Learning, Teaching and Assessment in Higher Education - MA

On the MA Teaching, Learning and Assessment you’ll have the opportunity to carry out a research project in an area of learning, teaching and assessment in higher education through development of a research question and appropriate methodology for completion of a dissertation or research paper for publication. 

The master’s aims to enhance the professional practice of those who teach in higher education. It provides high-level, scholarly, and practice-based professional development to support you to develop expertise in teaching, learning and assessment.  

It equips you with a range of skills, competencies, insights and capacities to bring the highest quality teaching, learning and assessment experiences to your students, while also managing and progressing your own scholarly career. 

Completion of the MA is recognised at UL as a continuing professional development (CPD) activity enabling you to evidence teaching excellence. 

The learning pathway to the MA in Learning, Teaching and Assessment involves prior completion of the PGCert (Year 1) and PGDip (Year 2) or equivalent accredited recognition of prior learning (RPL). 

During this programme, you will

• Demonstrate an in-depth knowledge and critical awareness of a key area of research in learning, teaching and assessment in higher education through the production of an MA dissertation or a research paper for future publication within your discipline and teaching context; 
• Critically evaluate your academic practice, through a research-informed lens drawing on appropriate sources of evidence to maintain a deliberate and evidence-informed approach; 
• Support diverse student cohorts through an intentional application of insights gained from your research on learning, teaching and assessment in higher education; 
• Integrate the knowledge to engage with key stakeholders to lead innovation and change in learning, teaching and assessment; 
• Align your knowledge with your teaching philosophy to transform learning intentionally, authentically and with initiative; 
• Challenge your attitudes, motivations, values and beliefs towards your academic responsibilities to inform and develop their academic practice through a research-informed lens.