create anddevelop the most effective and efficient learningenvironment for the student body that they serve.Leadership knowledge and skills are required at all levelsof organisations or systems, so the degree is suitable for

• headteachers, principals and other senior staff ineducational organisations

• heads of department, subject leaders and classroom-based teachers in schools and colleges

• education officers, inspectors and advisers at thenational or local level


Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of leadershipand learning. These core modules are

• Leadership for Learning• Leading the Educational Organisation• Learning and Teaching with Digital Technologies

Your other three modules in Stages 1 and 2 are chosenfrom various options available within our MEd provision.(These will vary from year to year.) To progress to Stage 3,however, you must take the module Research Methods inEducation. Students progressing to Stage 3 complete adissertation worth 60 credits. This will normally focus onaspects of leadership and learning.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (Leadership andLearning) as long as you have earned 60 credits and havesuccessfully completed at least two of the specialistmodules.

At the end of Stage 2, you may exit the programme with aPostgraduate Diploma in Education (Leadership andLearning) as long as you have earned 120 credits and havesuccessfully completed at least three of the specialistmodules.









Leadership and LearningMEd/Diploma/Certificate


FastFacts

Duration | Part-time two years (minimum)

Attendance | One day a week





About the programmeThe MEd in Mentoring in Education is a specialistpathway that has been developed to reflect the growingrole of the work-based mentor/coach in all phases ofeducation (pre-school, primary, secondary and tertiary,including higher education). The programme can bestudied part-time at either the Hull or the ScarboroughCampus.

Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of mentoringin education. In other words, you must take the three coremodules:

• Becoming an Effective Mentor• Mentor Training and Management• Theory and Practice of Mentoring

Your other three modules in Stages 1 and 2 are chosenfrom the various options available within our MEdprovision. (These will vary from year to year.) To progressto Stage 3, however, you must take the module ResearchMethods in Education. Students progressing to Stage 3complete a dissertation worth 60 credits. This willnormally focus on aspects of mentoring in education.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (Mentoring inEducation) as long as you have earned 60 credits andhave successfully completed at least two of the coremodules.

At the end of Stage 2, you may exit with a PostgraduateDiploma in Education (Mentoring in Education) as longas you have earned 120 credits and have successfullycompleted all three core modules.



Special features• You can use a resource centre providing access to

supplementary materials, web links and electronicresources and materials supported by the University’slibrary.

• The flexible programme structure provides you withtwo possible start dates each year (September andJanuary) and optional exit points at Certificate andDiploma level.

Mentoring in EducationMEd/Diploma/Certificate

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FastFacts

Duration | Part-time two years (minimum)

Attendance | One day a week



Location | Scarborough Campus

Contact | Scarborough School of Education:+ 44 (0)1723 357075 | [email protected]

About the programmeThe MEd in Music, Technology and Education has beenspecifically designed for those interested in theeducational aspects of using technology in musiceducation. It examines not only the use of technology indifferent teaching scenarios, but also the theoretical andphilosophical issues surrounding the integration oftechnology into the curriculum.

Programme contentIn each of Stages 1 and 2, MEd candidates take three 20-credit modules (120 credits in all). Three of these sixmodules (60 credits) must relate to the field of music,technology and education. In other words, you must takethe three core modules:

• Creativity with Music Technology• Collaboration for Music Technologists• Technology in the Music Curriculum

Your other three modules in Stages 1 and 2 are chosenfrom the various options available within our MEdprovision. (These will vary from year to year.) To progressto Stage 3, however, you must take the module ResearchMethods in Education. Students progressing to Stage 3complete a dissertation worth 60 credits. This willnormally focus on aspects of music, technology andeducation.

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education (Music, Technologyand Education) as long as you have earned 60 credits andhave successfully completed at least two of the coremodules.

At the end of Stage 2, you may exit with a PostgraduateDiploma in Education (Music, Technology andEducation) as long as you have earned 120 credits andhave successfully completed all three core modules.

AssessmentCandidates are assessed by means of courseworkassignments on each chosen module and a dissertation.The coursework elements consist of written assignmentsof 2,500 words and short practical project portfolios.Coursework is assessed during the semester in which therelevant module is delivered.


Special features• You can use a resource centre providing access to

supplementary materials, web links and electronicresources and materials supported by the University’slibrary.

• The flexible programme structure provides you withtwo possible start dates a year (September and March)and optional exit points at Certificate and Diplomalevel.

• You will have access to the considerable studioresources at the Scarborough Campus:– two 32-track recording studios, including the Pro

Tools HD24 system with Control 24 surface and 5.1surround sound

– two 32-track mixing studios with ATC and Genelecmonitoring

– two Mac-based research studios utilising Pro ToolsDigi 002 systems, and Genelec monitoring (onestudio features 5.1 surround sound)

– an eight-channel electroacoustic music studio– a full 3D Ambisonic surround sound studio– a sequencing lab equipped with Carillon PCs,

synthesisers, MIDI keyboards, and mixers– a 5:1 surround sound studio with video editing– multidisciplinary digital performance space

equipped with quadraphonic PA, MIDI lighting desk,digital video projector, I-Cube controller, 4-beamsound beam ultrasound sensing kit

– two research studios

Music, Technology and EducationMEd/Diploma/Certificate

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s For prospective researchers we offer the degrees of MEd, MPhil, EdD and PhD.Supervision is provided in a variety of areas. A list of staff teaching andresearch interests is given on pages 18–19.

Admissions and feesApplicants for doctoral programmes should normally hold a Masters degree. Thenormal entry requirement for a Masters programme is a first or second class Honoursdegree or its equivalent. IELTS 6.5 (with 6.5 in all skills) or equivalent is also requiredof international students.

Details of fees can be found at www.hull.ac.uk/money.

SupportStudents will be offered support by a dedicated doctoral research coordinator.

Doctor of PhilosophyStudents registered on the PhD programme are required to submit a portfolio of workas a formal demonstration of progress after approximately one year.

The programme normally extends over a period of three years full-time or five yearspart-time. Candidates may be permitted to shorten this period to two years full-timeor four years part-time. Candidates are examined by means of a thesis, between70,000 and 100,000 words, on a topic chosen by the candidate and by an oral. Thethesis is expected to demonstrate original research and show an awareness of therelationship of the research to a wider field of knowledge.

Doctor of EducationThe degree of Doctor of Education (EdD) combines study of a taught programme atdoctoral level with the presentation of a research thesis.

The programme extends over a period of three years full-time or five years part-time.The taught programme is undertaken over two years part-time or one year full-time.The remaining time is spent undertaking research in a professional context aimed atthe preparation and submission of a doctoral thesis.

As part of the taught programme, candidates are examined through a portfolio of four6,000-word assignments. Assessment is then by a 50,000-word thesis on a topicchosen by the candidate and by oral examination. The thesis is expected to be basedon original research and show an awareness of educational practice and professionalknowledge.

The programme is currently being redesigned and rewritten to meet the needs ofeducation practitioners working in the areas of

• leadership and management in education• education policy• inclusive education• early childhood studies• lifelong learning

The first presentation of the new programme will be in October 2012 and will offer oneor more of the above lines of study. For further information, please contact Dr DavidPlowright, Programme Director, at [email protected].

Master of PhilosophyThe programme extends over a minimum of two years full-time or three years part-time. Candidates are examined by means of a thesis, not exceeding 70,000 words, ona topic chosen by the candidate, by an oral examination and, if required, by a writtenexamination.

During their first year of full-time study or their second year of part-time study,students may request that their registration be upgraded to the PhD programme. Theupgrade depends on a formal demonstration of progress and the support of thedepartment.


Master of Education (by research)The programme extends over a period of one year full-time or two years part-time.Candidates are examined by means of a thesis of 50,000 words, on a topic chosenby the candidate, by an oral examination and, if required, by a writtenexamination.

SupervisionPersonal supervision is central to discipline-specific support and is guaranteedthroughout your research. Academic staff carefully scrutinise applications forpostgraduate study or research so that offers of places are made only to thoseapplicants who are well qualified to achieve success. Each applicant is matchedwith a main supervisor, and each research student has at least one other supervisorto ensure quality and continuity of support. The matching of each prospectivepostgraduate student with specified members of staff allows concentration ofexpertise in small groups of staff and postgraduates who work closely together.

Postgraduate training for research studentsResearch training for the EdD is delivered through modules taught in the first yearof the programme.

Training for PhD or research Masters students is broadly based and coordinated bythe programme director for research degrees. After consultation with yoursupervisor and the director, you will register for a series of modules. Some of theseare generic (for example, Managing the Research Process, Communication Skills,or Library Skills, Information Technology and Computing); a few are determined bythe area of your research; most are optional. The options constitute a rich menu ofresearch-related opportunities, from other discipline-specific subjects tocompetencies that may become necessary as your individual research evolves. Ineffect, your supervisor will help you put together an individually tailoredprogramme

• to extend your intellectual experience and understanding of your discipline• to equip you with specific skills relevant to the conduct of your research• to develop generic skills of value to employers and your subsequent career

The aim is training thoroughly integrated with research to enhance the efficiencyand effectiveness of your work – and your career prospects as the holder of a higherdegree. Every module carries a credit value: 60 credits entitle you to a PostgraduateCertificate in Research Training; 120, a Postgraduate Diploma. Either constitutes aformal qualification in its own right, of interest to employers whether within orbeyond the world of education.

We recognise that a research degree is no longer exclusively a stepping stone to anacademic career. The University’s formal training scheme will certainly improveand facilitate your research, and it will help to equip you for working life in highereducation if that is what you aim for, but the skills and experience provided by thistraining will be valued in many other areas of work.

Recent examples of successful theses‘Trust Me, I’m a Student: An Exploration through Grounded Theory of the StudentExperience in Two Small Schools’ (PhD 2011)‘An Ethnographic Study of Lunch-Time Experiences in Primary School DiningRooms’ (PhD 2011)‘Integrating Health Promoting Principles into the Context of a Standards BasedHigh School: A Leadership Perspective’ (PhD 2011)‘The Implementation of Cooperative Learning: A Case Study of CooperativeLearning in a Networked Learning Community’ (PhD 2011)

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The Graduate SchoolThe Graduate School is a University-wide institution that provides support andfacilities to postgraduate research students. As a member of the Graduate School, youhave someone to speak for you in University planning and to whom you can turn ifthere is a problem that your supervisor or the Centre for Educational Studies cannotsort out.

A user group meets with Graduate School staff once a month to share informationand to discuss areas of student concern or ways in which the Graduate School canimprove services to postgraduates.

The Graduate School also has a purpose-built facility for research students. As aresearch student you automatically have access to this facility, which guarantees youvaluable resources and support – not only during the academic session butthroughout the year. The facility operates 24 hours a day, seven days a week, and 365days a year (including public holidays). So when some UK universities are entirelyclosed, our Graduate School remains open as a welcoming and secure academic andsocial centre. This is particularly important to non-EU student researchers.

Located on the Hull Campus, in close proximity to all academic departments, servicesand the library, the Graduate School building houses some 80 networkedworkstations as well as quiet study areas, seminar rooms, space for social activitiesand its own staff. The school’s purpose is to supplement the personal supervisionand discipline-specific support that you receive from the Centre for EducationalStudies, not only by providing additional resources to assist you in pursuing yourwork but also by furnishing a social context for informal exchanges of ideas withfellow researchers from all areas of the University. Indeed, it is the prime purpose ofthe school to foster a multidisciplinary research culture.

Another objective is to counter the threat of isolation which often accompaniesspecialist study, by enabling you to make contacts and friendships in an environmentwhich is at once intellectually stimulating and socially rewarding. You may choose tonetwork with peers at the student-organised day conferences held in the school, or toparticipate in some of the workshops, on topics such as advanced data handling or‘writing up’ research.

Research seminarsThe faculty has been running departmental seminars since the early 1990s. They takeplace every Monday in the Wilberforce Building, beginning at 12.30 pm and finishingan hour later, with refreshments provided. Open to anyone, they normally consist of a30-minute presentation and 30 minutes of discussion.

Speakers include visiting overseas professors, members of faculty staff, lecturers fromother universities, speakers from the local authorities and the local community,members of the Centre for Educational Studies and research students. The seminarsprovide an informal arena for debate on both personal research interests and currentareas of educational and policy interest.

Applying for a research degreeWriting an appropriate research proposal is an essential part of applying for aresearch degree. The proposal does a number of things. It helps you to clarify yourown thoughts about what you want to do; it allows potential supervisors and othermembers of the faculty to ask questions about content, approach, values andmethodology before you embark on your study; it allows potential problems to beidentified and resolved before you begin; and it enables us to identify appropriatetutors and facilities needed for study. Guidance on how to prepare your proposal issupplied with your application form.


InternationalstudentsThe University of Hull has a long tradition of educating students fromcountries in and beyond the EU. We have no formal quota arrangements, butin any one year around 15% of our students are from abroad. The largestgroups are from continental Europe, China, Malaysia, Hong Kong, SaudiArabia and Nigeria – in all, more than 3,000 people from over 130 countries.The International Students’ Association (which helps coordinate social andcultural activities) is, therefore, one of the largest and most dynamic of thestudents’ union clubs.

The University offers good value for money. In terms of the annual costs of study fornon-EU students, Hull is less expensive than – for example – US colleges ofequivalent esteem. Moreover, our programmes are usually shorter than thoseoffered elsewhere in the English-speaking world (three years for a PhD programme,for example, as opposed to four or more in the US or Australasia); and living costsin Hull are much lower than almost anywhere else in Britain (some 30–40% lowerthan in London), while the proximity of our campus to residences means that dailytravelling costs are low and that good, inexpensive shopping facilities are withineasy walking distance.

Offers of admissionA formal offer of admission will be sent to you as soon as possible. This will notnecessarily be for the programme for which you applied, if we believe a differentone is more appropriate. You should therefore note that you are being acceptedonly for the programme specified in the offer and that there is no commitment totransfer you to another programme or to offer you a further programme oncompletion of the first. In some cases, conditions will be attached to our offer –these must be fulfilled before the offer can be confirmed. In such circumstancesyou should not come to Hull until you have received confirmation that you havesatisfied the conditions.

AccommodationFor the unaccompanied postgraduate from overseas, accommodation is easy tofind. We have a superb range of residential accommodation – from self-cateringstudent houses to the Taylor Court on-campus flats, which are particularlyattractive to students who may be resident in Hull throughout the year. Moreover,all unaccompanied international students are guaranteed a place in University-owned or -managed accommodation throughout their programmes, if they wish it.

For students accompanied by their families, accommodation is less easy to comeby, and the University has only a very limited number of family units. Please seekthe advice of the University’s Accommodation Office as early as possible.

Welfare and supportThe University of Hull provides a comprehensive support service for allinternational students. The University’s Student Welfare Office and the students’union’s Advice Centre offer pastoral support and counselling services, while theStudy Advice Service can provide academic support – should you need it – tosupplement that which is available through the faculty. The International Office isthe first port of call for international students requiring personal support andguidance, including advice on immigration matters.

All new international students are invited and encouraged to attend the arrival andorientation programme, hosted by the International Office, which takes place at thebeginning of every semester and attracts about 800 students each year. Including afree transport service (conditions apply), this globally recognised programmeprovides invaluable information on support services and on academic and studyissues. Designed to make you feel at home as soon as possible, and confirmingHull’s reputation as one of the friendliest universities in the UK, it also provides anearly opportunity for social interaction will fellow students.

Education18

Staff

and

thei

rin

tere

sts Faculty of Education

DeanDina Lewis

SecretaryBrenda Wilson

Centre for Educational Studies

Head of DepartmentTrevor Male BEd, AdvDipEd, MA, PhDEducational leadership and management; head teacher preparation and induction.

ProfessorMichael P Bottery BA, MEd, PhDEducational policy and management; values, philosophy and education; concepts ofprofessionalism.

Senior LecturerJohn T Smith BA, MPhil, MEd, PhD, FRHistSHistory of education; the educational work of religious bodies; the Irish educationalsystem; citizenship education.

LecturersPaul Adams BA (QTS), PGCert, MSc, PhDThe policy and politics of education; the politics of pedagogy; care in education;social and educational inclusion; social constructionist methodology; positioningtheory.

John Bennett BEd, DipPSE, PGCE, PhDLiteracy; primary curriculum design; primary intitial teacher training.

Shirley Bennett BA, MA, PGCEOnline learning with particular reference to professional development for e-tutorsand use of online learning for widening participation; assessment of learningoutcomes in higher education.

Stewart Bennett BEd, MA, PhDFellow of the Imperial War Museum in Holocaust Education; initial teacher trainingin history with special interest in holocaust education.

Kevin Burden BA, MAInformation and communications technology (ICT) in education; research into ICT ineducation (BECTA); digital media and new illiteracies; ICT and leadership (SLICT);overseas consultancy in ICT; interactive whiteboards; leadership.

Max Hope BA, PhDSocial inclusion; democratic leadership; school design; participation; citizenship;research methods which use the student voice.

Kyriaki (Kiki) Messiou Teacher’s Diploma, BEd, MEd, MSc, PhDInclusive education; children’s voices; marginalisation in schools; qualitativeresearch.

Tina Page BA, PGCE, MAInitial teacher training; the professional development of teachers; comparativeeducation; the teaching of modern languages.

Ioanna Palaiologou BA, MEd, PhDEarly childhood education; child development; international early childhood servicesand policies; the development of curriculum and pedagogy of non-teachingundergraduate courses in education.


Our staff offerexpertise andexperience acrossthe spectrum ofeducation, frompolicy andmanagement tothe practicalitiesof teaching andlearning.

Jo Pike BA, MA, PhDSpaces of learning; children’s health; power and identity.

David Plowright BA, BSc, MA, PhD, PGCE, FHEA, FRSAIntegrated research methodologies; educational leadership and management;district administration in South Africa; post-16 student voice and progression toHE; reflective learning for professional development.

Angela Shaw BA, MPhil, PGCE, NNEBFurther education and community education; early years ‘Educare’; vocational andwork-based learning.

Patricia Shaw BA, PGCE, MAPractitioner research, particularly in the area of special needs and inclusiveeducation.

Kenneth A Spencer MSc, PhDEducational technology and media studies with particular reference to linearmedia, multimedia and computer-based learning.

Ian White BSc, PGCE, PhDTeaching and learning in higher education mentoring; reflective learning andprofessional development; learning portfolios, including e-portfolios; narrativediscourse analysis.

Scarborough School of Education

Head of DepartmentWendy Jolliffe BA, PGCE, MEd, PhDLiteracy; early years; cooperative learning; primary initial teacher training.

LecturersJulie Brierley BSc, PGCE, EYPS, MA Early YearsPhysical development – links between movement and cognition, schema, thinkingand connection to whole-body sensory experiences in the under-5s; ethics of youngchildren’s participation in research – voice.

Kay Fraser MA, PGCE, MScThe management of change in education.

Claire Head BA, MEdEarly years; observation and assessment; communication, language and literacy.

Cecily Simpson CertEd, MEdPartnership coordination; primary initial teacher training.

Christine Trala BSc, MA, PGHE, FHEAUses of ICT in education; blended learning and pedagogical considerations for usesof technology in higher education; inclusion of students with social and emotionalneeds.

Gary Wilkinson MA, PGCE, PhDAnalysis of education and social policy – in particular, professionalism, power andcontrol within the education system and the commercialisation of education,childhood and society.

Peter Williams MA, PGCE, MA(EdS), MAODE, EdD, FHEAICT in education; the design of interactive learning environments; developmentsin e-learning and e-assessment, including the use of blended learning ande-portfolios in teacher education.

Education20

Hull

London

Manchester

Paris

Brussels

Lille

Rotterdam

Luxembourg

Scarborough

The International Office – further informationThe International Office produces regularly updatedinformation which may be of interest to you: for example,a Travel Guide and a Cost of Living booklet. If you wouldlike to receive any of these publications, please go to

www.hull.ac.uk/international/resources

where they can be downloaded at appropriate times ofthe year. Alternatively, contact us at

International OfficeUniversity of HullHull, HU6 7RX, [email protected]

AdmissionsThere is no single deadline for applications. We ask thatyour application reaches the University by 1 September(for a September start) or otherwise at least a monthbefore your intended start date. Programme directorsneed time to ensure that places are offered only to thosewell qualified to achieve the high standards required for aUK postgraduate degree, so we recommend earlyenquiries (any necessary visa application may also takethree to four months in some countries). Guidance onwriting a research proposal for a research Masters or PhDdegree is given on the Graduate School’s website atwww.hull.ac.uk/graduateschool.

Admissions ServiceUniversity of HullHull, HU6 7RXT 01482 466850F 01482 442290E [email protected]

Application formOur postgraduate application form may be downloadedfrom www.hull.ac.uk/ admissions. You can also applyonline from www.prospects.ac.uk. For PGCE apply viawww.gttr.ac.uk; for MA Social Work via www.ucas.ac.uk.

Our other postgraduate brochures are …• Arts and Humanities• The Business School (MSc Programmes and Hull

MBA)*• Education• Health and Social Care• Hull York Medical School• The Law School• PGCE• Politics and Social Sciences• Science

* The Business School also offers research (MRes andMPhil/PhD) opportunities

Picture creditsFront cover © iStockphoto.com/posturized

‘As Assistant Headteacher of alarge comprehensive school,

I joined the Masters programmeto develop my awareness of

current issues in education –and particularly to gain an

understanding of what schoolsshould look like in the future.

This course is not only assistingmy professional development

but also leading to actualimprovement in schools.’

Lee Preston

Change the way you think.

www.hull.ac.uk

Documents

Education Prospectus 2012