The MRes Education is designed for professionals who work with children, young people, families and adults in a range of educational settings, such as children's centres, nurseries, schools, colleges and universities, as well as consultancies, advisory services, museums, prisons and hospitals.
This programme is relevant to education professionals who are keen to develop advanced knowledge and understanding of research methods in education. Taught sessions will focus upon deepening your existing understanding of professional practice and critically examine the challenges within your sector allowing you to explore your role, setting, and interprofessional working as a research-informed practitioner.
It helps you acquire the knowledge, confidence and attributes needed to:
The MRes has a strong focus on the interface of research, practice and professional learning in education-related fields of enquiry and offers an excellent foundation for the research-engaged professional.
Through a carefully structured taught programme you will gain a comprehensive understanding of the relationship between practice-oriented knowledge, professional identity, institutional priorities and evidence based practice. You will develop your knowledge and skills of research methods in education and how to conduct research ethically.
The ‘capstone' of the programme involves the undertaking of a research dissertation allowing you to put into practice your developed skills, knowledge and understanding of research. Throughout the programme, you will be encouraged to participate as part of a professional learning community; sharing experiences and ideas in order to contribute to research cultures within and beyond your professional setting.
This module introduces students to the theoretical perspectives, substantive issues and operational strategies which are relevant to understanding and enhancing professional practice. Tools of analysis will be evaluated to enable students to conceptualise their experiences of professional identity in workplace environments and to consider how a professional becomes research-informed and research-engaged in, and beyond, their 'situatedness' of practice.
This module introduces students to reflective/reflexive practice through a focus on situations within a variety of professional settings where outcomes for children, young people and families are enhanced through interprofessional partnership. This will enable students to contextualise issues of professional identity within interprofessional practice.
Main features of the module are critical exploration of a range of ethical perspectives relevant to working with children and young people birth to 19 years and adults in relation to policy formulation, practice-orientated knowledge and professional skills and attitudes. Students will develop the collaborative communication skills required for leadership constructs that can facilitate change while supporting and enhancing professional /interprofessional development.
Through completion of a reflective journal during the module students will develop critical reflective practitioner skills to inform peer and colleague discussion within a learning community and challenge practice.
Key methodologies and a range of data collection tools are examined including qualitative, quantitative and mixed method approaches to research design. The necessary skills, knowledge and understanding for professionals to confidently and automously understand new knowledge production at the workplace will be emphasised.
An introduction to the process of designing a research proposal will highlight the value of systematic enquiry in specific practice settings. Identifying and signifying design features such as the questions, rationale, literature to be reviewed, methods of enquiry and data analysis tools will be the focus of this module.
A research dissertation on a well-defined issue of professional practice will be undertaken to provide direct experience of ‘real world' choices and decisions as a researching professional. By 'doing' research the relationship between policy, professionalism and practice will engaged. Issues regarding communicating and disseminating the outcomes of the research dissertation will be considered within the context of ethical practice.
The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.
Candidates are normally required to have a honours degree and/or further qualifications relating to working with children, young people and families in a professional or interprofessional setting. Candidates will be able to demonstrate a commitment to professional learning in the fields of children's care or education. Candidates without these requirements may be invited to submit a portfolio for RPL assessment in order to demonstrate possible eligibility for entry.
If your first language is not English, you will need to demonstrate a good standard of written and spoken English and have an Academic IELTS score of 6.5 overall, with no element below 6.0.
Please note: if you require a Tier 1-5 visa to reside in the UK (this includes a Tier 4 student visa), you will not be able to enrol on a part-time programme at the University.
The programme normally begins in September each year and is currently offered in a part-time (2 years) mode of delivery. In the first year, there are four modules, each module is taught across a full weekend (Saturday and Sunday) plus another Saturday. In the second year, you will undertake the dissertation module, which is taught across seven Saturdays across the year.
Learning experiences take the form of intensive weekend and day events, involving lectures, seminars, workshops and tutorials, which are supported by online resources for preparatory and consolidating guidance and tasks.
Each event in the programme is designed to develop a community of learners so that peer-enriched, participative and dialogic experiences can meet individual needs and facilitate a critically supportive cohort identity. This delivery pattern of the programme is designed to meet the needs of practising professionals.
Each taught module is designed as a ‘building block' to support you by contextualising, justifying and then implementing a small-scale practice-focused enquiry.
You will access individual tutorial support in each module, between the taught weekends, a personal tutor and a research supervisor in the final module (research dissertation).
When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS – the online virtual learning platform.
As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services.
9% of your time is spent in timetabled teaching and learning activity.
Contact hours may vary depending on your modules.
Assessment typically comprises of coursework assignments, including essays, poster and presentation, research proposal and research dissertation. The approximate percentage for how you will be assessed on this course is as follows:
We aim to provide feedback on assessments within 20 working days.
This course is delivered by the School of Education in the Faculty of Health, Social Care and Education.
Kingston University's School of Education is committed to offering relevant, practical and accessible courses, and is consistently ranked among the top education departments in the country.
Visit our Fees and funding page to find out about the student funding options available to help you fund your postgraduate studies.
If you are starting a course at Kingston, you will be able to apply for a loan of up to £10,000 to study for a postgraduate masters degree.
If you are an international student, find out more about scholarships and bursaries.
Kingston University is pleased to offer a 10 per cent discount on full-time and part-time postgraduate degree course tuition fees (including PGCE courses) to our alumni. Visit our Alumni discount page to find out more.
There is a wide range of facilities at our Kingston Hill campus, where this course is based.
Kingston Hill is a leafy, hillside campus situated about three miles away from Kingston town centre. It is a quiet, secure place to study with easy access to London, meaning it provides the best of all worlds for our students.
Find out more about the Kingston Hill campus in the virtual tour.
One of the highlights of the Kingston Hill campus is the modern library, called the Nightingale Centre after Florence Nightingale, who was a regular visitor to Kingston Hill.
The library provides a spacious and attractive place for students to meet and study and features a cafe, more PCs and zoned study areas. Long opening hours give you plenty of access to specialist education books, journals and online resources.
Find out more about the Nightingale Centre in the virtual tour.
There are many computers (PCs and Macs) available for you to use across the Kingston Hill campus when you need a place to study. Access to the wireless network across the campus means you can also work from your laptop or mobile device.
Using IT to support your studies is crucial. Kingston has an innovative virtual learning environment called Canvas. This allows you to access course materials and contact fellow students and staff while away from the campus.
Keynote events will be an integrated feature of the weekend conferences and will be calendared in the School of Education diary.
The range of events and lectures in the School of Education enhances your studies and adds an extra perspective to your learning.
As members of the School of Education you will receive regular information about seminars, workshops, lectures and other research and teaching activities for and by staff and postgraduate students, including:
The role of the researching professional in education is of growing importance. Deputy head teachers, managers of children's centres, research development managers and subject-specific professionals may all use research skills to explore evidence.
The MRes (Ed) will help advance your learning, research and practice skills in a wide variety of education-related settings.
This programme helps to develop your employability skills as facilitators, co-ordinators, mediators and leaders of research-engaged professional practice.
It enables you to undertake a role of a researching professional in education-related contexts and practitioner research, and to lead collaborative learning networks for education. Applicants for practitioner research posts will benefit from the programme.
The role of the researching professional and interprofessional lead in education-related contexts is of growing importance in individual organisations and consortium settings. For example, deputy headteachers in schools and managers in children's centres may have responsibility for research projects to support improvements. Research Development managers in larger institutions and subject-specific lead professionals require research skills to explore evidence. Special Interest groups and informal collaborative networks contain research users and research creators.
The MRes (Ed) offers you a preparatory step towards professionally-relevant doctoral study in Education.
Many of our staff in the School of Education are research active. This ensures they are in touch with the latest thinking and bring best practice to your studies. Education research at Kingston focuses on: