For more information about Psychology of Education at University of Manchester, School of Environment, Education and Development, University of Manchester, Faculty of Humanities, please visit the webpage using the button above.
The aims of this course are: to develop critical skills in the evaluation and analysis of current research, theory and practice in psychology and education; foster an ethos of independent and co-operative learning and research; and to provide eligibility for the Graduate Basis for Chartered Status from the British Psychological Society. Graduate Basis for Chartered Status is the first step towards becoming a Chartered Psychologist.
The course is intended to bring graduates from other disciplines up to the academic standard of an honours degree in psychology. It demonstrates how the core areas of psychology (developmental, social, cognitive, psychobiology, individual differences, research methods) can be applied in educational settings. It is therefore an excellent starting point for individuals wishing to pursue a career in educational psychology. However, it should be noted that the MEd does not qualify you to practice as an educational psychologist. Individuals wishing to practice as an educational psychologist also need to complete the Doctorate in Educational and Child Psychology.
Course content includes:
Notes about fees for this course
For entry in the academic year beginning September 2017, the tuition fees are as follows:
The fees quoted above will be fully inclusive for the course tuition, administration and computational costs during your studies.
All fees for entry will be subject to yearly review and incremental rises per annum are also likely over the duration of courses lasting more than a year for UK/EU students (fees are typically fixed for International students, for the course duration at the year of entry). For general fees information please visit: postgraduate fees. Always contact the department if you are unsure which fee applies to your qualification award and method of attendance.
Self-funded international applicants for this course will be required to pay a deposit of £1000 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. This deposit will only be refunded if immigration permission is refused. We will notify you about how and when to make this payment.
A good honours degree (minimum 2:1), or the overseas equivalent, in any discipline is required. Candidates who do not meet the minimum 2:1 entry requirement must demonstrate evidence of ability to study at master's level (e.g. by having already completed a master's degree in another discipline).
Please submit the following documents with your application:
Applicants may be invited to interview before a final decision is made so that their suitability for the course can be assessed. This is likely to be for applicants who do not have any previous experience of psychology and/or education or whose personal statement does not provide enough information about their motivation to study at this level. For overseas students we will try to arrange interview through Skype or other media.
Aigerim Kussainova, MSc Human Resource Development
I graduated from one of the leading Universities of Kazakhstan - The Eurasian National University (2008). My Bachelor degree in Regional Studies (International Relations) and six years work experience in NGO sector in the field of training and leadership development helped me to get the "Bolashak" scholarship. Human resource development initiatives in Kazakhstan are increasingly being introduced and developed through the government programmes, and the "Bolashak" scholarship is one of these initiatives. With the understanding of Kazakhstan's main development priorities, I decided to study MSc Human Resource Development at The University of Manchester, within the Institute for Development, Policy and Management (IDPM). It provides excellent resources, studio facilities, workshops, and creates a warm and friendly atmosphere to encourage and facilitate productive research and study.
The Human Resource Development module guided by the talented and experienced scholars is exciting and interesting. Every lecture is a good opportunity to understand the globalisation processes and critically analyze the policy initiatives and development agenda associated with the well-being of people. Core models cover various significant areas and themes such as globalisation, HRD strategic interventions at organization and societal levels, Knowledge Management, Organization Development, Training and Development, Managing Quality, and Politics and Development.
The most valuable experience for me was the understanding of the importance of the gender development issues in developing countries. Through the process of globalisation, the world has become more open, more diverse, and closer, and as a result, gender inequality is not just an issue for feminists. Gender inequality is not about the development of women, it is about the development of the society. Consequently, gender development strategies as part of broader issues such as poverty problems and sustainable development are one of the key components for the prosperity of all nations within the global arena.
The encouraging environment of the school, and the courses offered by the programme have provided tremendous opportunities for me to develop and prepare myself for the challenges that lie at the beginning of my career. I strongly believe that knowledge gained from the University of Manchester will be useful for the developing country I belong to and will be a great advantage to my personal and career development.
Alexia Rogers-Wright, Environmental Governance MSc
I did my undergraduate degree in Geography at Manchester and loved the city and the department so wanted to stay on afterwards. I have always been interested in the interactions between the human and physical world, issues like climate change, conservation, sustainable development and flood risk. I have also always been interested in international development and global environmental governance issues.
I chose this particular course because it allowed a large amount of freedom for students to choose their own modules from almost anywhere (within reason) in the university (which is huge). This meant that this flexibility would allow me to follow my interests in both of these fields, rather than being forced to choose one over the other.
The course has definitely lived up to my expectations: I received a good grounding in the basics theories upon which environmental governance is based, as well as being able to explore the subjects I enjoyed in more detail.
The core modules were assessed in a variety of ways (presentations, seminar contribution, teamwork, problem-based learning) to help students build on all their communication skills, rather than just essay writing. This forced me to think about information and problems in a different way, which kept me on my toes!
I have just started an ESRC CASE PhD at the University of Hull, looking at the flood risk in the city and the flood event that took place in summer 2007, in which Hull was the worst hit area in the country.
The core modules I followed as part of the course covered all the major theories and schools of thought in Environmental Governance and prepared me very well for this - I frequently find myself referring back to my notes now!
I would recommend the course because of the flexibility it offers students to pursue their own interests over the course of the year. The standard of all teaching was excellent and so was the atmosphere amongst the students.
Jessica Hawkins, PhD in Development Policy and Management
I am currently in the second year of a PhD in Development Policy and Management in IDPM, having previously studied an MA here in International Development: Poverty, Conflict and Reconstruction and a BA in European Studies with German and Italian at Lancaster University. My research is focused on the application of a theory of social power to Ugandan state formation processes, providing a macro-historical sociological study of state development. My research will involve the use of secondary sources and archives both here in the UK and also in Uganda, spending around four months on fieldwork during summer 2012. In preparation for my empirical work I have been able to take modules on research methods including Working with Memory, Archival Research and Elite Interviews. As part of the overall personal development process for the PhD, I have also taken a number of additional skills training courses including Graduate Teacher Training and thesis management.
Since commencing the PhD, I have had the opportunity to teach BA and MA tutorials in IDPM and in the Sociology department, which has developed my academic skills for the future. The PhD process has also enabled me to become part of the wider research community at Manchester, such as being a member of specific research groups and taking part in workshops and conferences; giving me the opportunity to gain feedback on my work from academics and fellow PhD students other than my supervisors. Furthermore, these opportunities have improved my confidence when talking about my research.
The PhD process at Manchester is well structured, providing students with clear goals and targets along with the necessary supervisory support, whilst at the same time, enabling us to follow our own research agendas and interests, within the broad remit of the institute.
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