Education MA by Research

Start date
Contact the School directly
One year full-time and two years part-time
Course Type
Postgraduate, Doctoral research

£4,380 f/t (Home/EU) TBC
£2,193 p/t (Home/EU) TBC
£17,580 f/t (Overseas)
£5,860 f/t (Overseas)
More Fees and funding details.

The School of Education has a national and international reputation as a centre of excellence and provides wide and varied opportunities research opportunities.


Please rest assured that we will make all reasonable efforts to provide you with the courses, services and facilities described. However, it may be necessary to make changes due to significant disruption, for example in response to COVID-19.

Information for future students and applicants

The MA by Research is research-based Masters programme. It is assessed by a thesis of 40,000 words maximum. You will be encouraged to participate in a research training programme, but you will not be required to complete assignments for research training modules you attend. It is suitable for those who are interested in developing their independent research skills and many students who complete this course progress onto PhD study afterwards.

Our academic expertise in the School of Education covers a broad range of disciplines which are grouped into three main departments:

We also have a number of highly successful research centres which reflect the diversity of our research activity. More than 82% of its research was rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*) in the 2014 REF

The interdependence of research with development and professional practice means that we particularly welcome the contribution of research students to our work. We provide a comprehensive programme of research training, together with opportunities to take part in research seminars where speakers with national and international reputations present work that is at the forefront of current debates within the field.  

Please view our postgraduate research webpage to find out more about the type of research degrees on offer in the School of Education

Coronavirus (COVID-19) latest updates and FAQs for future students and offer-holders

Visit our FAQs


Fees 2020 - 2021


  • Code 9192 full-time £4,380 (to be confirmed in Spring 2020)
  • Code 9193 part-time £2,190 (to be confirmed in Spring 2020)


  • Code 9192 full-time £17,580
  • Code 9193 part-time £5,860

Learn more about fees and funding 

Scholarships and Loans

The postgraduate loans system for Masters degrees in the UK will provide up to £10,906 for taught and research Masters courses in all subject areas including part-time and distance learning. 

Scholarships may be available, please view the Scholarships webpage in the School of Education. International students can often gain funding through overseas research scholarships, Commonwealth scholarships or their home government. More details may be found on the international scholarships page.

For EU students applying for the 2020/21 academic year

The UK Government has confirmed that EU students will continue to be eligible for 'home fee status' for entry in September 2020, and will continue to have access to eligible financial support via the Postgraduate Masters or Doctoral loan for the duration of their course. For more information visit the website.

You can also visit our EU Referendum information page for more information and updates.

How To Apply

When applying for a MA Research programme you will be required to submit a detailed proposal, which outlines the nature of your proposed study. This proposal will not be held as a final contract and may change in negotiation with your supervisor. However, it is an indication that you have the background ideas and knowledge to begin independent research in the broad area of your interest. It also enables us to send your application to appropriate members of staff for consideration.

The proposal should include the following information:

  • The aims or objectives, and research questions if possible
  • The justification for the study or area
  • An outline of the research design (approach, population, methods, time scale)
  • An indication of related literature
  • Any previous work you have done in the area
  • Any facilities available to you for the research or access to the research site, and research subjects
  • The amount of time per week you are able to devote to the study.

Learn more about applying

When clicking on the Apply Now button you will be directed to an application specifically designed for the programme you wish to apply for where you will create an account with the University application system and submit your application and supporting documents online. Further information regarding how to apply online can be found on the How to apply pages

Apply now

Our Standard Requirements

When you apply, the application system will ask you to upload a research proposal for submission together with your application. Your research proposal should meet these research proposal requirements 

Learn more about entry requirements 

Standard English language requirements apply – except for the Warwick University English Language Test – we require ABB 

International Requirements

Perhaps the most important step in the formulation of your research project is to identify a member of academic staff with appropriate expertise to supervise your area of interest. Your supervisor will act as the main source of academic supervisory support and research mentoring during your time as a doctoral researcher at the University and as such, it is vital that you ensure that the department to which you are applying is able to offer appropriate supervisory support in your relevant research area. Before submitting your application to the University you will need to identify potential supervisors in your desired field of research and contact them directly about your research proposal.

Individual staff research interests

Professor Julie Allan
Disability and children’s rights, educational theory.

Professor James Arthur
Citizenship education and civic engagement; the relationship between theory and practice in education; communitarianism; social virtues; citizenship and religion in education.

Dr Bene Bassetti
Bilingualism and language learning: Bilingual cognition (especially language and thought in L2 learners and bilinguals) and Second language writing systems (reading/spelling a second language; effects of orthography on L2 phonology). Dr Bassetti particularly welcomes proposals that: involve Chinese, as a first or second language; involve experimental research or could be cosupervised with colleagues in Psychology or English.

Professor Ann-Marie Bathmaker
Sociology of education, Vocational education, Knowledge in vocational education, Post-compulsory education, New forms of higher education/widening participation, Teacher professional identities in post-compulsory education, Further education, particularly teachers’ and students’ experience of teaching and learning, Social justice and social inequalities, Qualitative methods.

Professor Kalwant Bhopal
Race, racism, gender, class, intersectionality, educational inequalities, schools and higher education, qualitative research, case study research, ethnography, Gypsy and Traveller groups, social justice, equity.

Dr Joanne Cliffe
Secondary school leadership; intelligences (particularly emotional intelligence); emotions; life history; gender; pedagogy; learning and teaching in Physical Education; assessment in Physical Education.

Dr Adam Cooke
Modern foreign language teaching methodology; Second language acquisition; Macro and micro educational policy; Teacher beliefs.

Dr Ian Davison
Learning and teaching science in secondary schools. Pedagogy, particularly related to learning study and conceptual change. Education of doctors and other health professionals.

Dr Laura Day Ashley
Non-state education, Education in India, The history of schooling, Cross-cultural education, Alternatives to education and progressive education, Qualitative approaches, Ethnography, Case Studies, Anthropological approaches, education and marketisation / privatisation / the private sector; NGOs and education (especially developing countries).

Dr Laura D'Olimpio
Moral education; Moral philosophy and applied ethics; Aesthetics; particularly aesthetics and ethics; Philosophy in schools; Media, mass art, technology and digital literacy; Philosophy of film and literature; Virtue ethics and character education; Public philosophy.

Professor Graeme Douglas
Visual impairment; Educational outcomes and SEN; Transitions from school; Curriculum balance; WHO ICF model of disability; The views of disabled people; Technology and SEN / disability.

Dr Reza Gholami
Impact of transnationality and diversity on education practice and policy; Citizenship education, subjectivity and social change in the contemporary/future world; Educational responses to extremism and counterextremism.

Professor David Gillborn
Race and racism in education, Critical race theory and multicultural education, Education policy and inequalities of achievement/inclusion Exclusions from school, Race/class/disability intersections, Qualitative methods.

Dr Celia Greenway
Early Years workforce reform; Early Years practitioners professional identity; Gender issues connected to the recruitment of males into Early Years; Leadership and Management within the nursery sector; Creative Curriculum with reference to young children’s social and emotional development; Outdoor learning and Forest schools.

Professor Ian Grosvenor
Dr Celia Greenway History of schooling 19-20C; Birmingham educational history; school design and material cultures of schooling; cultural diversity and race equality; anti-racist and refugee education; black history; museum and heritage education; the teaching of history.

Dr Karen Guldberg
Technology Enhanced Learning for children with autism; social learning theory and inter subjectivity theory; Evidence Based Practice in Education; participatory methodologies

Mr Neil Hall
Assessment and intervention in child and adolescent mental health; understanding how family mental health and trauma affects children’s learning and well-being, behaviour and development; teachers’ models of child and adolescent mental health.

Dr Sarah Hall
Holocaust education within the RE/RS classroom and wider issues of tolerance education; Teaching and Learning strategies and their impact upon differentiation and stretch and challenge; RE and art; Growth mindset.

Professor Michael Hand
Philosophy of education; moral education; religious education; political education; teaching controversial issues; philosophy in schools.

Dr Tom Harrison
Character, virtue, citizenship, cyber-phronesis, youth social action.

Dr Liz Hodges
Education of children with deafblindness; education of adult learners with deafblindness.

Dr Julie Howe
Professional practice in educational psychology services; social constructionism with a particular interest in gender; anti-oppressive practice in educational psychology; the educational implications of acquired brain injury.

Dr Dina Kiwan
Citizenship, civil society, activism, conflict, human rights, ethnic and religious diversity, disability, gender, sexuality, migration, refugees, intersectionality.

Dr Lila Kossyvaki
The impact of adult style on the communication of young children with autism; Autism and severe learning difficulties; Video Interaction Guidance (VIG); Technology enhanced learning environments for individuals with autism; Play skills; Staff and parents' training; Cultural differences and autism.

Dr Ben Kotzee
Philosophy of education; virtue theory; ethics in education; professional education.

Professor Kristján Kristjánsson
Moral education, virtue ethics, well-being, educational values, teacher/student emotions and self-concepts.

Dr Paul Lynch
Ethnography and participatory research approaches; Education of children who are blind and have low vision; Inclusive education and disability in developing countries; Curriculum development for children with visual impairment; Assistive Technology; Braille literacy; Education of children with albinism in Africa.

Dr Andrea MacLeod
Adults with autism spectrum conditions; models of support; self-advocacy; higher education students with autism; participatory methodologies.

Dr Eleni Mariou
Multilingualism in educational and social contexts; Language ideology and discourse; Cultural and political implications of English as an International Language; Language education.

Professor Jane Martin
Biography, history and education, Comprehensive education, Gender and education, Education and politics, Education and social movements, Identities and social action, Teacher unions.

Dr Ian McGimpsey
Youth Work.

Professor Mike McLinden
Identification and reduction of potential barriers to learning and participation for children with complex needs; early literacy/communication for children with complex needs; role of senses in teaching and learning for children with complex needs; inclusion of children with complex needs; professional learning and pedagogy (including new teaching and learning technologies); enquiry/problem based learning in higher education.

Ms Sue Morris
Child and adolescent development and learning; child and adolescent mental health, with a particular focus on promotion of psychological well-being and prevention of distress; organisational development and learning; psychologically–oriented study domains.

Dr Kevin Myers
History of education; history and heritage; social history of childhood and youth.

Dr Jawiria Naseem
Dynamics of Higher Education and the labour market in France and Britain; Socio-economic inequalities among (female) graduates; Citizenship and belonging among second generation and Muslim minority ethnic groups.

Dr Maria Reraki
Language, literacy and dyslexia; dyslexia and language learning; inclusion for pupils with dyslexia in monolingual and bi/multilingual education; dyslexia and English Language Teaching (ELT); Educational development and inclusive education in language settings; (language) teachers' attitudes to inclusion.

Dr Siân Roberts
Twentieth century educational interventions with children and refugees in contexts of war or displacement; pedagogic contributions by refugee educationalists who arrived in the UK , 1914-1950; transnational interventions by British Quaker women in education, social justice and humanitarian aid, 1914-1950; visual representations of children by humanitarian and political activists; the history of educational broadcasting.

Dr Nicola Smith
Children and families with EAL; children as researchers and parental involvement in early years education.

Dr Anita Soni
Early years; Children's Centres; personal social and emotional development in young children; key person approach; supervision and group supervision.

Dr Toni Stolberg
Science education, Sustainable development education, Science and the creative arts, The teaching of and learning about controversial issues Religion and science, The impact of faith on teaching and learning, Cultural influences on education, Pedagogy, Values and education, Philosophy of education, Phenomenological education.

Dr Wendy Symes
Psychological predictors of achievement, such as motivation, interest, self-concept and anxiety.

Dr Emmanouela Terlektsi
Education of deaf and hearing impaired children , Literacy skills of deaf children and young people, socioemotional development of deaf children and young people.

Dr Tracey Whatmore
Professional development, partnership, international and comparative education, early childhood education, policy studies.

Dr Kirsty Wilson
Mathematics education; algebraic thinking; pedagogy and teachers' practices, including use of technology; primary and early years mathematics; primary teacher education.

Professor Deborah Youdell
Sociology of Education, Pedagogy, institutional processes and education policy, Identity and race, Professor Deborah ethnicity, gender, sexuality, religion, social class, ability and disability, Post-structural thinking, Politics and critical/political practice.

Over the last five years, an impressive 98.3 % of Education postgraduates have been in work and/or further study six months after graduation.

Birmingham’s Education graduates choose to work in variety of education roles in schools and administrative roles in public and private sector organisations. Work in retail, sales and administration are also popular options. Some chose to continue their education and apply for professional courses such as teacher training. Some of our graduates are attracted to careers in education such as teaching, community and youth work or other public sector occupations such as social work, police, housing and probation. New opportunities in partnership enterprises within sport, leisure, education and community schemes appeal. Some graduates also consider work in the private sector such as retail, finance or marketing.

What type of career assistance is available to those who complete the Education MA by Research?

The College of Social Sciences, to which the School of Education belongs, has specially designated careers advisors and careers consultants who can provide guidance for students on career paths, CVs, training opportunities, application and interviews. The University’s central Careers’ Service also runs workshops and offers personally tailored advice and guidance including 1-1 careers advice and 1-1 CV advice. The Career’s Service runs CV writing workshops especially for postgraduates in the College of Social Sciences, giving advice on how to compile CVs for both employment and for academic roles.

The University also has dedicated careers advisors who run workshops and provide networking opportunities with potential employers. These are especially popular with international postgraduate students.

Culture and collections

Schools, institutes and departments

Services and facilities