Master of Educational Leadership
EDLE19MTV1
| Minimum number of credit points at 800 level or above | 48 |
| Minimum number of credit points at 800 level or above from units with an ECED, EDCN or SPED prefix | 36 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
Specialisations:
| AQF Level | Level 9 Masters by Coursework Degree |
| CRICOS Code | DISTANCE |
| Overview and Aims of the Program | In Macquarie’s Educational Leadership program, educational leaders, or those who aspire to lead, begin by closely examining the nature of educational systems and organisations and the factors which shape the learning and teaching that occurs within them. Upon this foundation they develop specialist skills and knowledge, based on the most up to date research, theory, principles and practices of leadership, which can be applied to enhance the effectiveness of their own organisation. Learning and teaching activities are structured such that students continually refine and enhance their developing knowledge and skills by applying them to authentic problems, tasks, and scenarios. A capstone unit provides students with the opportunity to integrate the knowledge and skills they have acquired, and a research unit enables them to apply this to address a substantive educational issue of their choosing in a rigorous and scholarly way. These critical thinking, knowledge management and communicative capacities can serve to not only enhance our Graduates' contribution to the agility of the educational institutions in which they work, but also to build the capacities of their professional communities and the foundation for lifelong learning about educational leadership. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The Master of Educational Leadership caters to educators who are, or aspire to be, in leadership positions in early childhood or school settings and/or the advocacy, professional and regulatory bodies associated with them. The program enhances our Graduates' understandings of the body of research, theory and practice which underpins effective Educational Leadership in order to enhance their professional practice or to support them in preparing for or undertaking leadership roles. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements