Education (Mentoring and Coaching) MA

at University of Worcester

MA Education (Mentoring and Coaching) 
 

• An Introduction to Coaching and Mentoring 
• The Practice of Coaching and Mentoring 
• Contemporary Issues in Education: Theory, Policy and Practice 
• Research Methods in Education 
• Dissertation in Education 

Entry requirements

General admission requirements for entry to the programme are: 
 

• A good honours degree (2.2 or above) and a significant interest in education and/or equivalent professional qualifications, experience and evidence of continuing professional development. 

• International students must hold a qualification equivalent to a UK first or second class honours degree.  

• All International student for whom English is not their first language are required to achieve IELTS 6.5 or equivalency – with no less than 5.5 in any element. 

The tuition fees shown for students are for one complete academic year of full time study and are set according to the academic year of entry. Fees for subsequent years of your course may rise in line with an inflationary uplift as determined by the government.

The course has a tradition of improving the career profiles of participants, as many case-studies of former students demonstrate. This award is intended to prepare students to deepen their engagement with issues in the educational workspace, fostering transformative personal and organisational learning for those involved. The programme additionally offers preparation to continue study for some participants wishing to go on the professional doctorate (EdD) award or to an MPhil/PhD.  

The University maintains close links with education providers locally and regionally and meeting workforce need is the ethos of a number of modules and pathways in the MA Education. In addition, the course is also designed to enable those with an intention of working in an education context to deepen their understanding of education in a range of contexts and building the skills which will enhance their career opportunities. For example, the School of Education works with members of the Careers and Employability Service. Where appropriate, many modules have an applied focus intended to facilitate the development of learning, which will have direct impact on professional contexts from which participants are drawn.  

The course team is comprised of academic staff with a breadth of backgrounds in education, research profiles in specialist areas and in most cases extensive experience of education in various contexts. Staff within the School, and the School itself, maintain strong relationships with schools, colleges and other education providers.