Page 6 - EDU_Programme_Handbook_2015
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PROGRAMME SPECS
Programme Aims Master’s degrees are awarded
to students who have
The programme aims to: demonstrated:
• Offer a spectrum of professional development • A systematic understanding of knowledge,
in learning and teaching up to the full and a critical awareness of current problems
Master’s degree, using a work and evidence and/or new insights, much of which is
based approach. at, or informed by, the forefront of their
academic discipline, field of study or area of
• Attract highly motivated individuals who want professional practice.
to further their understanding and practice of
teaching and learning in their personal and • A comprehensive understanding of
disciplinary context. techniques applicable to their own research
or advanced scholarship.
• Enhance the ability of students to:
• reflect on their own teaching and • Originality in the application of knowledge,
learning together with a practical understanding of
how established techniques of research
• search and read educational literature, and enquiry are used to create and interpret
critically engaging with it, judging knowledge in the discipline.
its value for their own personal and
disciplinary context • Conceptual understanding that enables the
student:
• carry out meaningful small scale
educational enquiry projects
• Think creatively, from an evidence base, • to evaluate critically current research
about enhancements and innovations in and advanced scholarship in the
education within and beyond their own discipline
practice.
• to evaluate methodologies and
• Offer a foundation from which students will be develop critiques of them and,
able to make, with confidence, a significant where appropriate, to propose new
contribution to their institution, and the hypotheses
wider HE sector, in the area of learning and
teaching.
The programme is a Level 7 qualification under
the 2008 QAA Framework for higher education
qualifications in England, Wales and Northern Ireland.
The following are descriptors for level 7:
4 EDU © Imperial College London 2015-16
