MSc in Education

The MSc Education (Comparative and International Education) is a full-time, one-year, master’s that helps students develop a critical understanding of theoretical approaches, methods, policies and practices in comparative and international education. The course aims to develop students’ understanding of the factors that shape educational systems in different parts of the world and the research skills to compare policy choices and critically evaluate major debates, policies, histories and practices of education globally. 

Many alumni of MSc Education (Comparative and International Education) have gone on to academic and research careers at universities in the UK and abroad. Others are employed across a wide range of other sectors such as policy for government departments, NGOs or think tanks, international organisations, administration at local and national levels, as well as state and non-state schools in different parts of the world. 

Aims of the course

The course aims to engage students in developing:

• the knowledge, skills and understanding of social, economic, political, cultural, and institutional factors that shape educational systems in different parts of the world. 
• the ability to analyse current issues and historical trends in comparative and international education. 
•  the ability to critically assess the historical development and theoretical and methodological underpinnings of comparative and international education. 
• the ability to define and formulate research problems and questions in the field of comparative and international education.
• the research skills to undertake contextualised, nuanced examination of policies, practices and systems of education globally.

By the end of the course students should have:

• an understanding of the historical development and theoretical and methodological underpinnings of comparative and international education. 
• the knowledge of major theoretical and methodological approaches used in comparative and international education and the ability to apply these to current issues. 
• developed familiarity with the education systems of various countries and the ability to describe and analyse those systems critically, with regards to social, economic, political, cultural, and institutional factors. 
• the ability to define and formulate research problems and questions in the field of comparative and international education, and the research skills to examine policies, practices and systems of education  
• developed detailed knowledge of major issues affecting education at all levels and be familiar with the work of the various non-governmental agencies concerned with educational planning, research and development. 

The course consists of six papers and a dissertation. Students undertake five compulsory modules.  For 2024/2025, these compulsory modules are:

• Comparative and International Education: An Overview of the Field
• Foundations of Educational Research I: Concepts and Design
• Researching with the South: Decolonizing Communication Practices in Education Research
• Foundations of Educational Research II: Strategies and Methods
• The Implementation of the Rights of Children

Students may also choose one option from a list of option papers. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Core Principles in Child Assessment 
• Critical Digital Innovation 
• Education in Africa 
• Education, the Internet & Society 
• Global Higher Education 
• Intermediate Quantitative Research 
• Qualitative Research 

These papers are taken during Michaelmas and Hilary Terms. In Trinity Term, students work on a research-based dissertation, reporting on an empirical study, of 15,000-20,000 words. The dissertations should demonstrate the students’ research and critical analysis skills as well as the ability to write clear and concise reports to a high level of academic competence. 

Seminars during the course are a combination of tutor and student input, and are based on preparation, response to a presentation and/or analysis of documents and various group activities. There is a programme of visiting speakers from around the world.

Examples of recent dissertations

• Thomas Brotherhood Japanese Student Perspectives on Spatial Inequality During Transition to High School
• Naseemah Mohamed Education in a Time of War: The Experiences of Victims of Gukurahundi in Zimbabwe 
• Charleen Ning Chiong Unstable Boundaries: Analyzing Change in Citizenship Education Policy in England (1984-2014)
• Danijel Cuturic Academic Integrity at Universities in Bosnia and Herzegovina: Plagiarism Regulations
• Elodie Broady Opening a Black Box of Influence in the Transnational Governance of Education: a Case Study Inside the OECD
• Rone McFarlane Mediating the Effects of Gang Violence and Related Activities in South African Schools
• Kathleen Maffei Cultural Advocacy Strategies Amongst Parents of Intellectually Disabled Children in UK Schools
• Morten Hansen A Way forward for EEPS: Interrogating and Consolidating Theories on the European Education Policy Space

During their time in Oxford, course members will be part of a lively research community with interests in a wide range of topics in comparative and international education. The University provides an ideal environment for graduate study: its resources are first-class and its graduate population is among the best qualified in the world. The Department is a friendly institution within the University, and the international constitution of the student body makes everyone feel at home.

Student Testimonials

• “The strengths of the CIE programme lie in its emphasis on exploring diverse perspectives, methodologies and frameworks from across the globe. The programme goes beyond the predominant Global North focus, incorporating insights from other parts of the world, including the Global South, which provides a more comprehensive understanding of global education” (2022-2023).
• “Amazing community (thanks to the course convenors and people who taught in the programme), a culture of authentic mutual respect and emphasis on the value of relationships, real accent on post-development paradigms and fighting colonial and euro-centric approaches to research, globalization, education and all things connected” (2022-2023).
• “It has been a riveting and challenging experience, we organised spaces to address difficult conversations, and that was encouraging and up-lifting. The module instructor was accommodative to take weekly feedback and incorporate it instantly in the upcoming weeks. The proactiveness is highly appreciated.” (2022-2023).
• “The interactive and engaging ways of how this class was structured allowed me to discuss different academic topics and real-life issues with colleagues in dynamic ways which greatly enhanced my understanding of lesson materials beyond the scope of past, “conventional” ways of learning in the classroom” (2023-2024).

The MSc Education (Child Development and Education) aims to promote a critical understanding of theories and research on child development and their relevance to the design and evaluation of educational programmes and policies in diverse contexts. It also aims to promote a critical understanding of the current challenges for a global and inclusive science of child development.

Our students come from varied professional backgrounds: experienced Early Years professionals and primary school teachers; professionals working with children and aiming to prepare themselves for a leadership role (e.g. head teachers, professionals engaged in programme evaluation research, including in governmental and non-governmental agencies). We welcome graduates with psychology degrees who wish to develop their knowledge of psychology in the field of child development and education; those seeking to pursue a doctoral degree will find that this course offers them a solid disciplinary and research foundation.

This is a full-time, one-year master’s course. 

Aims of the course

• To promote a critical understanding of theories and research on child development and their relevance to the design of educational programmes and policies
• To provide students with a critical knowledge of programmes and interventions aimed at preand primary school children and the development of the cognitive-linguistic and social-emotional domains 
• To develop students’ knowledge and skills required for the analysis of current issues in the education of children from diverse cultural and linguistic backgrounds in different early childhood settings and in schools 
• To promote students’ reflective knowledge of different ways of approaching the assessment of children 
• To provide students with experience with a range of research methods used in the evaluation of educational programmes (including those for families and institutional settings) and to develop their ability to analyse critically evaluation reports 
• To encourage discussion on how theories of child development inform practice and how challenges faced in educational and care settings call for further theoretical and research enquiry 
• To promote a critical understanding of the current challenges for a global and inclusive science of child development 
• To provide a strong basis for further studies in child development and encourage future applications to doctoral studies in this domain 

Programme features

For 2024-2025, the course is structured with two compulsory modules that focus on the disciplinary underpinnings to child development and education (Foundation Learning and Wellbeing and Cognitive Development and Educational Attainments), one in each term.  Two further papers in the first term aim to develop students’ research skills (Foundations of Educational Research 1 and Introduction to Quantitative Research). In the second term, students chose two options from a list of electives. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year): 

• Core Principles in Child Assessment 
• Critical Digital Innovation 
• Education in Africa 
• Education, the Internet & Society 
• Foundations of Educational Research 2: Strategies and Methods 
• Global Higher Education 
• Intermediate Quantitative Research 
• Qualitative Research 
• The Implementation of the Rights of Children 

You will also complete either field work or conduct secondary data analysis for your master’s dissertation. The course will provide opportunities for you to deepen your understanding of child development theories and their relevance to decisions about children’s education and wellbeing. 

Throughout the course, you will participate in lectures, seminars, and workshops.  Teaching involves a combination of tutor and student input, including group activities and students’ presentations. You will benefit from the expertise available through the Quantitative Methods Hub and the Qualitative Methods Hub at the Department. You will also benefit from access to seminars across the wider University. 

You are encouraged to explore the Department’s website and find out about the research carried out by the course team and the Children Development and Learning research group. 

Below are samples of dissertation titles from previous years: 

• The effect of story grammar contained in wordless picture books: A study of children’s narrative
• Dialogue & empathy in middle school aged children – A configurative narrative review
• Cognitive predictors of early reading and arithmetic skills
• Effects of feedback on learner characteristics in a computerized learning environment
• Children’s use of personal knowledge and adult testimony in fantasy/reality distinctions
• The relationship between ability grouping, academic self-concept and having English as an additional language: A secondary data analysis
• A study investigating the relationship between the home literacy environment and children’s readiness for school in Costa Rica
• Chinese children’s morphological awareness in English and Chinese
• Family income and child developmental outcomes – A relationship mediated by the quality of the home environment?
• Let’s talk about diversity: A reading intervention targeting language and socio-emotional development in young children
• Primary school students’ self-regulation and motivation during well- and ill-structured tasks
• Quality in early childhood settings: A comparison of the views of parents and professionals within Minnesota’s Twin Cities Metro Area, USA
• The effects of imaginative play props on the oral narratives of 4-5 year old children
• The relationship between maternal vocalisations with 10-month old infants and child language scores at 36 months
• Investigating the effects of the Singapore Model Method in solving mathematical word problems

WANT TO HEAR MORE ABOUT THE CHILD DEVELOPMENT & EDUCATION PATHWAY?

The MSc Education (Digital and Social Change) is an exciting and innovative course, in which you will develop a critical and theoretical understanding of new technologies, education and society. At the core of the programme is a strong commitment to research-informed discussion and exchange about contemporary issues regarding the impact of technology in education. Consequently, you will explore topics such as social justice, political economy, power and governance and the possibilities of community-led and participatory design methodologies for digital and social change in education in the UK and globally.

We are going through a time of great technological upheaval with polarised views about the societal value of technology and its use in education. Therefore, there is a pressing need for a new generation of researchers, policymakers and practitioners that can affect social change through a theoretically informed understanding of technology and a commitment to more just and sustainable educational futures.

We welcome students from a range of disciplinary backgrounds such as education, political science, computer science, sociology, communications and international development. You will have a commitment to social justice in education, a questioning stance on technology and an interest in developing interdisciplinary knowledge.

Aims of the course

• Critically assess and understand the role of technology in education across the life course
• Develop the expertise to address the challenges posed by digital inequality
• Understand how to embed innovative learning technologies in practice
• Cultivate research and design prototyping skills
• Understand the relationship between social justice, technology and learning.

Learning outcomes

By the end of the course you will develop:

• the ability to integrate educational theory and practice. 
• an in-depth and comparative understanding of learning theories and their appropriate use to develop informative research questions. 
• the necessary research skills for progression to the next stage of your career, including DPhil study.
• specialist technical and social knowledge, enabling the evaluation of technologies for digital and social change.
• an understanding of the ethics of technology when working with marginalised communities.
• informed insight about state-of-the-art technologies, such as artificial intelligence and the ability to critically evaluate their application to, and limitations for, digital and social change in education.
• the ability to develop and manage a research project and work collaboratively and reflectively on contemporary research issues.

Course structure

The course is comprised of six papers and a dissertation. You will study two core papers in first term which provide a foundational understanding of the role of technology in education and social change. These will focus on underpinning concepts of technology, learning, and education, as well as key themes of social justice and educational futures. Across these papers, the course team will present their own recent research findings, ensuring that the course content reflects ongoing debates at the cutting edge of education technology studies.

In addition to these two pathway-specific core papers, two core papers in research methods will develop your understanding of key concepts and principles of educational research design and methodology, using quantitative and qualitative methods and data. You will also benefit from the expertise available through the Qualitative Methods Hub and the Quantitative Methods Hub at the Department of Education.

You will also choose two assessed option papers in the second term. One or both of these will be from pathway-specific options offered by the Digital and Social Change team. One of the options may be from a selection offered by academic staff across the department.

Alongside these six papers, you will also write a dissertation, based on a research topic of your choice and developed with your supervisor.

Core modules:

• Key Concepts in Digital Education (taught by DSC team)
• Social Justice and Technology (taught by DSC team)

Core research methods modules, which are common to all pathways:

• Foundations of Education Research I
• Foundations of Education Research II OR Intermediate Quantitative Research

You will also choose at least one of the following options:

• Critical Digital Innovation (taught by DSC team)
• Education, the Internet and Society (taught by DSC team)

You can also choose from the optional papers from the other MSc Education pathways. The following list provides an indication of papers available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Core Principles in Child Assessment
• Education in Africa
• Global Higher Education
• Qualitative Research
• The Implementation of the Rights of Children

Alumni from the pathways have gone on to academic and research careers at universities in the UK and abroad, including MIT, LSE, Stanford, The Turing Institute and UCLA. Others have worked for international NGOs, various international organisations and also founded their own technology and consultancy start-ups.

The MSc in Education (Higher Education) is a one-year, full-time programme that offers a critical introduction to the research, theory, policy and practice of higher education in national, international and global contexts. The programme brings together students from a wide range of disciplinary, educational, and professional backgrounds from around the world.

During the programme, students explore contemporary issues facing higher education systems, institutions and communities, including access and widening participation; equity, belonging, and social and epistemic justice; teaching and research; internationalisation and student mobility; finance and tuition fees; policy, governance and institutional management; university rankings; graduate employment and employability; the relationship between higher education and vocational and technical education; sustainability; and technological change.

Drawing on the research strengths of the Oxford Department of Education, teaching combines lectures, seminars, class discussion, and collaborative work. Students are taught by leading researchers in the field and have opportunities to engage with current research, live debates, and evolving themes in higher education studies through the programme, the Department’s research centres, and the wider University.

Alongside their taught courses, students undertake an independently developed dissertation on a higher education topic chosen in discussion with their supervisor. Through one-to-one supervision, students develop their own research interests and design an original study focused on a higher education question or context of their choice. Students are also offered academic and professional development workshops and support throughout the programme.

Graduates of this programme follow diverse pathways, including doctoral study and academic or research careers; higher education policy, management and administration; government, international organisations, think tanks, businesses, and NGOs; and entrepreneurial pathways.

You can explore our Programme Guide & Student Voices for an introduction to the programme, the learning experience, application information, and reflections from our students and graduates.

Aims of the course

The course is aimed at future academic, policy, and practitioner leaders in higher education. It provides a strong foundation for:

• conducting doctoral, postdoctoral and professional research in higher education;
• using research to analyse and evaluate higher education systems, policies and reforms across different national and international contexts;
• critically examining the social and economic roles and impacts of higher education, and their implications for policy and practice;
• analysing questions of access, participation, equity, student experience, and graduate transitions;
• understanding and analysing higher education across national, international, and transnational contexts;
• contributing to the development of higher education policy, provision and practice.

Studying for the MSc in Education (Higher Education)

Teaching takes place through a combination of seminars, lectures, class discussion, and collaborative work, primarily during the first two terms. In the third term, students focus on their dissertation research.

Throughout the course, you will:

• work collaboratively with course colleagues on contemporary higher education questions and problems;
• engage with evolving research, policy, and practice through the teaching team, the Department’s research centres, and wider academic and professional activities;
• critically reflect on your own experiences of higher education and on the University of Oxford as an educational context;
• develop an independent dissertation project focused on a higher education question or context of your choice;
• work one-to-one with your dissertation supervisor to develop your research questions and research design, and to support the development of your study;
• develop your ability to critically engage with higher education research and to apply research perspectives to questions of policy and practice.

In 2026/27, assessment is through a combination of coursework, written examination and a dissertation.

During your time in Oxford, you will be part of an intellectually stimulating and supportive international research community with interests spanning a wide range of topics in higher education. You will have opportunities to engage with relevant research centres and activities within the Department, including the Centre for Global Higher Education (CGHE) and the Centre on Skills, Knowledge and Organisational Performance (SKOPE). Students are also encouraged to participate in relevant lectures, seminars, and research activities across the wider University.

Who should apply?

We welcome students and professionals from a wide range of disciplinary, educational, and professional backgrounds who share a strong interest in understanding and shaping higher education. It is particularly relevant to:

• graduates, researchers and those interested in research in higher education;
• academics, tutors, and lecturers involved in higher education teaching and research;
• administrators, managers, and professionals working in or with higher education institutions;
• policymakers and decision makers whose work engages with higher education policy and systems;
• professionals working with organisations, initiatives, and enterprises related to higher education.

The programme will help you develop knowledge, expertise, and research skills across areas including:

• higher education theory, research and policy;
• national, international, and comparative higher education systems;
• higher education institutions, governance and administration;
• access, participation, equity, and social justice;
• graduate transitions, employment and the relationship between higher education, society and the economy;
• the historical, philosophical, and theoretical foundations of higher education research and policy;
• research strategies, design and methods.

A previous degree in education is not required. Students join the programme from a wide range of disciplinary and professional backgrounds, and this diversity of experience and perspective contributes to the programme’s learning environment. What matters is a strong interest in key debates concerning higher education nationally and internationally, together with an openness to engage critically with new ideas.

Structure of the course

The course consists of five core modules, one assessed option module and a dissertation.

The core modules are:

• Higher Education: Systems, Structures and Institutions
• Higher Education in the Economy and Society
• Global Higher Education
• Foundations of Educational Research 1: Concepts and Design
• Foundations of Educational Research 2: Strategies and Methods

Students may also choose one option from a list of option modules. The following list provides an indication of these modules usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Core Principles of Child Assessment
• Critical Digital Innovation
• Education in Africa
• Education, the Internet and Society
• Intermediate Quantitative Research
• Qualitative Research
• The Implementation of the Rights of Children

The taught modules are completed during the first two terms. Students begin developing their dissertation research from the first term, with the third term providing an opportunity for more focused work on their dissertation research.

Examples of recent dissertation titles

• Being Latinx at the University of Oxford: exploring graduate students’ identities
• Beyond borders – within Vietnam: a mixed-method study of student agency and intranational migration in private higher education
• Bridging the AI literacy gap: How UK higher education prepares students for an AI-driven workforce
• Chinese international students’ cross-cultural adjustment experiences: in the context of ‘reverse study abroad’ in the UK
• FE and HE or FE versus HE: an analysis of perspectives from college and university leaders in England
• ‘Low value courses’: understanding how arts and humanities students perceive their choice of degree subject
• Post-feminism, gender mainstreaming, state feminism? A comparative analysis of gender equality policies on academia in Sweden and Denmark
• ‘I just have to do this.’: Native American student perceptions of the US college application process
• Social science research in India: traversing the ‘local’ and ‘global’ terrain
• The cultural construction of Chinese universities based on the perspective of Confucian cultural practice
• ‘The winner takes it all?’ – synthesising evidence on the German Excellence Initiative’s effects on vertical stratification in higher education
• Toward inclusive excellence: insights from BIPOC first-generation students on institutional support and equity practices in Canadian higher education
• Understanding the Institutions of Eminence scheme of India: a critical analysis of its role in building world-class universities

Student Voices and Reflections

Hear from our students and graduates about their experiences of the programme. Contributors are named or anonymised according to their preferences.

“The MSc in Education (Higher Education) at Oxford transformed how I understand the purposes, possibilities, and responsibilities of higher education. Through the programme’s teaching and the perspectives of colleagues from around the world, I learned to question familiar assumptions and examine higher education across systems, cultures, and contexts. This expanded worldview strengthened my understanding of global higher education systems and the diversity of the field, while deepening my commitment to thoughtful, evidence-informed practice. The programme equipped me with the knowledge and curiosity to contribute meaningfully in my current and future roles, while continuing to explore the complexity that makes higher education such a compelling field. I was especially grateful for the guidance of the department’s staff and researchers, whose scholarship and thoughtful support enriched my learning throughout the programme. Their engagement made this an intellectually rigorous and supportive programme, one that I would highly recommend to those interested in understanding and contributing to higher education.”

– Nawreen Hena, MSc in Education (Higher Education) 2023-24

“When reflecting on my experiences at the program, the following impressions come to mind. It provided a well-developed program of study, which was informative, engaging, up-to-date, and forward-looking. It involved activities that facilitated the development and application of valuable and necessary skills, such as critical thinking, research, and teamwork. It consisted of a student cohort that was engaged, inspiring and welcoming. And it is made up of faculty and staff that are knowledgeable, attentive, and supportive. All in all, it was an unparalleled experience for personal development, networking, and getting inspired.”

– Amir Pichhadze, MSc in Education (Higher Education) 2020-21

“The HE pathway is a wonderful programme with a supportive and engaging community. I have really enjoyed discussing education issues with my classmates, both in and outside the classroom, and learning from faculty members who have been incredibly supportive of my research and career development. The pathway also offers many meaningful opportunities to explore higher education issues in different settings, including webinars, seminars, reading groups, research hubs, and even informal conversations. These different forms of engagement have made the HE pathway a particularly enriching part of my Oxford experience.”

– Huiming Zeng, MSc in Education (Higher Education) 2024-25

“My time in the MSc Education (Higher Education) programme at Oxford was more than a period of study- it was a formative, life-shaping experience. Our small, close-knit cohort, drawn from across the globe, turned discussion-based tutorials into something richer than knowledge transfer: they built genuine wisdom and a broadened worldview. Our professor was far more than an instructor- a true mentor, endlessly receptive to our initiatives, from organising guest lectures to co-creating a new Professional’s Perspective course module. The administrative team, from communications to academic support, matched that same generosity and encouragement at every step. Beyond academics, this year gave me a global network of friends who share my commitment to accessible, effective education- friendships I know will last a lifetime.”

– Tejas Sanjay Dongare, MSc in Education (Higher Education) 2025-26

“Studying for my Master’s in higher education at the Department of Education was an incredibly rewarding and transformative experience. The programme challenged me to think critically, engage with diverse perspectives, and explore education from both theoretical and practical angles. I was fortunate to be surrounded by a group of like-minded people who constantly challenged and deepened my thinking, helping me reflect on and develop a better understanding of the higher education system we live in today. I will never forget the seminars we organised, the conferences we contributed to, and, of course, the countless informal conversations we had over coffee in the café. :)”

– Yixuan Alice Wang, MSc in Education (Higher Education) 2024-25

“The MSc in Education (Higher Education) was a transformative experience for me personally, professionally, and academically. The members of my cohort spanned three continents and six countries; we challenged each other to grow and also shared in one another’s diverse cultures. I am forever grateful for the incredible people that this program brought into my life, as they are not only colleagues but lifelong friends.

Since completing the program, I have started my career in higher education as an admission professional in the United States. I approach each day with the valuable skills and insight gained from the MSc in Education, such as the unique perspective of an academic who has conducted real-world research. It was this remarkable program that has inspired me to begin a PhD of my own and continue to ask critical questions of institutions within higher education in the pursuit of knowledge.”

– Zach Resatar, MSc in Education (Higher Education) 2023-24

“This course enabled me to develop knowledge around my preferred sub topic of research on research with readings and professors’ expertise intellectually stimulating me. The support on the dissertation was fantastic, my supervisor guided me in such a constructive way helping to develop my criticality and analysis. I have really enjoyed the talks organised by the Centre for Global Higher Education where I have learned around many fields in higher education which I was not familiar in.”

– MSc in Education (Higher Education) 2025-26 Cohort Graduate

“Studying on HE programme has been a journey of exploring the world with care, curiosity, and knowledge. Through the programme, I have not only developed a deeper understanding of the field of higher education, but also come to understand the world around me in new and unexpected ways.

Together, we created and sustained a cohort that was inclusive, diverse, equal, creative, and inspiring. Every discussion brought new perspectives and ideas, and I often left the classroom feeling excited, challenged, and inspired. I particularly valued how the programme encouraged us to think critically, question assumptions, and engage thoughtfully with perspectives different from our own.

What made the experience especially meaningful was the sense of care within the community. It was a space where we could learn from one another, be curious, experiment with ideas, and grow together. I am leaving the programme not only with greater knowledge of higher education, but also with a deeper curiosity about the world and a stronger belief in the possibilities of education.”

– Zhiruo He, MSc in Education (Higher Education) 2024-25

“The HE pathway is incredibly enriching due to its multidisciplinary lenses it applies to dynamics and developments in higher education, to understand how they shape and interact with economies, policies and societies. Particularly due to students coming from a large variety of academic and personal backgrounds, the seminar-style lectures accelerate students’ learning through engaging discussions, critical and thought-provoking essays, and incredibly qualified, talented, and supportive academic staff along the intense master’s.”

– Franca Philine Trenczek, MSc in Education (Higher Education) 2024-25

“My experience on this programme was life-changing – I began it having very limited knowledge about the field of HE and a lot of apprehension about the future, but emerged with renewed passion for my career, confidence in myself and my abilities, and a network of talented and kind individuals. It has unlocked possibilities I never thought would be possible for someone like me.”

– Edith Richardson, MSc in Education (Higher Education) 2021-22

The course covers a range of quantitative and qualitative methods of data collection and data analysis, and introduces students to the challenges of carrying out social research in the field of education. All students have the option to take part in a research internship where they work in a research group within the Department on ongoing research projects. Students will be able to experience some of the variety of activities that are an everyday part of doing educational research. 

The course is offered on both a full–time (one–year) and part–time (two–year) basis. The degree and expectations for both modes of study are equally rigorous: part–time students attend classes with full–time students, but these are spread over two years to balance work and personal circumstances. Part–time students attend classes and receive supervision one day per week during term time and are encouraged to spend at least one further day a week working in Oxford libraries and participate in relevant research seminars and research events or take non-assessed courses. 

The teaching methods include tutor presentations, small group work, student led presentations, seminars and workshops, project work, and tutorials. All students undertake classes on quantitative and qualitative data analysis and there is substantial ‘hands-on’ experience in methods of data collection and analysis. Dissertation supervision supports students in identifying research questions, selecting areas for literature review, carrying out field work, and reviewing drafts of the dissertation. Supported ICT sessions are provided and sessions on literature access skills (including electronic searches) are organised by Bodleian Education Library staff. 

This course is recognised as providing a high quality comprehensive grounding in educational and social research methods, and can be the first year of an ESRC ‘1 + 3’ studentship. Please note progression from MSc Education (RDM) to DPhil is not automatic – students will be required to apply for admission to DPhil by the January application deadline in the year preceding the start date of their DPhil. 

Aims of the course

• To provide students with the knowledge, skills and understanding necessary to design and carry out rigorous research in the field of education 
• To develop students’ ability to define and formulate research problems and questions, and to select appropriate methods to address their chosen research problems 
• To develop students’ critical analysis, problem solving and research skills necessary for them to critically assess their own research as well as the research of others 
• To enable students to understand the relationships between, and the rationales for using, a wide range of research methods and approaches 
• To enable students to understand the philosophical underpinnings of a variety of approaches to educational research, and to articulate their own philosophical positioning 
• To develop students’ understanding of the role and use of theory in qualitative, quantitative and mixed methods approaches to research design, data analysis and interpretation 
• To develop students’ understanding of the role of educational research in the development, implementation and critique of educational policy and practice 

Programme outcomes

By the end of the programme, you will have developed a good understanding of:

• a variety of philosophical and theoretical underpinnings and assumptions of educational research. 
• major research paradigms and fundamental concepts of research design. 
• a range of approaches to collecting and analysing different types of data. 
• ethical issues associated with research in education. 
• strengths and limitations of different methods in and approaches to educational research. 
• the role of the researcher in collecting and interacting with participants and various types of data. 
• various modes of presenting and disseminating research findings. 
• major debates and controversies in the field of educational research, and their methodological implication. 

Structure of the course

The course consists of six modules and a dissertation.  For 2024/2025, the required modules are: 

• Introduction to Quantitative Research
• Foundations of Educational Research 1: Concepts and Design
• Philosophy of Educational Research
• Foundations of Educational Research 2: Strategies and Methods
• Either Intermediate Quantitative Research or Qualitative Research

You can also choose one module from the optional papers from the other MSc Education pathways. The following list provides an indication of papers usually available (please note, this is not a guarantee of availability for any particular elective in a given year):

• Core Principles of Child Assessment 
• Critical Digital Innovation 
• Education in Africa 
• Education, the Internet and Society 
• The Implementation of the Rights of Children 

Students

We encourage applications from students who wish to benefit from this course and the opportunities available at Oxford. We welcome students with backgrounds in social sciences and a range of other disciplines. The course is suitable for those with a good honours degree/MSc or MA in a relevant field who have a strong interest in education and developing their research skills. While many of our students have teaching experience in schools or higher education, this is not a requirement. It is an excellent basis for those planning further academic study (DPhil/PhD) and those who wish to pursue an academic or research related career. 

WANT TO HEAR MORE ABOUT THE RESEARCH DESIGN & METHODOLOGY PATHWAY?

This course can be studied as a part of the Oxford 1+1 MBA programme. The Oxford 1+1 MBA programme is a unique, two-year graduate experience that combines the depth of a specialised, one-year master’s degree with the breadth of a top-ranking, one-year MBA.