education pg brochure 2013

Education

Postgraduate study Entry 2013

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

Admissions ServiceUniversity of HullHull, HU6 7RXT +44 (0)1482 466850F +44 (0)1482 442290E [email protected]

This publication is intendedprincipally as a guide forprospective students. Thematters covered by it – academicand otherwise – are subject tochange from time to time, bothbefore and after students areadmitted, and the informationcontained in it does not formpart of any contract. While everyreasonable precaution wastaken in the production of thisbrochure, the University doesnot accept liability for anyinaccuracies.

The contents of this publicationare available online atwww.hull.ac.uk/pgdocs or inother formats on request.

Educationwww.hull.ac.uk 1

The Faculty of Education | 3

Taught Masters degrees | 4Master of Education (MEd)MEd Early Childhood StudiesMEd Inclusive EducationMEd Leadership and LearningMEd Mentoring in Education

Research degrees | 11Admissions and feesSupportDoctor of PhilosophyDoctor of EducationMaster of PhilosophyMaster of Education (by research)Research seminars

Staff and their interests | 13

General Information | 15Support and study facilitiesHow to applyInternational students

Contents

www.hull.ac.uk/pgapplyScan it! Use your smartphoneto find out more.

Other options in education

The University of Hull offers a number of other postgraduate courses supportingprofessional development in education which do not appear in this brochure. Theseinclude

• Postgraduate Certificate in Education (PGCE) Early Years (3–7 years) at the ScarboroughCampus

• Postgraduate Certificate in Education (PGCE) Primary (5–11 years) at the Hull Campus • 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• 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 brochure viawww.hull.ac.uk/prospectus.

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

Education2

This is the standfirststyle – The BrynmorJones Library offersrich collections ofmaterial and state-of-the-art facilities.


The Faculty of Education

The Faculty of Education is a research-based centre of excellence that servesthe region and is recognised nationally and internationally as a leadingauthority on educational theory and practice.

Our research and degree programmes explore, support and promote all aspects ofeducation in its broadest sense, to the widest possible audience.

The focus is on high-quality provision across all educational fields from earlychildhood studies to adult education. We work closely with all aspects of thechildren’s workforce, further education colleges, lifelong-learning networks andother universities in the UK and overseas to promote education.

We provide a wide range of courses at all levels from short Continuing ProfessionalDevelopment opportunities through Bachelors degrees to Masters- and doctoral-levelprogrammes.

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

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All taught Masters degrees in education are offered as a Master of Education (MEd),with some named routes available. To graduate on a named route, at least two-thirdsof the credit accumulated will be specialist in nature. Students are thus able to enrolfor

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

You choose your route and are advised as to which modules are appropriate and necessary.The first 120 credits of the programme are taken in modules of 20 credits each, with at leastthree from those designated as specific for a chosen route. The last 60 credits comprise asingle piece of work (usually a dissertation), also on your chosen specialist subject.Opportunities exist for transfer to a different route, where a new pattern of modulesemerges that no longer corresponds to the original plan.

Which campus?Postgraduate programmes in education are delivered at both the Hull and ScarboroughCampuses. (See the course outlines on pages 6–10 for details of location.) Please note,however, that any residential elements of your programme – summer schools, for example– will normally be held at the excellently equipped Scarborough Campus.

Entry to the degreesAdmission is in accordance with University regulations for higher taught programmes.Prospective students will either: (a) have been awarded a Bachelors degree normally in thefirst or second class (GPA of 3.0+) in an appropriate subject of this university or of anotherinstitution approved by the Academic Approvals Committee: or (b) have been awardedprofessional qualifications or gained relevant professional experience, or both. Normally,therefore, applicants have a first degree or professional qualifications in education ortraining, or they have both.

Applicants with an ordinary Bachelors degree (GPA of 3.0+) may apply for entry to a pre-Masters programme run by the University each summer. Successful completion of thisprogramme 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, suchas Pearson PTE or iBT TOEFL.

Taught Masters degrees

www.hull.ac.uk 5Education

Advanced standingApplicants with appropriate entry qualifications may seek advanced standing for one ofthe 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 be worthup 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)

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 and LeadershipProgramme for Serving Headteachers (usually worth 30 credits for each programme).

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

• Teaching and Learning Academy (TLA) projects at Levels 2 and 3 (usually worth 20credits for each project)

ContactsAnyone wishing to apply for advanced standing is welcome to contact

Dr Stewart MartinHead of DepartmentCentre for Educational Studies+44 (0)1482 [email protected]

or

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

Education6

Master of EducationMEd/Diploma/Certificate

FastFacts

Duration | Full-time one year; part-time up to five years

Attendance | Full-time two days a week; part-time one day aweek (there may be an option for part-time internationalstudents to attend one or more summer schools in the UK)

Entry requirements | First degree or equivalent in a relevantsubject (GPA of 3.0+) or appropriate experience in aprofessional environment. For international students, anIELTS score of 6.0 (5.5 in all skills) or equivalent, such asPearson PTE or iBT TOEFL, is also required

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

Location | Hull or Scarborough Campus

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

About the programmeThis degree gives you the opportunity to extend yourknowledge and understanding of

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

The programme can be studied either full- or part-time. Thepart-time route is most common for home students, most ofwhom can combine it with their normal educationalemployment. Most overseas students study for the degreeas a one-year full-time programme, but specialarrangements may be made to allow part-time studentsfrom overseas to participate: students may be able to attendone or more summer schools (held in the UK) and completetheir studies in their own country through use of open-learning materials.

Programme contentIn each of Stages 1 and 2, you 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 from thefull-time route or study optional modules from otherpathways. Core modules are

• Contemporary Critical Issues in Education (full-time)• Research Methods in Education (full- and part-time)

At the end of Stage 1, you may exit the programme with aPostgraduate Certificate in Education as long as you haveearned 60 credits.

If you undertake Stage 2 of the degree, you complete afurther three modules (a total of 120 credits) and, if exitingat this point, you are awarded a Postgraduate Diploma inEducation. Although you may exit with the Diploma havingaccumulated 120 credits, the module Research Methods inEducation is required for progression to Stage 3 of thedegree.

At Stage 3, you complete a dissertation worth 60 credits.

AssessmentYou are assessed by means of a coursework assignment oneach chosen module and a dissertation. Assignments arenormally between 4,000 and 6,000 words (or equivalent).Coursework is assessed during the semester in which therelevant module is delivered.

A dissertation of 15,000–20,000 words on an approved topicis 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.

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

support and develop written English to academicstandards.


Early Childhood StudiesMEd/Diploma/Certificate

FastFacts


Attendance | Full-time two or three days a week; part-timeone day a week (there may be an option for part-timeinternational students to attend summer schools in the UK)





About the programmeThe MEd in Early Childhood Studies is a specialist pathwaythat focuses on policies, services, child development, earlyyears pedagogy and research in early childhood.

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 develop aclear understanding of, and a critical perspective on, issuesaround early childhood studies.

The programme can be studied either full- or part-time. Thepart-time route is most common for home students, most ofwhom can combine it with their normal educationalemployment. Most overseas students take the one-year full-time programme, but special arrangements may be made toallow part-time students from overseas to participate:students may be able to attend one or more summer schools(held in the UK) and complete their studies in their owncountry through use of open-learning materials.

Programme contentIn each of Stages 1 and 2, you take three 20-credit modules(120 credits in all). Three of these six modules (60 credits)must relate to the field of early childhood studies. They arechosen from

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

The other three modules in Stages 1 and 2 are chosen fromthe 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. At Stage 3, you complete a dissertation worth 60credits. This will normally focus on aspects of earlychildhood.

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 long asyou have earned 120 credits and have successfullycompleted three core modules.





• There is a planned summer school in late July at whichmodules may be studied.



Education8

Inclusive EducationMEd/Diploma/Certificate

FastFacts


Attendance | Full-time two days a week; part-time one day aweek



Location | Hull Campus


About the programmeEducational systems and contexts today have to respond toan increasingly diverse population of learners. Thisspecialist MEd pathway seeks to investigate thecomplexities around the concept of inclusion and reachunderstandings in regard to the impact this might have forindividuals and groups of learners. The degree allowsparticipants to explore ways of reaching out to all learners,in varied educational contexts with the aim of enablingthem to reach their full potential and achieve satisfactoryoutcomes. The focus is on those who might experiencemarginalisation within society, but with a particularemphasis on educational contexts. There is a strongemphasis on finding ways to develop inclusive curricula tomeet the needs of all learners, including, for example, thosedefined as having special educational needs, travellers,those from challenging social backgrounds and ethnicminorities.

The programme can be studied either full- or part-time. Thepart-time route is most common for home students, most ofwhom can combine it with their normal educationalemployment. Most overseas students study for the degreeas a one-year full-time programme, but specialarrangements may be made to allow part-time studentsfrom overseas to participate: students may be able to attendone or more summer schools (held in the UK) and completetheir studies in their own country through use of open-learning materials.

Programme contentIn each of Stages 1 and 2, you take three 20-credit modules(120 credits in all). Three of these six modules (60 credits)must relate to the field of inclusive education. They arechosen from

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

The other three modules in Stages 1 and 2 are chosen fromthe 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. At Stage 3, you complete a dissertation worth 60credits. This will normally focus on aspects of inclusiveeducation.

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

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









Leadership and LearningMEd/Diploma/Certificate

FastFacts


Attendance | Full-time two days a week; part-time one day aweek (with options for part-time international students toattend summer schools in the UK)



Location | Hull Campus


About the programmeThe MEd in Leadership and Learning is a specialist pathwayaimed at those responsible for policy, provision or practicein regard to leading learning in educational settings.

The degree is based on the principle that the foremost taskof 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 levels oforganisations 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 the nationalor local level

The programme can be studied either full- or part-time. Thepart-time route is most common for home students, most ofwhom can combine it with their normal educationalemployment. Most overseas students study for the degreeas a one-year full-time programme, but specialarrangements may be made to allow part-time studentsfrom overseas to participate: students may be able to attendone or two summer schools (held in the UK) and completetheir studies in their own country through use of open-learning materials.

Programme contentIn each of Stages 1 and 2, you take three 20-credit modules(120 credits in all). Three of these six modules (60 credits)must relate to the field of leadership and learning. Thesecore modules are

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

The other three modules in Stages 1 and 2 are chosen fromvarious options available within our MEd provision. (Thesewill vary from year to year.) To progress to Stage 3, however,you must take the module Research Methods in Education.At Stage 3, you complete a dissertation worth 60 credits.This will normally focus on aspects of leadership andlearning.

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.


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






Education10

Mentoring in EducationMEd/Diploma/Certificate

FastFacts

Duration | Part-time up to five years

Attendance | One day a week





About the programmeThe MEd in Mentoring in Education is a specialist pathwaythat has been developed to reflect the growing role of thework-based mentor or coach in all phases of education(pre-school, primary, secondary and tertiary, includinghigher education). The programme can be studied part-timeat either the Hull or the Scarborough Campus.

Programme contentIn each of Stages 1 and 2, you take three 20-credit modules(120 credits in all). Three of these six modules (60 credits)must relate to the field of mentoring in education. In otherwords, you must take the three core modules

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

The other three modules in Stages 1 and 2 are chosen fromthe 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. At Stage 3, you complete a dissertation worth 60credits. This will normally focus on aspects of mentoring ineducation.

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 and havesuccessfully completed at least two of the core modules.

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

AssessmentYou are assessed by means of a coursework assignment oneach chosen module and a dissertation. Appropriateassignments are normally between 4,000 and 6,000 words(or equivalent). Coursework is assessed during the semesterin which the relevant 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 with astart date of September and optional exit points atCertificate and Diploma level.

www.hull.ac.uk 11Education

Research degrees

For prospective researchers we offer the degrees ofMEd, MPhil, EdD and PhD. Supervision is provided in avariety of areas. A list of staff teaching and researchinterests is given on pages 13–14.

Admissions and feesApplicants for doctoral programmes should normally holda Masters degree. The normal entry requirement for aMasters programme is a first or second class Honoursdegree or its equivalent. IELTS 6.5 (with 6.5 in all skills) orequivalent is also required of international students.

Details of fees can be found atwww.hull.ac.uk/student/money.

SupportStudents will be offered support by a dedicated doctoralresearch coordinator.

Doctor of PhilosophyStudents registered on the PhD programme are required tosubmit a portfolio of work as a formal demonstration ofprogress after approximately one year.

The programme normally extends over a period of threeyears full-time or five years part-time. Candidates may bepermitted to shorten this period to two years full-time orfour years part-time. Candidates are examined by means ofa thesis, between 70,000 and 100,000 words, on a topicchosen by the candidate and by a viva. The thesis isexpected to demonstrate original research and show anawareness of the relationship of the research to a widerfield of knowledge.

Doctor of EducationThe degree of Doctor of Education (EdD) combines study ofa taught programme at doctoral level with the presentationof a research thesis.

The programme extends over a period of three years full-time or up to five years part-time. The taught programme isundertaken over two years part-time or one year full-time.The remaining time is spent undertaking research in aprofessional context aimed at the preparation andsubmission of a doctoral thesis.

As part of the taught programme, candidates are examinedthrough a portfolio of four 6,000-word assignments.Assessment is then by a 50,000-word thesis on a topicchosen by the candidate and by oral examination. Thethesis is expected to be based on original research and

show an awareness of educational practice andprofessional knowledge.

The programme is currently being redesigned and rewrittento meet the needs of education practitioners working in theareas of

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

The first presentation of the new programme will be inOctober 2013 and will offer one or more of the above lines ofstudy. 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 bymeans of a thesis, not exceeding 70,000 words, on a topicchosen by the candidate, by an oral examination and, ifrequired, by a written examination.

During their first year of full-time study or their second yearof part-time study, students may request that theirregistration be upgraded to the PhD programme. Theupgrade depends on a formal demonstration of progressand the support of the department.

Master of Education (by research)The programme extends over a period of one year full-timeor two years part-time. Candidates are examined by meansof a thesis of 50,000 words, on a topic chosen by thecandidate, by an oral examination and, if required, by awritten examination.

Research seminarsThe faculty has been running departmental seminars sincethe early 1990s. Open to anyone, they normally consist of a30-minute presentation and 30 minutes of discussion.

Speakers include visiting overseas professors, members offaculty staff, lecturers from other universities, speakersfrom the local authorities and the local community,members of the Centre for Educational Studies and researchstudents. The seminars provide an informal arena fordebate on personal research interests and current areas ofeducational and policy interest.

Education12

Recent examples of successful theses‘Exploring the Impact of Organisational and EnvironmentalFactors on the Behaviour of English Universities’ (EdD 2012)

‘Exploring the Teachers’ Attitudes Towards IncludingChildren with Moderate Learning Difficulties withinMainstream Schools in Alghmadi Local Authority Schools2012’ (MEd Research 2012)

‘Integrating Health Promoting Principles into the Context ofa Standards Based High School: A Leadership Perspective’(PhD 2011)

‘The Implementation of Cooperative Learning: A Case Studyof Cooperative Learning in a Networked LearningCommunity’ (PhD 2011)


Faculty of Education

DeanDina Lewis

SecretaryAnna Thacker

Centre for Educational Studies

Head of DepartmentStewart Martin BEd, MEd, PhD, National Teaching Fellowof the Higher Education Academy.Digital technology in education; citizenship; cognition;leadership; educational achievement.

ProfessorMichael P Bottery BA, MEd, PhDEducational policy and management; values, philosophyand education; concepts of professionalism.

ReaderCatherine Montgomery BA, PGCE, MA, PhD Language, culture and education; research in HigherEducation; internationalisation in Higher Education;assessment.

Senior LecturerJohn T Smith BA, MPhil, MEd, PhD, FRHistSHistory of education; the educational work of religiousbodies; the Irish educational system; citizenship education.

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

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

Stewart Bennett BEd, MA, PhDFellow of the Imperial War Museum in HolocaustEducation; initial teacher training in history with specialinterest in holocaust education.

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

Azumah (Carol) Dennis BSc, PGCE, MA, EdDResearch, policy and practice in post-compulsory educationand training; quality; professionalism, adult language andliteracy.

Ourania Filippakou BA, MA, PhDHigher education policy and management; social theory;the idea of higher education in the 21st century.

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

Trevor Male BEd, AdvDipEd, MA, PhDEducational leadership and management; head teacherpreparation and induction.

Tina Page BA, PGCE, MAInitial teacher training; the professional development ofteachers; comparative education; the teaching of modernlanguages.

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

David Plowright BA, BSc, MA, PhD, PGCE, FHEA, FRSAIntegrated research methodologies; educational leadershipand management; district administration in South Africa;post-16 student voice and progression to HE; reflectivelearning for professional development.

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

Patricia Shaw BA, PGCE, MAPractitioner research, particularly in the area of specialneeds and inclusive education.

Staff and their interests

Education 14

Kenneth A Spencer MSc, PhDEducational technology and media studies with particularreference to linear media, multimedia and computer-basedlearning.

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

Scarborough School of Education

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

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

Heather Davies BEd, MAEarly years; observation and assessment; the child’s voice;science education.

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

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

Fiona James BA, MAIssues of self, identity and ‘identity work’ in HigherEducation understood from a social constructionistperspective; development of interpretive methodologies.

Megan Murray BA, MEdDeveloping teachers’ mathematical content knowledge;continuing professional education.

Dave Overton MEd, PGCE, CSciTeachScience education; creative pedagogy; learning in thecommunity; outdoor learning; enhancing the studentexperience.

Susan Pierce BA, PGCE, MEdContextualised learning; the teaching of language andliterature in primary schools; Drama and the arts in thecurriculum.

Susan Rolfe BEd, MEdSpecial Educational Needs (SEN) and inclusion.

Sam Shields PGCE, MSc, PhDAssessment; power relations; identity.

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

Christine Trala BSc, MA, PGHE, FHEAUses of ICT in education; blended learning and pedagogicalconsiderations for uses of technology in higher education;inclusion of students with social and emotional needs.

Gary Wilkinson MA, PGCE, PhDAnalysis of education and social policy – in particular,professionalism, power and control within the educationsystem and the commercialisation of education, childhoodand society.

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

Support and study facilities | 16

How to apply | 18

International students | 20

General information


Education16

The University has a deserved reputation for beingwelcoming and supportive. Our students are amongthe happiest in the UK, and their feedback on thequality of the student experience that we provideremains overwhelmingly positive.

SupervisionPersonal supervision of your programme of research isprovided by academic staff who are experts in their fields.Our research students are allocated either two jointsupervisors or a supervisory panel, with a namedindividual as main supervisor. This system ensures qualityand continuity of support. It also promotes theconcentration of expertise in small groups of staff andpostgraduates who work closely together. Students areencouraged to meet regularly with their supervisors to gainfrom their expertise and guidance.

Postgraduate trainingThe University is a pioneer in the development of trainingprogrammes for research students.

Research training for the EdD is delivered through modulestaught in the first year of the programme.

Training for students on traditional research Masters or PhDprogrammes is more broadly based and is administeredunder the Postgraduate Training Scheme (PGTS). Thisscheme is accredited by the University and has beendeveloped to help you do two things

• undertake research more effectively• gain transferable skills that can be used in your future career

The exact course of training that you undertake will dependon your specific needs as identified by you and yoursupervisor.

Part-time students and those generally working away fromthe University’s campuses are offered other opportunitiessuch as week-long Easter and Summer Schools in order tobe able to undertake this training.

Through the PGTS you can achieve a Certificate (60 credits)or a Diploma (120 credits) in Postgraduate ResearchTraining. Each is a formal qualification in its own right andwill add significantly to your CV. The skills and experiencethat you gain from the training will not only facilitate yourresearch but also enhance your standing in many areas ofemployment.

The Graduate SchoolThis serves two main purposes. Firstly, it is the mainadministrative office on the Hull Campus for our researchstudents, supplementing the personal supervision anddiscipline-specific support that you receive in yourdepartment. As a member of the Graduate School, you havesomeone to speak for you in University planning and towhom you can turn if there is a problem that yoursupervisor or the Centre for Educational Studies is unableto resolve. Secondly, it provides a number of valuablefacilities for all postgraduate students, whether on taughtor research programmes.

The building houses 60 networked workstations, as well asquiet study areas, photocopying facilities, lockers for thestorage of personal items, a seminar room, and a commonroom for social activities. The school’s purpose is tosupplement the personal supervision and discipline-specific support you receive from the Centre for EducationalStudies. This makes it the perfect place in which to meetother postgraduate students. All facilities are available 24hours a day, 365 days a year.

Support and study facilities


The library serviceThere are two main libraries: the Brynmor Jones Library onthe Hull Campus and the Keith Donaldson Library on theScarborough Campus. At Hull there is also a well stockedMap Library. Students are automatically entitled to use alllibraries and their facilities.

• The Brynmor Jones Library, an eight-floor building,holds particularly rich collections of material, includingtheses, microfilms, videos, music and DVDs, as well asbooks and periodicals.

• The Map Room has 60,000 sheet maps – the largestcollection in the region.

• The Keith Donaldson Library supports the programmesstudied at the Scarborough Campus with about 80,000volumes and more than 100 current journals. The libraryhas recently undergone a major expansion andtransformation to provide a contemporary learningenvironment.

Together the libraries contain more than a million items,subscribe to 1,500 print and 17,000 electronic journal titles,and provide access to in excess of 300 databases anddatasets and 2,000 electronic books. All the researchspecialisms in the University are supported by designatedlibrary funds.

Our web pages give access to the electronic catalogue,databases, e-books and e-journals, and to a wide variety ofself-services, including book reservation and renewal.

The libraries have plenty of study spaces (there are morethan 1,600 in the Brynmor Jones), networked computerworkstations and multimedia equipment.

www.hull.ac.uk/lib

Computing servicesMore than 1,100 open-access computers are availableacross the Hull Campus for use by students. Included inthis provision is the 24-Hour Centre, which is open tostudents throughout the year. A wireless network service isalso available in the Brynmor Jones Library and at variousother sites across the campus. Students have access tomore than 500 applications, including the latest MicrosoftOffice suite and a wide variety of specialist teachingsoftware.

Students on the Scarborough Campus have access to morethan 100 PCs in the Keith Donaldson Library. There arefurther IT facilities in the Worsley Building, offering a widerange of software for students’ use. You are also able toconnect to the wireless network anywhere on campususing your own laptop or mobile device.

Taylor Court flats in Hull and the halls of residence on bothcampuses have network connections in study-bedrooms,with -hour internet and email access. Students living inother accommodation are able to use the University’s dial-in service.

www.hull.ac.uk/asc

Postgraduate SocietyThe Postgraduate Society has an office on the first floor ofthe Students’ Union, where students are free to call in foradvice or a chat. The society organises a regularprogramme of social activities, including parties, meals,theatre trips and networking events, so there are manyexcellent opportunities to meet fellow postgraduatesacross disciplines.

Education18

Admission requirements

There is no single deadline for applications. We ask thatyour application reaches the University by 1 August (for aSeptember start) or otherwise at least six weeks before yourintended start date. International applicants are advised togive sufficient time for processing by the University and tomake visa and travel arrangements.

Please use one of the following methods to apply:

1. Apply online at www.hull.ac.uk/pgapplyonline

2. Download and print the postgraduate application formand the reference form available online:www.hull.ac.uk/pgapplication andwww.hull.ac.uk/pgrefform

3. Apply directly through a University of Hull recruitmentpartner in your country. For a full list, please visit ourwebsite www.hull.ac.uk/international

Application procedureTo be considered for a research degree, your applicationmust include your research proposal to enable us to decideif we can match up your interests with a researchsupervisor. Guidance on writing a research proposal for aresearch Masters or PhD degree is given on the followingpage: www.hull.ac.uk/preparingresearchproposal

Supporting documentsWith your application you are required to provide academictranscripts, academic references, proof of English languageproficiency (if applicable), a copy of your passport and youmay be required to provide a copy of your CV and write apersonal statement.

The original statement of results, certificate or transcriptissued to you by the examination board/awardinginstitution will be required to support your application. Youcan only provide photocopies if these are officially verifiedwith an original legible stamp and a legible signature froman authorised person. Where documents are not in Englishit is the applicant’s responsibility to obtain officialtranslation to English if required by the University and tosubmit both the translation and the document translated.

Entry requirementsFor graduate study, applicants are expected to have theequivalent of a British Honours degree. Detailed entryrequirements are provided by course in this brochure.Please note that each application is considered on its ownmerit and admissions tutors will give careful considerationto other factors, such as work experience and nature ofprevious studies.

Funding and feesFor the latest postgraduate fees please visit our website:www.hull.ac.uk/money

Scholarships and bursariesThe University offers a number of scholarships andbursaries to its students, including PhD scholarships inspecific research areas. The majority of these are offereddirectly by the academic departments and are based onacademic merit.

On postgraduate research degrees, students are either self-funded or have acquired scholarships from either fundingbodies such as research councils, commercial sponsorshipor government agencies.

For more detailed information about our scholarships andbursaries and postgraduate funding sources, please visitwww.hull.ac.uk/scholarshipsandbursaries.

How to apply

Education 20

International students

The University of Hull has a long tradition of educatingstudents from countries in and beyond the EU. We haveno formal quota arrangements, but in any one yearabout 15% of our students are from abroad. The largestgroups are from continental Europe, China, Malaysia,Hong Kong, Saudi Arabia and Nigeria – in all, more than3,000 people from more than 130 countries.

The International Students’ Association (which helpscoordinate social and cultural activities) is, therefore, oneof the largest and most dynamic of the students’ unionclubs.

The University offers good value for money. In terms of theannual costs of study for non-EU students, Hull is lessexpensive than – for example – US colleges of equivalentesteem. Moreover, our programmes are usually shorter thanthose offered elsewhere in the English-speaking world(three years for a PhD programme, for example, as opposedto four or more in the US or Australasia); and living costs inHull are much lower than almost anywhere else in Britain(approximately 30–40% lower than in London), while theproximity of our campus to residences means dailytravelling costs are low and good, inexpensive shoppingfacilities are within easy walking distance.

Offers of admissionA formal offer of admission will be sent to you as soon aspossible. This will not necessarily be for the programme forwhich you applied if we believe a different one is moreappropriate. You should therefore note that you are beingaccepted only for the programme specified in the offer andthere is no commitment to transfer you to anotherprogramme or to offer you a further programme oncompletion of the first. In some cases, conditions will beattached to our offer – these must be fulfilled before theoffer can be confirmed. In such circumstances you shouldnot come to Hull until you have received confirmation thatyou have satisfied the conditions.

AccommodationFor the unaccompanied postgraduate from overseas,accommodation is easy to find. We have a superb range ofresidential accommodation – from self-catering studenthouses to the Taylor Court on-campus flats, which areparticularly attractive to students who may be resident inHull throughout the year. Moreover, all unaccompaniedinternational students are guaranteed a place in University-owned or -managed accommodation throughout theirprogrammes, if they wish it.

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

Welfare and supportThe University of Hull provides a comprehensive supportservice for all international students. The University’sStudent Welfare Office and the students’ union’s AdviceCentre offer pastoral support and counselling services,while the Study Advice Service can provide academicsupport – should you need it – to supplement that which isavailable through the faculty. The International Office is thefirst port of call for international students requiringpersonal support and guidance, including advice onimmigration matters.

All new international students are invited and encouragedto attend the arrival and orientation programme, hosted bythe International Office, which takes place at the beginningof every semester and attracts about 800 students eachyear. Including a free transport service (conditions apply),this globally recognised programme provides invaluableinformation on support services and on academic andstudy issues. Designed to make you feel at home as soon aspossible, and confirming Hull’s reputation as one of thefriendliest universities in the UK, it also provides an earlyopportunity for social interaction will fellow students.

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Picture credits© iStock.com

© University of HullPublished January 20122824~ME

‘As Assistant Headteacher of a large comprehensive school, I joinedthe Masters programme to develop

my awareness of current issues in education – and particularly togain an understanding of whatschools should look like in the future. This course is not only

assisting my professionaldevelopment but also leading toactual improvement in schools.’

Lee Preston

Go beyond | www.hull.ac.uk

education pg brochure 2013

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