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University of Nottingham Malaysia
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Course overview

The MA, PG Diploma, and PG Certificate in Education programmes are tailored for individuals and organisational cohorts aiming to advance their expertise in education. These programmes blend theory and practice to cultivate critical thinking and research skills, enabling students to address contemporary educational challenges effectively.

Students will explore a wide range of topics, including curriculum, pedagogy, leadership, and technology, providing a comprehensive understanding of the diverse dimensions of education. The programmes also offer customisable learning experiences through elective modules across the MA Education, MA TESOL, and MA Special and Inclusive Education (SIE) programmes, aligning with individual career aspirations.

Core modules, such as Practice-Based Inquiry and Critical Perspectives in Curriculum and Pedagogy, equip students with the skills to critically engage with current educational debates. The MA programme includes a Masters-level dissertation, empowering students to undertake research tailored to their professional interests.

While the MA and PG Diploma include designated core modules, the PG Certificate offers flexibility, allowing students to select from a range of modules. This provides a pathway not only to the PG Diploma and MA Education but also to the MA TESOL and MA SIE programmes.

These programmes are designed to meet the diverse learning needs and career goals of educators, administrators, and professionals, equipping graduates to drive innovation and create meaningful impact in their fields.

Please note that the PG Certificate, PG Diploma, and MA in Education do not confer Qualified Teacher Status (QTS).

 

Why Choose This Course?

  • Personalised Learning Journey: Tailor your academic path with a diverse selection of modules, such as Leading Learning and Social Contexts of Learning, offered in the MA in Education, catering to your unique career aspirations.
  • Critical Thinking and Research: Enhance your critical reflection and analytical skills through in-depth intellectual dialogue and engagement with module content, empowering you to tackle and solve complex educational challenges.
  • Career Advancement: Gain the expertise to drive meaningful change in education, positioning yourself for leadership roles in schools, policy-making, or consultancy.
  • Global Relevance: Designed for educators and professionals across the education sector in a global context, this programme addresses contemporary challenges and opportunities in education systems worldwide.
  • Expert Faculty: Learn from leading academics in the field, benefiting from a rich blend of theoretical insights and practical application.
  • Enhanced Professional Skills: Build competencies in communication, critical evaluation, and independent research, equipping you for continued professional growth in diverse educational settings.

Course content

The MA requires candidates to complete four taught modules (120 credits) and a dissertation (60 credits). Those with Recognition of Previous Learning (RPL) credits may study fewer modules. Each 30-credit module is assessed by a written assignment of 6,000 words (or equivalent). 

The 30-credit module Practice Based Inquiry is compulsory for this qualification. This is the only compulsory module. For the remainder of the credits, you can choose from any of the School of Education’s other postgraduate taught modules, including any Educational Leadership and Management (ELM) module, any Special and Inclusive Education (SIE) module and any TESOL module. 

In addition, you will need to submit a dissertation, worth 60 credits, which is an original piece of work and should be 14,000-15,000 words (or equivalent) on an approved topic related to one of the selected modules.

Modules are taught within a block of either a three-day extended weekend or four days over two consecutive weekends. 

Core modules

Practice Based Inquiry

The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through:

  • conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes).
  • examining a range of approaches to educational inquiry, with an emphasis on action research.
  • developing an inquiry into your professional context.

Dissertation

This substantive piece of scholarship within the field of the course will normally be based on interests and skills you have developed in the course of the modules already studied.

You will choose a topic in consultation with your course leader and an appropriate supervisor.  

Optional modules

This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice.

In particular, it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective.

The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently underway.

You will be engaged in considering how developments of, and alternatives to, current practices will impact learning and teaching in the future.

This module looks at how people learn and how learning is supported in a digital age. It explores current and historical theories of learning and how they inform the design of learning technologies. It will help you understand the potential of digital technology for learning in a variety of contexts (such as schools, colleges, workplaces, museums, both face-to-face and online) and help you develop an ability to critically reflect on examples of learning technologies in current use.

This module focuses on how people learn together in pairs, teams, small groups, the classroom, or an informal community. It works through classical and modern theories of social learning, explaining the social aspects of almost any type of learning and mechanisms that boost the power of learning together. 

Equipped with these theories, it explores the various technologies mediating and supporting social learning, such as social media, participation in the World Wide Web, online communities, online communication platforms and virtual reality.

The module will address the essential features of effective learning, as relevant to your sector by examining:

  • The process of learning.
  • Supporting learning (for example, through adults, peers and technology) both within and beyond the educational organisation.
  • An overview of approaches to improvement and raising achievement in educational organisations.
  • Monitoring and evaluation of learning: the use of data, target-setting, monitoring.

Meet the tutor

Programme coordinator: Dr Chai Xun Yu

You can view the 2022/2023 course timetable and note this is subject to change. 

The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules (including methods of assessment) may change or be updated, or modules may be cancelled, over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the module catalogue for information on available modules.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2025 entry.

A relevant second-class honours degree (2:2) or international equivalent. Relevant experience may be required for some programmes. Non-UK qualifications will be assessed against this standard.

Malaysian applicants, expatriates, and their families residing in Malaysia without the standard entry requirements but with substantial and relevant work experience may be considered for entry at the discretion of the School, provided they have successfully passed the Accredited Prior Experiential Learning (APEL) assessment through the Malaysian Qualifications Agency (MQA).

Applicants must hold a degree from a recognised university. We welcome students from all academic backgrounds and consider a wide range of qualifications. For certain programmes, prior qualifications must be in related fields. As part of the admissions process, applicants may be invited to attend an interview if further evaluation is deemed necessary.

Eligibility can only be confirmed upon submission of a complete application.

IELTS (Academic):

6.5 (with no less than 6.0 in each element)

TOEFL (iBT):

 90 (minimum 19 in Writing and Listening, 20 in Reading and 22 in Speaking)

PTE (Academic):

71 (with no less than 65 in each element)

MUET:

 Band 4.5
  • IELTS (Academic), TOEFL iBT, and PTE (Academic) test results must be less than two years old.
  • IELTS One Skill Retake is accepted.
  • IELTS Academic Online, TOEFL iBT Home Edition, and PTE Academic Online are not accepted.
  • MUET results are valid for five years from the release date.    

Learning and assessment

How you will learn

  • Lectures
  • Seminars
  • Workshops
  • Tutorials
  • Field trips
  • Lab sessions
  • Independent study

In addition to lectures, some modules have lab sessions, some have workshops and some drop in sessions. Each module is run with the aim of providing best learning experience for students and module objectives are achieved by devising the most appropriate delivery and assessment methods.

How you will be assessed

  • Coursework
  • Dissertation
  • Presentation
  • Essay

Modules are assessed by a combination of exams and coursework at the end of the relevant semester.

Fees

ResidencyFees
Malaysian studentsRM58,000 per programme
International studentsRM60,000 per programme

Funding

Find out about scholarships, financial assistance and specific research funding available to all malaysian and international students.

Scholarship funding

Where you will learn

Malaysia Campus

Semenyih Campus is 48km from Kuala Lumpur International Airport and just 45 minutes’ drive from the famous city centre with its iconic Petronas Twin Towers. On arrival, you are immersed in the green jungle backdrop that Malaysia provides with wildlife, sunshine and campus lake.

The campus is home to our business, education, science and engineering schools, which sit alongside a sports centre, library and student accommodation. The University has everything a modern day student could wish for with the added bonus of being located in central Asia allowing you to travel further afield in your free time.

Public transport is plentiful with free shuttle services operating on some routes. Taxi/Grab services in Malaysia are very reasonable and used widely by the student community.

Careers

Laying a solid foundation in this field, these programmes enable our graduates to pursue careers in various roles and industries.

  • Education Administrator
  • Curriculum Developer
  • Education Consultant
  • School Leader/Principal
  • Policy Analyst in Education

Are you ready to embark on an exciting career journey after graduation? At the University of Nottingham Malaysia, our Careers Advisory Service is here to support your career aspirations. We offer a range of professional services, including résumé writing assistance and interview preparation, to equip you with the tools needed to excel in today’s competitive job market. Contact careers@nottingham.edu.my to learn more.

This content was last updated on 17 February 2025. Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.