MA/PG Dip in Higher Education Practice

Overview

The Master of Arts in Higher Education Practice (TU447) and Postgraduate Diploma in Higher Education Practice (TU448) are designed for lecturers working in Higher Education.

The aim of the programmes is to equip participants with advanced professional knowledge, understanding, and skills to take a competent and proactive role in the development and enhancement of high-quality learning experiences of their students. Grounded in a critical awareness of developments at the forefront of higher education policy, practice, and teaching and learning, the programmes enable participants to creatively explore and apply a range of ideas in curriculum design, assessment strategies, and academic leadership.

Participants in the Master of Arts in Higher Education Practice will engage in an applied, practice-based research project and share findings within their context, contributing meaningfully to their field of practice. The programme fosters critical reflection on the dynamic nature of teaching and their professional identity. Through structured opportunities for independent study, collaborative inquiry, and scholarly communication, participants will develop the capacity to manage their own professional development, implement a practice-based applied project, and set informed goals for future growth.

Ultimately, both programmes support lecturers in becoming reflective, research-informed educators who can lead innovation and transformation within their professional learning communities.

Entry Requirements

The Master of Arts in Higher Education Practice is designed for lecturers working in Higher Education. To be eligible to participate in the programme, applicants must be currently working in an academic role in a Higher Education setting where they are teaching for at least four hours per week, or where they are in an academic management role with direct influence on the teaching and learning practices of lecturers and with some teaching responsibilities. Applicants require an Honours Degree of grade Second Class Honours or above, to be eligible for the programme.

Applications from lecturers holding Level 6 or Level 7 qualifications who are currently employed as lecturers on apprenticeship programmes may be considered through Recognition of Prior Learning (RPL) procedures.

Programme Structure

Both the Master of Arts in Higher Education Practice and the Postgraduate Diploma in Higher Education Practice operate according to a credit-builder approach, whereby lecturers accumulate credits through the completion of either of the LTA Postgraduate Certificates (TU052 or TU446) for their initial 30 ECTS credits, and then add credits over time through the completion of the LTA Micro-Credentials.

Upon achievement of 60 ECTS credits (once the programme rules are satisfied), participants have the option to be considered by an Assessment Board for the award of Postgraduate Diploma in Arts in Higher Education Practice (60 ECTS credits).

Upon achievement of 70 ECTS credits (once the programme rules are satisfied), participants have the option to apply to undertake the Higher Education Action Research Project (20 ECTS credits). Once that module is successfully completed, participants can be considered by an Assessment Board for the award of Master of Arts in Higher Education Practice (90 ECTS credits).

Programme Rules

To Graduate with the Master of Arts in Higher Education Practice

To be eligible for the Master of Arts in Higher Education Practice, participants must have achieved 90 ECTS credits through MA Pathway 1 (strongly recommended) or MA Pathway 2 (not recommended, but permitted).

MA Pathway 1 (strongly recommended)

The MA graduate will have:

Completed either of the LTA Postgraduate Certificates (TU052 or TU446) [30 ECTS credits], and
Completed two deep-dive micro-credentials [2 x 10 ECTS credits = 20 ECTS credits], and
Completed one in-practice micro-credential [5 ECTS credits], and
Completed at least 15 ECTS credits of additional in-focus, deep-dive and/or in-practice micro-credentials [15 ECTS credits], and
Completed the Higher Education Action Research Project [20 ECTS credits].

MA Pathway 2 (not recommended, but permitted)

The MA graduate will have:

Completed all four deep-dive micro-credentials [4 x 10 ECTS credits = 40 ECTS credits], and
Completed one in-practice micro-credential [5 ECTS credits], and
Completed at least 25 ECTS credits of additional in-focus, deep-dive and/or in-practice micro-credentials [25 ECTS credits], and
Completed the Higher Education Action Research Project [20 ECTS credits].

To Graduate with the Postgraduate Diploma in Arts in Higher Education Practice

To be eligible for the Postgraduate Diploma in Arts in Higher Education Practice, participants must have achieved 60 ECTS credits through PG Dip Pathway 1 (strongly recommended) or PG Dip Pathway 2 (not recommended, but permitted).

PG Dip Pathway 1 (strongly recommended)

The PG Dip graduate will have:

Completed either of the LTA Postgraduate Certificates (TU052 or TU446) [30 ECTS credits], and
Completed one deep-dive micro-credential [10 ECTS credits], and
Completed one in-practice micro-credential [5 ECTS credits], and
Completed at least 15 ECTS credits of additional in-focus, deep-dive and/or in-practice micro-credentials [15 ECTS credits].

PG Dip Pathway 2 (not recommended, but permitted)

The PG Dip graduate will have:

Completed all four deep-dive micro-credentials [4 x 10 ECTS credits = 40 ECTS credits], and
Completed one in-practice micro-credential [5 ECTS credits], and
Completed at least 15 ECTS credits of additional in-focus, deep-dive and/or in-practice micro-credentials [15 ECTS credits].
Completed the Higher Education Action Research Project [20 ECTS credits]

Higher Education Action Research Project

The Higher Education Practice Action Research Project (20 ECTS credits) module is completed as the final component of the Master of Arts in Higher Education Practice.

The module challenges academic staff to design and implement a comprehensive action research project in response to an identified area for enhancement within their learning, teaching and assessment practice. Participants will first develop a strong foundation in educational research methodologies, with a particular emphasis on action research. Building on this foundation, participants are guided through the phases of an action research process and are supported to make informed ethical decisions and to utilise a range of research methods to produce quality evidence to direct each phase. The process will involve ongoing collecting and analysis of data, reflecting critically on the process, and evaluating the impact of the enhancement. The module culminates in the production of a substantial research paper and a presentation of findings to peers.

Engaging in an action research project as part of this module offers academic staff a powerful opportunity to bridge theory and practice. By investigating a real-world teaching and learning, or student experience issue within their own workplace, staff can critically reflect on and enhance their pedagogical approaches. This process fosters a culture of continuous improvement and evidence-based practice, contributing to TU Dublin’s strong culture of practice-based education.

The assessment is comprised of three components.

Action Research Proposal: Students complete a plan for their project that includes practical and ethical considerations. Written (2,000 Words).
Research Paper: Students document the action research process and findings in a written paper that is suitable for an academic and/or professional audience. The paper should detail the design and implementation of a practice enhancement and illustrate relevant data collection, analysis, and evaluation of impact. 8,000 words.
Essay: Throughout the process, students reflect critically on the action research process, challenges encountered, and professional learning. 2,000 words or equivalent.

Apply now

You do not need to apply directly for either programme. Credits are accumulated towards both awards as set out above. If you wish to discuss your pathway towards the awards described, you can contact the Learning, Teaching and Assessment (LTA) team.