In-depth Knowledge of Your Field
Increased Opportunities
A respected postgraduate qualification, enabling you to specialize academically in education or further your career in education.
The Master of Education is a respected postgraduate qualification, enabling you to specialize academically in education or further your career in education, another career of your choice. The course is open to teachers, educators, and trainers in schools, higher education institutions, or any learning organization in core areas of philosophy, sociology, management, curriculum, psychology, instructional technology, and evaluation.
The Master of Education or M.Ed programme aims to provide a critical and analytical framework for students to engage with academic concepts, theories, debates and research in the multidisciplinary study of education in the globalised world. To equip students with a critical awareness of key theoretical debates and issues, enabling them to develop a critical understanding, evaluation and ethical position in relation to education and social justice issues. To provide a range of learning activities and experiences as a critical context for intellectual development enabling students to critically engage with research in a way that is applicable and relevant to their own academic and practice context.
1 Year
City University, Malaysia
EVERY student must complete at least 40 credit hours to be awarded the Master of Education through programme structure as below
Understanding of research methods in education is essential to enable educators to conduct research in the classroom. Discussion focuses on experimental research methodologies, the survey method and correlational methodologies. Various kinds of experimental research designs are introduced together with the procedure for conducting a survey. The design and development of instruments and issues relating to reliability and validity are discussed. The research process is discussed in detail which includes identification of the research problem, how to do a literature review, sampling techniques and ethics involved in educational research. In the final part of the course, the writing of the research report is discussed.
Learning Outcomes
Upon completion of this subject, students should be able to:
The course explores the various definitions of curriculum and instruction, followed by discussion on how philosophical beliefs, psychological perspectives, societal demands and the legacy of history impacts the curriculum. Next, the curriculum development process is discussed with particular emphasis on curriculum planning, curriculum design, curriculum implementation and curriculum evaluation. Finally, the course focuses on the issues and future trends in curriculum development in the context of 21 century education.
Learning Outcomes
Upon completion of this subject, students should be able to:
The course examines the ideas and thoughts of both Western and Eastern philosophers and how they have influenced educational aims, instructional methods and educational content. The five traditions of Western philosophy namely, essentialism, perennialism, progressivism, reconstructionism and existentialism are examined in detail because of their impact on many education systems today. The ideas and thoughts of ancient Greek philosophers such as Plato and Aristotle, Middle Eastern philosophers such Al-Ghazali, Al-Farabi and Ibn Sina, Indian philosophers such as Tagore and Vivekananda, Far Eastern philosophers such as Confucius, Mencius and Obara; European philosophers such as Locke, Kant and Rousseau; and American philosophers such as Dewey and Peres are discussed The objective is to present similar and dissimilar thoughts on the practices by which educators seek to impart knowledge and develop human capacities. The student is challenged to build a philosophy of education that will determine his or her educational systems, curricula and goals.
Learning Outcomes
Upon completion of this subject, students should be able to:
The course critically explores research approaches, and ethics. The course will take a step-by-step approach to develop students’ knowledge, skills and understanding on design and implementation of quantitative, qualitative & mixed Method research designs. The course will prepare students with the skills necessary to conduct secondary research designs, including critical reviews and systematic reviews. The course will also help students to develop the skills to recognize and reflect on the strengths and limitations of different research methodologies and address ethical and practical issues in research.
Learning Outcomes
Upon completion of this module, students should be able to:
Module Description
This course will discuss history of the development of instructional technology in Malaysia and abroad, several definitions of instructional technology, the functions of its domains and its application in education and training. The discussion also includes psychological foundations of instructional technology relationship between instructional technology and ICT, distance learning and online learning and future trends and challenges in the field of instructional technology.
Learning Outcomes
Upon completion of this module, students should be able to:
In this course, students review theoretical propositions and empirical investigations in instructional technology. Focus is on the specific areas such as web-based learning, computer-assisted instruction, technology rich learning environments, distance education, online teaching and so forth. The research that is examined range from investigations in early childhood education until higher education; involving both quantitative and qualitative methods. Each research work is examined in terms of the current thinking in the field, the methodology employed, the sample, the analysis of data, the conclusions drawn and the recommendations for further research. Students are required to determine the changing research trends in the field and identify the current thinking which will open up opportunities for their investigation of an area in the Project Paper.
Learning Outcomes
Upon completion of this module, students should be able to:
There is increasing recognition of the need for training in specific management skills for professionals taking on the complex responsibilities of management in schools, especially in 21st century education. This course will address leadership models and styles, identify and develop the knowledge and skills necessary to manage technology-based teams effectively in schools. Focus is on concepts of technology-based learning, technology planning, technology infrastructure, curriculum integration, best practices in online instruction, technology standards, legal and security issues, and staff professional development. At the end of the course, learners will produce an educational technology plan for school learning improvement.
Learning Outcomes
Upon completion of this module, students should be able to:
The course examines the basic principles upon which most of the models and procedures in the instructional design field are built. It presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation. Emphasis is on the theory, research, and the use of cognitive psychology in designing instructional strategies. They prepares students to design and develop a course, unit and module of instruction. It outlines the nine stages of the instructional design process and integrates current research and practice in the movement towards performance systems technology. Also emphasized is the social and context of learning, learner-centered principles and the adoption of new technologies and environments.
Learning Outcomes
Upon completion of this module, students should be able to:
Web based learning or eLearning, or online learning is the delivery of content via the web. The course examines the principles of developing web-based learning focusing on the principles of instructional science. Students also review the range of tools and technologies required for the implementation of web-based learning and how to use these tools. Most importantly are the human factors involved in web-based learning and how to encourage online participation and motivate learners to be interested learning in a virtual environment. The course also examines the principles of testing and the tools available for incorporating online testing.
Learning Outcomes
Upon completion of this module, students should be able to:
This course reveals some of the foundations and history of special education. It also discusses the current and challenges of special education in analyzing the components and characteristics of special education. It provides a comprehensive discussion of special education from across the globe.
Learning Outcomes
Upon completion of this module, students should be able to:
This course focuses on the use of assessment instruments to identify the learning ability of children with special needs curriculum for children with special needs. Remedial foundation according to degree of severity of adaptation of educational practices will be discussed according to learning needs.
Learning Outcomes
Upon completion of this module, students should be able to:
This course reveals some of the theories and teaching strategies practiced in the education of children with special needs. Students will also be exposed to theories and teaching strategies practiced in Malaysia. Discussions also focused on issues related to teaching strategies and facilities available in schools as well as measures to improve the approach adopted in education for children with special needs.
Learning Outcomes
Upon completion of this modules, students should be able to:
This course aims to introduce to students the forms and problems in behaviors. Theories and models on behavioral management will be discussed such as psychoanalysis and humanity theories, cognitive and behaviors. Students will be exposed to skills in utilizing techniques in modifying student behavioral management based on the models and theories.
Learning Outcomes
Upon completion of this module, students should be able to:
In this subject, students review theoretical propositions and empirical investigations in teaching special education; The research that is examined range from investigations in special education until higher education; involving both quantitative and qualitative methods. Each research work is examined in terms of the current thinking in the field, the methodology employed, the sample, the analysis of data, the conclusions drawn and the recommendations for further research. Students are required to determine the changing research trends in the field and identify the current thinking which will open up opportunities for their investigation of an area in the research.
Learning Outcomes
Upon completion of this module, students should be able to:
The course is a story of human beings and how they get to be the way they are. It deals with the interplay of biological, sociological and psychological forces in human development. It outlines the issues surrounding the notion of development and some of the work of key theorists such as Erikson, Levinson and Gould. It covers the range of human existence from its beginnings at conception to its inevitable ending at death. It deals with ideas and concepts and theories, but one that above all has at its heart people.
Learning Outcomes
Upon of this module, students should be able to:
The course introduces students to the neural basis of cognition and learning. It examines the biological structure of the brain, focusing on the neural structure and function. It examines the latest theories and findings on the cognitive functioning of the brain; including vision, attention, memory, speech and language and emotional behaviour. Emphasis is on the implication of understanding of the brain and teaching learning practice in the classroom.
Learning Outcomes
Upon completion of this module, students should be able to:
In this course, students review theoretical propositions and empirical investigations in educational psychology. Some of the areas of focus include; learning, thinking skills, individual differences, behaviour modification, memory, motivation, creativity and so forth. The research that is examined range from investigations in early childhood education until higher education; involving both quantitative and qualitative methods. Each research work is examined in terms of the current thinking in the field, the methodology employed, the sample, the analysis of data, the conclusions drawn and the recommendations for further research. Students are required to determine the changing research trends in the field and identify the current thinking which will open up opportunities for their investigation of an area in the Project Paper.
Learning Outcomes
Upon completion of this module, students should be able to:
The course begins with discussion on what is psychology and the origin of psychology as a discipline. This is followed by examination of different explanations of human learning, focusing on three main learning theories namely; behaviorism, cognitivism and constructivism. Though the three theories explain learning differently; together they provide a more comprehensive view of how humans learn. The course also discusses the role of motivation in learning and individual learning differences. All the concepts, principles and theories of learning are examined in relation to their application in the classroom. Students are encouraged to discuss the implication of the various theories in teaching and learning at all levels of education. The final part of the course deals with finding ways of translating the theories discussed into teaching methods that will enhance learning.
Learning Outcomes
Upon completion of this module, students should be able to:
Through this module students learn the scope and range of psychology in its application to life and the relevance of psychological theories, principles, and techniques. Through the study of psychological theory and practice students begin to develop conceptual frameworks to appreciate and understand the dynamics of human behavior. They explore the meaning of scientific methods in psychology and undertake minor research experiments to appreciate the methodology and practice of psychology and its role in the behavioral and social sciences. Students will be able to demonstrate knowledge of the basic concepts and techniques of psychology and evaluate research findings relating to specific issues in psychology.
Learning Outcomes
Upon completion of this module, students should be able to:
MBA in Global Banking and Finance
In-depth Knowledge of Your Field
Increased Opportunities
A Higher Earning Potential
Reputation and Credibility
Better Networking Skills
Keeps You Competitive
City University in Selangor, Malaysia was founded by a group of scholars with extensive experience in local and international universities in April 1984. The mission of the university is to provide high-quality industry and market-driven educational courses/programmes to produce knowledge-based, socially responsible leaders and managers.
The programmes offered at City University are comprehensive and recognised by the Ministry of Higher Education (MOHE). The accreditation provides local and international recognition of City University as an institution of higher learning. Additionally, the Ministry of Higher Education Malaysia recognises the university as a credible education provider.
According to the Malaysian government’s SETARA ratings of Malaysian universities, City University is rated as 4-Star or ‘Very Good’.
Maria is a dedicated academician with over a decade of experience in teaching both postgraduate and undergraduate students. With a robust background in quality assurance and compliance, she has completed her CPD UK qualification in quality management and system auditing, reinforcing her expertise in ensuring academic and operational excellence.
Previously, Maria served as Head of the Department (HOD) and Controller of Examinations (COE) in renowned universities, her roles underscored her leadership in academic administration and commitment to quality standards. Her professional journey includes experience as an Audit Associate at Ernst & Young, bringing a comprehensive understanding of financial and operational audits.
Maria specializes in delivering high-quality education in diverse fields such as Forensic Accounting, Green Accounting, Finance, Taxation, Banking, Insurance, and Net Zero Carbon Neutrality. She is actively involved in student supervision for postgraduate dissertations, demonstrating a strong commitment to nurturing future research professionals.
Her research interests span fundamental in synchronous and asynchronous learning, with notable collaborations with Cambridge University, Harvard Business School, and IIM Ahmedabad on Case teaching methodologies. Maria is passionate about promoting institutional growth through knowledge transfer and professional practices, making significant contributions to both academic and practical spheres.
In addition to her academic achievements, she is a vocalist and was a national-level hockey player, showcasing her dedication to excellence in both on and off the academic field.
Rajashree is a seasoned professional with a decade of experience spanning both corporate HR and education. Her corporate journey includes key roles at Nissan, GE, and Standard Chartered Bank. Subsequently, she excelled as a school centre head for over eight years, demonstrating expertise in curriculum development. Currently, she contributes significantly to Exeed College as the Associate Head of MBA programs.
With a strong foundation in HR and education, Rajashree has developed a specialized focus on behaviour modification and mindset coaching. She is in the process of obtaining Associate Certified Coach certification from the ICF and actively practices leadership, executive, and mindset coaching.
Rajashree is recognised for her eclectic coaching and teaching approach, with a strong belief in fostering self-efficacy in learning.
Dr. Rekha Shewakramani is a seasoned Human Resource Management expert with a Doctor of Philosophy (PhD). Her research focuses on the correlation between organisational behaviour and employee performance and satisfaction. A distinguished scholar, Dr. Rekha has been recognised with multiple awards for her contributions to HR research and management. In 2019, she was honoured as Researcher of the Year for her impactful presentations and publications.
With a decade of experience in education, Dr. Rekha began her teaching career in the UAE in 2020. She has successfully trained numerous professionals for UK-accredited certifications and courses. Prior to this, she imparted her knowledge to undergraduate and postgraduate students in India. Her rich academic background, including a gold medal in Master of Business Administration and research published in UGC-listed journals, underpins her expertise.
Dr. Rekha's diverse roles as a counsellor, trainer, and research fellow have equipped her with a unique ability to blend theory with practical application in her teaching. In 2022, she became an Associate member of the Chartered Institute of Personnel and Development (CIPD), UK, further solidifying her position as a leading HR expert.
Dr. Vivek has extensive experience managing multicultural, high-achieving teams in higher education domains related to the Middle East, the UK, and the US in terms of strategy, operations, and delivery. He is the recipient of the prestigious Medici Enterprise Award for commercialisation of research (UK) and various GCC leadership and organization awards. He holds a PhD in Business Management (UK) and an MSc in International Business (UK), a Doctorate in Management (Spain), an M.Phil in Applied Leadership (Spain) and is certified in Block Chain from UCLA (US), education design from UCL (UK), Project Management from CMI (UK) and blended learning from UNSW (Australia).
He started his career as an operations consultant and has worked in product development and education design. Dr. Vivek has published and presented papers in international journals and conferences across the globe on topics such as Sustainability, Expatriate Performance and Synchronous online learning. With more than fifteen years of experience in both academia and consulting, he has worked closely with several highly regarded American and British universities on international alliances and digital implementation of higher education programs. Dr. Vivek has consulted for the UK Government (Arts Council, England) and held faculty and researcher positions at Sheffield Hallam University, UK and Leeds Business School, UK. Dr.Vivek has consulted and trained for public institutions and MNCs, including the ICC Cricket Council headquarters, PWC Middle East, Petrofac, Sharjah Co-op and WJ Groundwater.
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