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Awards

Target Award

Award Description:Master of Business Administration - MBA

Alternative Exit

Alternative Exit

Programme Offerings

Part-Time

B-JMU-FEB

Educational Aims of the Course

1. To engage with and address important and emerging leadership principles, culture and behaviours to enhance current leaders practice, create agency and encourage leaders to improve education and societal outcomes.

2. To challenge and appreciate the components of a socially just, sustainable education system.

3. To explore a range of educational leadership issues through the perspective of transformation of others.

4. To prepare senior and emerging leaders for the leadership challenges inherent in the education sector.

5. To support leading into the future, with a focus on the evolution of business complexity and challenge in the context of providing excellent education and addressing the breadth of needs in the sector.

6. To identify and align with important ethical and societal needs to maximise outcomes through applied business approaches and educational leadership development.

7. To generate well supported education leaders who share collective insights across the sector and apply new learning.

8. To engage leaders in communities of educational leadership practice, focused on adding value to society.

9. To reflect on research informed knowledge exchange to have a direct impact on the community being served.

10. To support education leaders in constructing well developed organisational strategies that balance the tensions between business imperatives and ethical education goals.

Learning Outcomes

1.
To analyse and evaluate concepts of advanced academic scholarship, practice, knowledge and skills within public sector organisations.
2.
To synthesise key issues in education, and critically apply knowledge and evidence to evaluate the delivery methods and improvement interventions required to achieve equitable change in education organisations.
3.
To critically challenge traditional theories and emerging concepts applicable in leadership psychology, organisational performance, resource allocation, people and leading organisations.
4.
To evaluate strategic, financial and data-led models of educational business performance, critically evaluating these through the application of theory to practice.
5.
To synthesise the implications of the 'future of work' and associated hybrid, digital and technical organisational practices, applying these to the emerging contexts of organisational practice and behaviour.
6.
To construct well developed organisational strategies that balance the tensions between business imperatives and ethical educational goals, supporting visions with and for people and communities.
7.
To conduct a professional enquiry into a workplace issue through innovative consultancy, practical intervention and measurable impact.
8.
To engage with new approaches to entrepreneurial education leadership, communication and technology that drives and enables equitable change.
9.
To develop personal reflections and reflexive practice around key aspects of effective business and ethical leadership in education.
10.
To understand the origins and key theoretical approaches to socially just education leadership in diverse settings across your region.
11.
To critically engage with and collect appropriate information and evaluate the context of their application through the perspective of others.
12.
To generate an informed understanding of ethical leadership and communicate the wider social value and impact of education.
13.
To critically reflect on personal development and organisational characteristics and workplace practices, evaluating the transformative implications of responsive, socially responsible leadership as an educational professional leading within a community.
14.
To develop leadership capabilities that lead through complex and challenging environments in both business and education, considering both the external and internal context of socially and economically sustainable organisations.
15.
To advocate for people and communities and address specific regional needs that work in partnership with key stakeholders.

Teaching, Learning and Assessment

The purpose of our teaching and learning approach is flexible and authentic to support and appreciate the professional commitments of our learners; authenticity will be reflected in authentic assessments that are grounded in the student's professional role, context and setting to ensure that learning is applied and reflexive. We seek to deliver innovative, transparent curricula that anticipates societal issues and the future needs of young people, employment, and education.  We develop agency through our breadth of delivery where learners both collectively and independently develop. Through collaborative and practical skills and methodologies, the future workplace is the key function in our approach.

We offer dynamic and creative supported learning opportunities through:

  • Blended and Agile Learning delivery
  • Technology Enhanced Learning experiences
  • Individual Leadership Academic Tutoring
  • Expert Practitioner Support throughout our modules
  • Action Learning Methodologies to support peer reflection
  • Applied Learning Approaches
  • Contextual Assessments that are functional and appropriate

Formative and summative assessments are integrated into the MBA programme in Educational Leadership to support the evaluation of learners' progress and provide valuable feedback.

In Year 1, learners will complete: role play, reflection, presentation, essay, report and portfolio tasks.

In Year 2, learners will complete: research poster, presentation, case study, portfolio tasks and an innovative research project.

Opportunities for work related learning

The individual final project provides an opportunity for students to create value within their organisation that connects to their leadership role, measurable as a culmination of their learning experience. There will be a focus on the evaluation and impact of the project within both the organisation and for the people and communities served. Learning will be applied to a real workplace issue, to develop a well considered and connected strategy that demonstrates impact within the organisation and beyond. Line managers will sponsor the final projects, in recognition of the potential to add value to the organisation.

Programme Structure

Programme Structure Description

The programme consists of nine core modules. In the first year, learners will complete one module via attending a consecutive four-day taught programme at the university where face-to-face teaching will support the development of cohort identity and collaborative learning and networking; learners will then complete three modules online. In the … For more content click the Read More button below. The target award (MBA) requires the achievement of 180 credits. In order to be eligible for an alternate exit award, the following credits must be achieved; Postgraduate Certificate in Educational Leadership - FHEQ Level 7 (60 credits) Postgraduate Diploma in Educational Leadership - FHEQ Level 7 (120 credits) Structure: Months:                Modules:                                      Assessments: 1-6                       7002ELMBA online                       Role play, presentation, reflection                             7001ELMBA face-to-face  7-12                     7003ELMBA online                       Report, portfolio, essay                              7004ELMBA online 13-18                   7008ELMBA online                       Presentation (x2), reflection                              7005ELMBA face-to-face 19-24                   7006ELMBA online                       Report, portfolio                              7007ELMBA online                              7009ELMBA online introduction 25-30                   7009ELMBA online tutorials         Project report   The modules are semester long. The largest (60 credit) module, 7009ELMBA, is introduced during the 19-24 months period of the programme, the learners then have a final semester period (25-30 months) for the completion and submission of the project report. Tutorials: There will be six one-to-one tutorials per year. These will be shared between the learner's Personal Tutor and Leadership Tutor as required by the stage of the programme that the learner is participating in. The tutorials will involve the learner engaging in reflection and developing action planning in the support of academic writing, research and evaluation. There will be specific focus on the development of leadership skills and learning in the context of the learner's professional setting, supporting their work on an innovative consultancy project. Inherent in all tutorials will be personalised support and guidance, contributing towards the pastoral care of the learners and responding to their needs. Face-to-face: During the Spring Break of each academic year, learners will complete a face-to-face module designed around a creative and immersive learning experience taking place over four consecutive days on campus. (Year 1 - 7001ELMBA and Year 2 - 7005 ELMBA). The requirement for physical attendance on campus is made clear in the programme marketing material. It is a core element of the development of professional networks and the aims to generate a positive and supportive cohort identity for educational leaders on the programme. Synchronous learning (14%): Each 10 credit module will have two days and each 20 credit module will have four days of synchronous learning. This will be live online delivery. This structure will provide 230 contact hours over the duration of the programme. Asynchronous learning (86%): Via the Canvas virtual learning environment, all modules will have a wide range of learning activity to support the learners' engagement with the learning outcomes and associated assessment. Learners will be able to work through this material. There will be tasks that are preparatory ahead of the live online delivery (supporting flipped classroom tasks and delivery) and tasks that are post live online to extend learning. Such is an element of the active blended learning strategy and supports learners in engaging in a hybrid structure, where live online creates a dynamic and interactive group structure and online learning is structured and sequential.  As clarified above, one module in each year will be delivered via a four-day immersive face-to-face learning experience, requiring students to be on campus in Liverpool. These modules are set to take place from Tuesday to Friday following the Easter Monday of Spring Break. All other modules will be taught online, through ‘live online’ sessions and online materials. Where students are engaging with live online sessions or participating in tutorials, these take place on alternate Wednesdays during term time. International students should particularly note the expectation of one week’s attendance on campus per year (Spring Break) and that live online sessions will run on alternate Wednesdays between 9am and 4pm GMT/BST.

Structure

Level 7

Entry Requirements

IELTS

RPL

Undergraduate degree

Extra Entry Requirements

As a practice-based programme in leadership there is a strong emphasis on the application of ideas developed in the context of the applicant's own school or setting. Relevant work experience must evidence that the applicant is in or has recent experience of an educational leadership post and can access a setting to undertake the innovative research project.

LJMU welcomes applications from international candidates. Most of the studying and learning will be undertaken via distance learning in your home country and there are only a small number of residential days in Liverpool required.

HECoS Code(s)

(CAH17-01) business and management

(CAH22-01) education and teaching