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Course information may change. Module information and course content, teaching and assessment may change each year and after you have accepted your offer to study at the University of ºÚÁϳԹÏÍø. We display the most up-to-date information possible, but this could be from a previous academic year. For the latest module information, see the module catalogue.

• Compulsory modules

  The following modules are compulsory for those on the MSc and PGDip programmes. If you are studying for the PGCert, you can choose any four modules from this list or from the optional module list.

  • Action Research and Reflection for Education Practitioners: This module provides a learning experience in which students can reflect on concepts and theories they have studied in the past and connect them with individual educational contexts. The module explores the combined value of reflection and action research, providing a means for educational practitioners to understand their educational contexts and to plan responses to challenges in these contexts.
  • Education and Researching: Students will learn about different research methodologies and critically evaluate quantitative, qualitative and mixed method approaches. It will help students understand the features of a rigorous research question in education, as well as consider how to design, pilot and reflect on the effectiveness of different data collection instruments. Students will be taught, and given the opportunity to practise, different approaches to data analysis. The module will also include guidance and discussion on the different ethical considerations when conducting classroom-based research, as well as the important stages in writing up the dissertation.
  • Leadership and Management in International Education: asks students to think critically about the purpose, importance and understanding of key concepts and theories of educational leadership in higher education. To this end, the module will begin by exploring what is educational leadership and the qualities of an effective leader in educational settings in the 21st century. It will then introduce and consider relevant theories and principles underlying practice in educational leadership. The module also draws on leadership and sustainability in different types of schools around the world. In order to demonstrate an awareness of the contextual nature of leadership, the module will examine the contributions from international leadership perspectives in a number of different global contexts. Students will be encouraged to analyse and discuss questions and issues arising from the study in-line with their own practice and experience in both written and verbal communications.
  • Organisational Development in International Education: covers the key theories of organisational development as well as their practical application to an educational setting and addresses strategic management in relation to organisational change. Students will explore organisation diagnosis, leading change and organisation culture, and will be given the opportunity to reflect and critically apply the organisation development interventions to international settings.
  • Trends and Policies in International Education: aims to raise awareness and enable reflection of the key trends and policies in international education. It provides students with the opportunity to examine the impact that these trends and policies have on standing pedagogical structures and the dialogues they create within the field of intercultural pedagogy. Against this backdrop, the module will encourage students to assess the impact that the decisions they make as leaders, or may go on to make as potential leaders within the field of international education have on the stakeholders within their context of work.

• Optional modules

  Those on the MSc and PGDip programmes will choose three modules from the following list. If you are studying for the PGCert, you can choose any four modules from this list or from the compulsory module list. 

  • Assessment and Evaluation in Education: aims to provide students with a detailed understanding of the key concepts and theories behind different methods of assessment and evaluation in education. It will help you to examine the rationale for different types of assessments and assessment designs. You will make links to learning on other modules and examine the theory underpinning test construction and marking, in particular test validity and the role of criteria in assessment.
  • English Medium Instruction (EMI): explores the rapid increase in the teaching of academic subjects through English in countries where the majority of the population do not use English as a first language and considers this global trend from the standpoint of content and language teachers, as well as students. It considers the wide variety of English medium instruction contexts, evaluating theory in the fields of teaching and learning, language acquisition and intercultural communication in an attempt to address some of the practical challenges involved.
  • Language Teaching Methodology: explores the theories that inform teaching practice and analyses the implications these have in terms of ways of learning, material used, the teacher role and the learning spaces, and is essential for all those seeking to understand teaching environments more clearly and for those who have a chance to influence teaching environments. 
  • Online Programme Design: teaches the key theories of learning and teaching as well as the principles that underpin online programme design. In addition to this you will learn about digital content creation, how to build a sense of community in online teaching and learning contexts, and about assessment and evaluation in the online world. You will be given the opportunity to identify and conceptualise these aspects of online teaching and learning within your own professional contexts.
  • Technology for Teaching: Introduces you to the principal theories, concepts and practices of technology in language education. You will be able to critically consider the role and purpose of various modes of technology in education in a wide range of settings to identify and conceptualise problems within your own professional contexts.

  Optional modules are subject to change each year and require a minimum number of participants to be offered. Some modules may only allow a limited number of students.

• Dissertation (MSc only)

  Only those on the MSc programme are required to submit a dissertation.  

  For the dissertation, you will choose a topic of interest to you and to your future career. You will read related literature and conduct independent research on your topic.

  Student dissertations will be supervised by IELLI staff members. Supervisors will provide guidance throughout the research process, helping you to formulate a suitable research hypothesis. They will offer advice on relevant literature and how to plan your time effectively.

  The completed 15,000-word dissertation must be submitted by a specified date in April.