Master of Arts in Leadership in Education

Program Overview

This dynamic and relevant programme will appeal to those interested in deepening their critical understanding and knowledge of educational issues and effective responses in local, national and international contexts, and in their development as a leader in education at all levels. 

Students may be quite recent graduates and aspiring leaders, or an experienced educational leader. The content and specialised online learning approach is designed to provide a rich, stimulating and individualised learning experience. This cutting edge Liverpool John Moores University programme develops students’ understanding of models, theories and concepts in educational leadership, including the latest thinking, informed by practice and research in the field.

Course Overview

MA Leadership in Education (180 credits) – 1 Year Full Time Master’s Program

The MA Leadership in Education comprises seven core modules at 180 credits (Master’s Degree). There are two interim exit awards available:

  • A Postgraduate Diploma in Leadership in Education (120 credits)
  • A Postgraduate Certificate in Leadership in Education (60 credits)

Course Duration​

14 Months

Fee Structure

AED 32000

Awarding Body

LJMU

Study Mode

Remote Learning
Hybrid Learning

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Modules

Master of Arts in Education: This pathway is designed for learners who intend to specialize in Education.

CODE – 7511ELED, CREDITS – 20

To support professionals’ understanding of conceptual frameworks and equip them with the skills to learn and perform at level 7.

Learning Outcomes

After completing the module the student should be able to:

  • Synthesise theory and research associated with learning at the Master’s level.
  • Critically analyse key theoretical frameworks and concepts in adult learning.
  • Critically evaluate professional development needs in relation to Master’s study.

CODE – 7512ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand their knowledge of leading change and organisational development. 
  • To develop participants’ theoretical and evidence-based understanding of effectively leading change and influencing positive organisational culture and development.

Learning Outcomes

After completing the module the student should be able to:

  • Critically reflect on leadership models to implement change.
  • Critically examine the roles of leadership and management linked to effectively leading change within an education setting.
  • Synthesise theory and research associated with achieving successful change within an educational setting.
  • Critically reflect on research and evidence based practice associated with leading change.

CODE – 7513ELED, CREDITS – 20

  • To support professionals’ understanding and effective practice in team working within educational organisations.
  • To develop critical professional practice through analysis of teams.

Learning Outcomes

After completing the module the student should be able to:

  • Critically examine the concept of emotional intelligence linked to leading teams and people in educational settings.
  • Critically reflect on research and evidence based practice associated with leading teams and people within educational organisations.
  • Synthesise research findings, evidence based practice and theory to inform effective leadership of teams and people in educational settings.

CODE – 7514ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand their knowledge and understanding through learning based on engagement with current educational theory, research, policy and practice in relation to an identified current issue in education. 
  • To develop participants’ critical professional practice through analysis of, reflection on, and engagement with, this knowledge and understanding in their professional setting. 
  • To support professionals to develop professionally and personally through engagement with the module.

Learning Outcomes

After completing the module the student should be able to:

  • Critically analyse key theoretical frameworks and concepts in relation to an identified current issue in education.
  • Scrutinise the research and evidence base associated with an identified area of education provision.
  • Synthesise theory and research to inform their practice in relation to an identified current issue in education.
  • Critically evaluate the local, national or international policy associated with an issue.

CODE – 7515ELED, CREDITS – 20

  • To provide opportunities for professionals in education to expand participants’ knowledge and understanding of professional practice through learning, based on engagement with current education theory, research, policy and practice.
  • To develop participants’ critical professional practice through analysis of, reflection on, and engagement with this knowledge and understanding in their professional setting.
  • To support participants’ professionally and personally through engagement with the module.

Learning Outcomes

After completing the module the student should be able to:

  • Critically analyse key theoretical frameworks and concepts in relation to an identified aspect of their own professional practice.
  • Critically analyse and synthesise research findings and other evidence to inform the identified aspects of their practice.
  • Reflect on and critically evaluate the impact of their learning on professional practice, sharing knowledge in an appropriate way.

CODE – 7517ELED, CREDITS – 60

  • To provide opportunities for professionals in education to expand knowledge and understanding of research methods in educational contexts.
  • To support professionals’ development to deliver a research project within an area of identified interest.
  • To develop, implement and complete an in depth research-based investigation of a defined area that has relevance to the professional education context.

Learning Outcomes

After completing the module the student should be able to:

  • Manage issues of research ethics and power in accordance with educational research ethical guidelines.
  • Critically analyse key theoretical frameworks, policy and concepts in the literature around a chosen education focus.
  • Apply appropriate methodologies and research methods to an area of professional inquiry.
  • Synthesise data with the existing theoretical and evidence base to inform practice.

Qualification Structure

A student successfully completing the programme of study will have acquired the following subject knowledge and understanding as well as skills and other attributes.

A student who is eligible for this award will be able to:

  • Critically evaluate the existing theory and evidence base associated with leadership in education.
  • Critically examine research methodologies relevant to the study of leadership in education.
  • Synthesise current and original concepts for the creation and interpretation of knowledge in relation to leadership in education.
  • Apply relevant knowledge of leadership and management to a range of complex educational situations.
  • Critically assess current practice relating to leadership in education.
  • Evaluate the rigour and validity of published research within different educational contexts.
  • Apply appropriate research methodologies and data collection processes to inform the critical analysis of and reflection on practice.
  • Critical reflection on value systems and conceptual assumptions.
  • The preparation of a research project based on a study in appropriate depth of a topic related to leadership in education.
  • Gather, present, interpret and analyse quantitative and/or qualitative data in appropriate form for research project purposes, related to the field of leadership in education.

Post Graduate Diploma in Leadership in Education (120 Credits) includes:

  • 7511ELED Learning at Masters Level (20 credits)
  • 7512ELED Leading Change (20 credits)
  • 7513ELED Leading Effective Teams (20 credits)
  • 7514ELED Contemporary Issues in Education (20 credits)
  • 7515ELED Developing Critical Professional Practice (20 credits)
  • 7516ELED Research Design (20 credits)

A student who is eligible for this award will be able to:

  • Critically evaluate the existing theory and evidence base associated with leadership in education. 
  • Critically examine research methodologies relevant to the study of leadership in education.
  • Synthesise current and original concepts for the creation and interpretation of knowledge in relation to leadership in education. 
  • Apply relevant knowledge of leadership and management to a range of complex educational situations. 
  • Critically assess current practice relating to leadership in education. 
  • Evaluate the rigour and validity of published research within different educational contexts. Apply appropriate research methodologies and data collection processes to inform the critical analysis of and reflection on practice.

Post Graduate Certificate in Leadership in Education (60 Credits) from any of the following

  • 7511ELED Learning at Masters Level (20 credits)
  • 7512ELED Leading Change (20 credits)
  • 7513ELED Leading Effective Teams (20 credits)
  • 7514ELED Contemporary Issues in Education (20 credits)
  • 7515ELED Developing Critical Professional Practice (20 credits)
  • 7516ELED Research Design (20 credits)

Educational aims of the program

  • Expand critical understanding in the area of Leadership in Education through learning based on critical engagement with current education theory, research, policy and practice.
  • Develop critical educational practice through analysis of reflection on and engagement with this knowledge and understanding in their professional settings.
  • Develop professionally and personally through learning programmes at Masters Level.
  • Conduct original research in their educational setting around an aspect of leadership in education.
  • Provide opportunity for students to achieve their full academic potential at level 7 through study, encouraging self-motivation, self-awareness and application of initiative.

Learning Resources

Live & interactive lectures by expert faculties

Recorded session for offline viewing

World-class curriculum by eminent faculty

Regular webinars by industry leaders

Assignments for module assessments

Easy-to-use LMS accessible anywhere

Online library to further enhance your knowledge

Dissertation on your area of research work

What our learners have to say

Musab Salim Said Al Adwani

MBA in Health and Safety Leadership

I would like to thank Exeed College for the big day. The journey was so enriching that we could make it. I would like to thank each and everyone at Exeed, the faculty, the professors, and academic managers.

Marie Therese Neaimeh

PGCEI

I am from Lebanon and live in Dubai. Exeed College exceeds all expectations with its management, professors, and students. When I updated my Linkedin account that I have a PGCEI from Exeed College and Liverpool John Moores…

Kovilen Coolen

MBA in Global Banking and Finance

I would like to congratulate all my friends. My learning days at Exeed College were very exciting. I take this opportunity to thank all the staff at Exeed College, the faculty, and my peers for the enriching experience.

Eric Chiu

MBA Global Banking and Finance

My learning journey with Exeed college has been filled with fun and a life changing experience. I did not expect that I’d be able to pursue my dream of MBA. I was of the understanding…

Emmanuel Ndebele

MBA in Supply Chain Management

It has been a great experience studying with Exeed College. I had a wonderful experience with everyone, including the faculty, and other staff. The lecturers were very helpful and the course module was very useful…

Badria Ahmed Salloum

MBA General Management

My overall experience with Exeed College for the MBA degree awarded by UCAM, Spain was very gratifying and I call myself one of the lucky ones. It was the beginning of the pandemic and things had started…

What you’ll get as a Masters student with Exeed College

In-depth Knowledge of Your Field

Increased Opportunities

A Higher Earning Potential

Reputation and Credibility

Better Networking Skills

Keeps You Competitive

Program Faculty

Shakhnoza Shamsuddinova

Faculty and Course Leader

Shakhnoza Shamsuddinova
Education Policy Specialist with a strong academic background in education policy and research from a leading Russell Group UK University. She holds a BA with Honors in International Relations and Foreign Policy and an MSc in Education, Public Policy, and Equity from the University of Glasgow with Distinction. Experienced in educational policy, public policy research, and practice with an overall 5-year teaching experience in the private education sector as well as internship experiences in government organizations and NGOs. Shakhnoza is a scholarship holder of prestigious programs organized and sponsored by Harvard Business School, University of Cambridge, British Council, and OSCE. Her qualifications include a Master of Science with Distinction in Education, Public Policy, and Equity from the University of Glasgow. Her areas of expertise include education policy and research, Equity and Education policy, Economics of education policy, 21st-century teaching and learning, education and development, higher education, and labour market.

Rajashree K.N

Senior Faculty and Course Leader

Rajashree K.N
Rajshree’s qualification entails MBA in Human Resources, Bachelor’s in Science, and BA in Arts. Prior to her 8-year stint in education, she had the privilege to work as human resource personnel in organizations like GE, Nissan, Fullerton India, and Standard Chartered Bank for a span of 8 years.

Poonam Heryani

Associate Dean – Teacher Education

Poonam Heryani
Poonam Heryani is an award-winning practitioner, education leader and professional educator with diverse experience and a strong track record fostering student-centred curriculum and creativity. She has over three decades of experience developing innovative pedagogical, technological and leadership skills, enabling positive transformation. She takes pride in inspiring and empowering young practitioners and supports local and professional communities. In addition to engaging in research, developing curricula and professional development, Poonam has presented papers, and she is a regular speaker at international conferences like World Education Summit, Indian Education Congress and Education Innovation Summit. A Gold Medalist with a degree in Master of Science in Education (MSED) and Research with specialization in Teacher Leadership from Richard Riley College of Education, Walden University, USA, currently her area of interest is “how leadership practices in a school can impact the learning and achievement of students”.

Dr. Vivek Mohan

Dean – Academic and Student Affairs

Dr. Vivek Mohan
Dr Vivek is an award-winning researcher with several years of experience leading the design, delivery and digital transformation of programs in higher education in the UK, Europe and the Middle East. He had previously taken up Faculty and Researcher positions at Sheffield Business School, UK, and Leeds Business School, UK. His corporate training and consulting portfolio includes firms such as PricewaterhouseCoopers, International Cricket Council, WJ Ground Water and Petrofac. Dr Vivek holds a PhD in Business Management and an MSc in International Business from the UK and is certified in education design for higher education from Sydney (UNSW), blockchain essentials (UCLA), blended learning essentials from the UK (UCL-Leeds), and in Project Management from CMI, UK. He is also a certified member of the British Academy of Management and served as the editorial board member of the International Journal of Family Business and Management in the US. He is also a sports enthusiast and plays competitive badminton and basketball.

If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

Entry Requirements

Applicants would normally be required to have a minimum of 12 months of leadership experience in a role in education or a related area. This must be evidenced and supported in their application.

Our Alumni Work At

Our learners occupy top positions in companies across industries and some of the world’s best-known firms

Speak to our Admission Team

FAQs

As Master of Arts in Leadership in Education is an international qualification for the enhancement of a teacher’s career, the accreditation of MoE, KHDA, or ADEK is not needed. As it is a full-fledged master’s degree of 180 credits, you can apply for leadership positions in the international curriculum ((American, British and IB) schools. . To be eligible to work in UAE schools, you need to apply for the Teacher Licensing System (TLS)

Please click on the link to know more about it. 

https://tls.moe.gov.ae/#!/faq

It will take 3 to 4 months to get the certificate after completing the course.

No hidden charges. But for late submission of assignments there is a penalty. Additional cost will be there if you want us to courier your certificate and also for attestation of the certificate

It differs from student-to-student. But minimum 25 hours/week is recommended as per the University policies.

MEd is not considered as a master’s degree and it is for teachers only, whereas Master’s in Leadership in Education is a full-fledged master’s degree for leaders/aspiring leaders.

There are 3 intakes in a year during the months of February, July, & November.

It will be discussed in detail during orientation.

We have a diverse set of trainers. All are approved by LJMU to deliver the qualification.

Generally, the first and second drafts are reviewed by the trainers and the feedback is given individually. If you face any issues, you can always contact the academics team.

We have a diverse set of trainers. LJMU approves all to deliver the qualification.

Generally, the trainers review the first and second drafts, and the feedback is given individually. If you face any issues, you can always contact the academics team.

Our team will be internally supporting those who are not able to pass in one module and giving them resubmission by consulting the academics.

You can get attestation from MOFA (Ministry of Foreign Affairs) of any country and the UK.

Classes are being delivered virtually until further notice.

We share a lot of authentic vacancies throughout the course, you can apply yourselves.

In western education system, full time courses are completed within a short time, but classes will not be there every day. Part time courses are for longer duration. Hence, we deliver it in 12 months in full time mode.

It is listed on Exeed’s website as it is delivered exclusively by Exeed College.

Equivalency of western qualification is given based on number of credits and not duration.

Yes, you can. But you need to incur additional charges on that.

Yes. You get exemption of entire 60 credits if pursued from the same university Liverpool John Moores University (LJMU). If pursued PGCEi from another University, then the Recognition of Prior Learning (RPL) policy applies wherein the academic committee maps the learning outcomes and credits of the student and suggests if any/how many credit exemptions can be provided.

No reduction is provided in the cost even after the exemption, as the University charges for each exemption.

If you are unable to pursue the entire course due to any circumstance, then you have the option of taking the exit award if you have completed 60 credits.