Blended online course
Educational Leadership in Practice
- Qualification: MA
- Duration: 24 months
- Delivery: Online with two workshops annually
- Workload: Approx 20 hours per week
- Next enrolment: September 2026
- Fees: £17,800 - 25% tuition fee discount available
Introduction
Leading change in education
If you’re a teacher or educator looking to move into a leadership role in the UK or internationally, The University of Manchester’s part-time Master’s in Educational Leadership - delivered through flexible blended learning - lets you advance your career without taking a break.
Our MA Educational Leadership in Practice equips you with the knowledge, confidence, and practical tools to tackle real-world challenges in education. You’ll engage with international peers and attend in-person workshops held in 91Ö±²¥ or at one of our four global centres.
With a strong international focus, our Master’s in Educational Leadership ensures your learning is globally relevant and directly applicable to diverse educational contexts around the world.
Key features
Learn on the job
Take a critical and theoretical approach with practice-based learning that enables you to create change in the workplace from day one.
Build a global network
Network with peers and experts during workshops held twice a year at 91Ö±²¥ or attend one of our four global centres.
Practise new skills
Learn from world-leading academics in educational policy and educational leadership from the 91Ö±²¥ Institute for Education.
Martin Lipton, Alumnus
"The course offered me the opportunity to really reflect on my leadership practice, and work with some high-class, model class individuals within MIE. This has allowed me to progress, not only my academic abilities, but also my professional abilities as well."
Martin Lipton
Deputy Head Teacher
Phorms Campus Berlin Süd
Award Winning
Faculty of Humanities' Outstanding Programme of the Year
- Highlights the excellent learning experience students receive through high-quality teaching, personalised support, and dedicated supervision throughout their studies.
- Demonstrates the on-going commitment to advancing education and enhancing learning at The University of Manchester.
- Feel supported, inspired, and empowered to succeed with award winning academics in educational leadership and policy.
Key information
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Delivery
Combines online learning with face-to-face workshops held twice a year. In your second year, you’ll have the option to attend a workshop at one of our global centres.
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Duration
24 months, part-time
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Academic teaching start date
7 September 2026
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Application deadline
24 August 2026
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Induction
Induction usually takes place one week before teaching begins. The date will be confirmed closer to the time.
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Applications
For more information on how to apply and what documents to submit with your application, please visit our application and selection section.
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Course Directors
Dr Paul Armstrong and Dr Bee Hughes
Fees and funding
Total course tuition fees for 91Ö±²¥ September 2026 are:
MA - £17,800 (UK and International)
Save 25% on your course fees , please see our Fees and Funding section for more details.
We also offer , so you can spread the cost of studying with us.
Entry requirements
Standard Entry Requirements
A good honours degree (minimum 2:1) or the overseas equivalent and a recognised teacher training qualification or at least one year's professional experience in a public or private educational organisation. You must also be currently working in an educational-related role.
Non-standard Entry Requirements
Applicants who do not meet the standard entry criteria may still be considered, please see our Entry Requirement section of the course webpage for full details.
Transform your career path
The course has given me so much personal development within myself. It has been exponential in my growth as a teacher and a leader. The University of Manchester has pushed me academically so that I could exceed my expectations and achieve my career goals.
Joleen Lewis
Teacher - Further Education
UK
Teachers as learners: leadership can take the educational experience to the next level for teachers
Meeting with fellow students and educators and discussing common concerns, including global issues that affect education made my learning experience splendid.
Diana Wilson
Educational Leader
United Arab Emirates
Request information
Course overview
Angélica Virgüez, Alumnus
"Coming to the UK for a year or two wasn't an option for me, so it really was perfect to have an international education in a blended programme."
Angélica Virgüez
Curriculum and Instructional Manager
Colombia
Who this course is for
If you’re a teacher or an educator looking to move into a leadership role within an education organisation, our online and blended Master’s in Educational Leadership in Practice is a great way to progress your professional development. The programme is designed for current and aspiring educational leaders, including policymakers, and education consultants.
Our Master’s in Educational Leadership is part-time, so you can gain valuable knowledge to enhance your leadership skills and make a difference in education whilst remaining in your current role.
What you will learn
- Gain a deep understanding of theories, research, intellectual debates, and best practice from across the globe.
- Reflect on how these could apply to your own practice.
- Develop higher-order thinking skills to inspire you as a leader of education.
- Apply educational leadership skills and find solutions to real-world problems from local and global education organisations.
Where and when you will study
This online and blended, part-time master’s means you can study from anywhere in the world and fit your learning around your day-to-day life. You’ll be expected to apply what you learn to your current role, enabling you to create change in the workplace from day one.
Through a mix of interactive teaching, collaborative peer work and in-person workshops, you’ll complete four taught units in year one, followed by two taught units and a research project in year two.
How it will benefit your career
Expand your understanding of educational leadership and build the confidence to lead in a fast-changing educational environment. Whether you want to progress in school leadership, move into policy or consultancy, or broaden your professional impact, this course will help you develop the critical insight, research-informed perspective and practical skills to lead effectively.
- Strengthen your ability to lead in complex educational settings
- Develop critical and evidence-informed decision-making skills
- Apply research and policy insight to professional practice
- Build confidence in responding to change, reform and challenge
- Enhance your readiness for leadership progression across education
Changing the educational leadership landscape
This course not only provides you with a theoretical framework, but it also examines educational leadership issues in diverse international contexts.
David Buckley
Educational Leader
Course units
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Engaging with Research in Educational Leadership
Mandatory for: MA
- What is educational leadership research?
- Thinking about themes in educational research
- The importance of the literature review in educational research
- The importance of researching educational leadership
In this unit, you'll learn about research in educational leadership through tracing the history of the field. You will develop the skills to review key literature to critically reflect on how your learning might be applied to your professional work.
Unit Aims
The unit aims to introduce expectations and practices concerning firstly, reading and reviewing research in educational leadership; and secondly, systematically processing and reporting on research in educational leadership.
Knowledge and understanding
- Identify literature sources and issues related to data retrieval and use.
- Critically analyse relevant academic literature and synthesise findings into a small-scale literature review on a relevant topic.
Intellectual skills
- Critically evaluate and synthesise complex and diverse bodies of literature to produce a coherent, analytically rigorous critical review that demonstrates advanced understanding of research, theory, and debates within the field of educational leadership and management.
- Critically examine key concepts of ethics and trustworthiness in qualitative research.
Practical skills
- Effectively contribute to debates about research in educational leadership in a range of different contexts and from different perspectives.
Transferable skills and personal qualities
- Apply conceptual knowledge about educational leadership to the analysis of real situations.
- Critically evaluate, and synthesise complex information, applying these skills in ways that reflect professional standards and enhance employability within educational leadership and related fields.
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Models of Educational Leadership
Mandatory for: MA
- Educational leadership as models
- Transformational leaders and leadership
- Distributed leaders and leadership
- Instructional leaders and leadership
- Thinking beyond models in educational leadership practices
This unit introduces key conceptualisations of educational leadership through the study and critical analysis of influential leadership models. You will explore how these models have developed within the field, examining their theoretical foundations alongside their practical applications in diverse educational contexts. Attention is given to how particular models may support effective leadership in some settings while presenting limitations or challenges in others.
Through engagement with contemporary research, discussion of real-world scenarios, and opportunities for reflective practice, you will evaluate how different leadership approaches can inform professional decision making. The unit encourages you to connect theoretical knowledge with your own experiences of educational leadership, enabling you to consider how leadership models shape practice, organisational culture, and professional identities.
By the end of the unit, you will be able to apply your understanding of leadership models to critically informed reflections on practice and to analyse the implications of different approaches for leading and improving educational environments.Knowledge and understanding
- Explain why leadership in education has come to be conceptualised as a series of models.
- Critically analyse a range of educational leadership models.
Intellectual skills
- Through scholarly self-reflection, relate conceptual and theoretical understandings of educational leadership to own and/or local knowledge and practices of educational leadership.
Practical skills
- Apply the modelling of educational leadership to an analysis of practices professionally.
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Leading Networks, Partnerships and Collaborations
Mandatory for: MA
- Explore key concepts, principles and frameworks.
- Develop the knowledge to lead networks, partnerships and collaborations in educational settings, exploring common group dynamics and systemic challenges.
- Critically examine key concepts such as collaboration, leadership networks, and context‑based partnerships, assessing the strengths and limitations of different approaches to collaborative working.
- Gain the skills to evaluate collaborative projects.
This unit explores the principles, practices, and challenges of leading networks, partnerships, and collaborations within educational settings. Emphasis is placed on the application of theoretical knowledge to real-world professional scenarios. You will evaluate and propose innovative strategies for leading effective collaborations across local, national, and global contexts, with a clear focus on the skills and dispositions required in contemporary educational leadership roles. Through case study analysis, reflective tasks, and practical exercises, you will develop the ability to build trust, create collaborative cultures, and manage diverse stakeholder relationships.
The unit also foregrounds the development of key employability skills - such as strategic communication, ethical decision‑making, partnership management, and evidence‑informed problem‑solving - that are essential for leadership positions across the education sector.
By the end of the unit, you will be equipped with the intellectual, practical, and transferable skills required to lead and sustain impactful networks, partnerships, and collaborations in educational contexts and beyond, enhancing your readiness for senior professional roles.
Unit Aims
The unit aims to introduce you to the potential of collaborative approaches to educational leadership. You will conduct an individual project that is informed by collaborative approaches to planning, delivery and evaluation and you will develop skills of planning and evaluating a collaborative learning project.
You will be introduced to leadership strategies, fostering your ability to critically reflect and analyse networks, partnerships collaborations and you will be provided with opportunities to consider ethical leadership principles when conducting collaborative projects.
Knowledge and understanding
- Critically examine leadership theories and models relevant to leading educational networks, partnerships, and collaborations.
- Analyse systemic barriers to leadership in collaborative educational contexts.
- Examine the impact of leadership practices on educational collaborations.
Intellectual skills
- Design leadership strategies for collaborative projects critically reflecting on these in professional practice.
- Analyse empirical data to assess collaborative outcomes
Practical skills
- Design and plan a collaborative project within a professional context.
- Reflect upon the applied strategies used to navigate and manage group dynamics in educational collaborations.
Transferable skills and personal qualities
- Critically evaluate leadership practices using evidence‑based reasoning and reflective judgement
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Leading Educational Change
Mandatory for: MA
- Examining what is meant by ‘change’
- Gain a critical perspective on leading change
- Develop an understanding of counter-productive motivators for and mechanisms for change
- Develop an understanding of productive motivators for and mechanisms for change
The course unit introduces you to the concepts of change and educational change and then links these concepts with (educational) leadership. Through this, you will be introduced and encouraged to develop your understanding of key discursive, sociological and policy motivators for educational change, and then to explore the discourses and conceptualisations of change constructed through these differing perspectives. You will also be supported in developing your ability to critically engage with and examine the role of educational leaders in effecting change. The unit is informed by key scholars in the field of educational change and leadership including Ainscow, Hargreaves and Evans.
Knowledge and understanding
- Explain why change is a policy imperative in many education systems and how discourses influence the changes required both inside and outside the school setting.
- Apply differing models of educational leadership, and the perspectives on change their adoption produces, in their leadership practice.
- Analyse the relationship between school cultures, structures and change and how this applies in your practice.
Intellectual skills
- Critical thinking in relation to issues of educational change and development.
- Critical examination of sociological perspectives on educational change, to argue what a ‘good’ or ‘better’ school is in relation to discourse
Practical skills
- Synthesise from a range of sources to develop coherent and compelling arguments.
- Translate academic research and concepts relating to educational change and leadership into professional language and outcomes.
Transferable skills and personal qualities
- Demonstrate effective skills in writing, an ability to describe, synthesise and explain sophisticated arguments; and to construct own arguments.
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Education Policy and Leadership
Mandatory for: MA
- What is policy?
- Policy reforms
- Policy actors
- Policy enactment
Educational policy is central in most areas of education and informs the practice of leadership. However, just how leaders choose to interpret policy is the source of my interest, as is who makes policy, who it benefits, and who it disadvantages. This unit aims to develop your knowledge and understanding of debates regarding the development of education policy concerning, promoting or affecting leadership, both within and across national boundaries.
Knowledge and understanding
- Critically analyse education policy in relation to educational leadership and its relationship to wider changes.
- Critically analyse educational leadership practices and institutional arrangements as they have developed in the context of policy change.
Intellectual skills
- Analyse and critically evaluate policy change and development by applying relevant theories and evidence to specific examples.
- Interpret and synthesise diverse forms of information relating to education policy.Identify the discourses underpinning policy positions.
Practical skills
- Apply informed and evidence based perspectives to discourse on education policy development in written assignment.
- Examine educational leadership practices in the light of emerging understandings of policy change and development
Transferable skills and personal qualities
- Demonstrate effective skills in writing; in describing, explaining and synthesising arguments; and in constructing one’s own argument.
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Leadership of International Schools
Optional unit for: MA
- Analyse the impact of globalisation and internationalisation on education
- Evaluate the opportunities and challenges of leading international schools
- Assess how culture, governance and curricula shape leadership practice
- Apply global leadership insights to your own professional context
This unit is arranged into four themes.
Theme 1: Conceptualising Internationalism and Globalisation
In this theme we will look at the key concepts of internationalisation, globalisation and global citizenship. We will then examine the impact of globalisation on education systems and the implications this may have for leading international educational institutions.
Theme 2: A critical perspective on implementing emancipatory education
The focus of this theme develops from the first, providing a more critical overview of international schools and their leadership. All schools are concerned with educating and developing young people into the adults who will be the world citizens of tomorrow. Central to education is the idea of growth and improvement, and so this theme looks at how international schools navigate between the emancipatory goals of education set amidst the privilege and advantage synonymous with international education.
Theme 3: Leading International Schools
In this theme we examine the complexities of leading in international schools. The theme includes relevant literatures that present the challenges of leadership from the perspectives of managing cultural diversity to governance and accountability, recruitment and retention, mobility and high turnover, financial management, and addressing students’ well-being. These issues for leaders are not distinct or particular to leading international schools, however because of the particularities of international schools many of these leadership challenges are significant. We will examine global citizenship and leadership through the consideration of The United Nations Sustainable Development Goals we then examine particular factors in international schools that affect and influence leadership practices.
Theme 4: 'To Lead or not to Lead?'
In this final theme we will examine how leading international schools is a complex task. We will examine how international schools are often much more hierarchical through governance and through their leadership and how breaking down these hierarchies may support more collaborative approaches. We shall also argue how important it is for international schools and their leaders to develop and employ international curricula. We will then analyse the role of leadership practices in the form of transformational leadership in setting the vision within the international context
The Leadership of International Schools unit aims to develop understanding of conceptualisations of globalisation and internationalisation, develop understandings of the international school from a critical perspective and critically examine the challenges of leading international schools
Knowledge and understanding
- Demonstrate knowledge of globalisation and internationalisation within global education systems.
- Critically evaluate discourses around international schools’ curricula with particular reference to the IB.
Intellectual skills
- Critically evaluate the challenges of leading international schools
Practical skills
- Critically analyse and interpret research and conceptual papers in international schools’ leadership through creating and delivering a formal video presentation.
Transferable skills and personal qualities
- Critically examine the work of others in the field of international education.
- Construct and defend arguments through effective communication and presentational skills.
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Digital Technologies and Educational Leadership
Optional unit for: MA
- Analyse how digital technologies are shaping education today
- Evaluate the opportunities and risks of technology in practice
- Assess how data, policy and ethics influence leadership decisions
- Apply digital strategies to strengthen your professional practice
This unit aims to explore the implications of digitisation and digital technologies for the leadership of education in the 21st century. It aims to help you understand how decisions are made about technology in practice settings, how these decisions are shaped by various factors including policy, ethics, pedagogy and the affordances of the technology itself, and how effective educational leadership requires a harnessing of the benefits of technology, but also a keen awareness of its risks and dangers. You will also be encouraged to reflect on your own personal use of digital technology, whether as learners, teachers or managers, and the impact that this might have on your career development and other aspects of your educational leadership practice.
The content of this unit includes:
- A historical overview of the emergence of educational technology, and discourse about technology, and the drivers behind these
- The social shaping of technology: political and organizational issues
- A critical exploration of models of innovation and technology adoption in HE, schools and other types of educational institutions
- Conceptualisations of digital literacy and information literacy, their basis in theories of practice, and their significance for educational leadership
- Digital stewardship and the dissemination of good technology practice
- Learning analytics: what they can tell the educational leader, and what they cannot
- Digital divides, appropriate and assistive technologies
- Examining and critiquing trends towards more technology- and data-based surveillance of education and the ‘datafication’ of education leadership
Knowledge and understanding
- Demonstrate knowledge of a range of frameworks and theories relating to digital technologies within educational setting.
Intellectual skills
- Discuss and analyse relevant academic literature within the educational leadership field.
- Analyse empirical data to interpret your own collaborative practice.
Practical skills
- Apply digital technology frameworks to evaluate and enhance aspects of your own professional practice.
- Reflect upon the applied strategies used to navigate and manage group dynamics in educational collaborations.
Transferable skills and personal qualities
- Communicate ideas effectively in digital written formats, using evidence to support individual arguments and contribute to shared understanding.
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Research Stage: Research Skills in Practice and Individual Enquiry
Mandatory for: MA
The 60-credit research stage of the Masters Programme consists of two units:
- Research Skills and the application of research to professional practice (30 credits)
- Literature/Practice-based enquiry (30 credits)
The Research Skills in Practice unit will develop your knowledge of, and competence in, a range of research methods, including the development of a research question or hypothesis, approaches to generating and analysing data, the synthesis and evaluation of findings, and a clear statement of conclusions and recommendations. You will also consider the ethical issues associated with practitioner research.
You will:
- Identify and formulate a current issue in the relevant academic discipline or professional practice.
- Conduct a methodological analysis of the issue and its solution
- Reflect on relevant ethical responsibility aspects of the issue in the context of the discipline
In the Literature/Practice-based Enquiry unit, you will then apply this learning to investigate a research problem that is located in, or inspired by, your professional practice. This must be explicitly related to educational leadership.
Beginning with one or more research questions, you will explore a workable solution to that defined issue or problem, ideally combining the practical with the theoretical, supported by empirical evidence. You are encouraged to pursue an action or practice-based research project within your own organisation.
You may choose to undertake a desk-based (literature) study, in which the emphasis is on the exploration of theoretical concepts and models rather than the generation of empirical data. Similarly, you may choose to undertake a secondary data analysis with an existing dataset or source to explore and address the specific issue or problem you have identified.
Throughout the process, you are supported through supervision.
Unit Aims
Research Skills in Practice
The unit provides opportunities to locate, evaluate and synthesise complex information from academic and professional sources; apply advanced critical analysis to real-world research questions; demonstrate awareness of ethical, legal, policy and safety issues in research practice; uphold academic integrity; and engage with interdisciplinary perspectives. It also develops key employability skills, including collaboration, initiative, responsibility, time management, and supporting peers in inclusive learning environments. In addition, the unit encourages commitment and resilience in academic and professional activities, alongside critical reflection on your progress, strengths and areas for development.Knowledge and understanding
- Critically analyse current issues and debates in your subject, discipline or profession drawing on theoretical and empirical evidence.
- Apply principles of professional responsibility, integrity, and ethical considerations as a researcher.
Intellectual skills
- Apply skills of critical analysis to real world situations within a defined range of contexts.
Practical skills
- Find, evaluate, synthesise and use information from a variety of sources.
Literature/Practice-based Enquiry
By taking this unit, you will build academic and professional skills through supervisory discussion, reflective practice and a small-scale enquiry in your workplace. You’ll deepen your understanding of educational leadership while developing strengths in communication, feedback, critical thinking, problem solving and strategic decision-making.Knowledge and understanding
- Demonstrate knowledge of research design and methods within the practitioner enquiry tradition
- Understand and appreciate the opportunities and limitations of small-scale enquiry
Intellectual skills
- Apply key concepts of validity, reliability and trustworthiness to qualitative research
Practical skills
- Conduct a small-scale investigation in a systematic manner
- Reflect on your own practice and think about how your learning might influence your professional work
Transferable skills and personal qualities
- Apply conceptual knowledge about educational leadership to real life professional situations and scenarios.
Course structure
Our blended learning MA in Educational Leadership combines face-to-face workshops with online tutorials, designed to fit around the busy lives of education professionals worldwide. Learning materials are provided for each unit, allowing students to work autonomously. You'll be supported by academics through online tutorials and have the opportunity to attend workshops organised at 91Ö±²¥ or one of our global centres in Dubai, Hong Kong, Shanghai or Singapore.
Through the workshops, you'll have the chance to network with academics teaching the course, meet your peers and grow your network of global educational practitioners. In your second year, you’ll have the opportunity to attend a workshop at a centre of your choice.
The Master's teaching comprises five core 20-credit units, one optional unit or apply for APL (see info below) and a 60-credit research project.
Course learning aims
Through this course, you will develop:
- A deep understanding of the theories, concepts and research, including intellectual debates, relating to leadership practice across the globe.
- The skills and knowledge to enable change in your educational organisation supported by critical approaches to educational leadership.
- Flexible and relevant transferable skills of leadership that educational leaders require in their career and beyond.
- Networking opportunities with educational leaders in academia and within the sector.
- A personal development plan for the year ahead.
The aim of the MA is to equip you with the skills and knowledge needed for a successful career in educational organisations, both in the UK and internationally. The course will offer you:
- Strong theoretical foundations which can be applied to real-world scenarios.
- 91Ö±²¥ on a multi-award winning Master's programme delivered by former practitioners and expert academics.
- Significant insights into contemporary research and experience in the sector.
Teaching and learning
This is a blended learning course with two annual in-person workshops. The taught units are delivered via a virtual learning environment (VLE) where you can access all course materials, online reading lists, discussion boards, podcasts, newsfeeds and the University's extensive online library.
Academic teaching start date for September 2026 entry is 7 September 2026.
The welcome event and induction take place one week before the academic teaching start date. Our admissions team will confirm your induction start date closer to the time.
Please ensure that you complete your registration ahead of your chosen entry date to gain access to the online learning material and library services.
Technical Requirements
Please review the technical requirements to prepare for a successful learning journey with us.
Coursework and assessment
Each unit consists of 20 credits (excluding the final project) and requires a total of150 hours of study per unit.
The units are mainly delivered in web-based format with each unit being studied over a three-month format period with a total of 150 hours of study (approximately 15 hours per week). There is also a three-day workshop which takes place at the start of the teaching period each year. The start and finish times may vary in Centre.
There are no exams within the MA. Summative assessment comprises of individual and group coursework, with two assessments per unit. We will provide online quizzes and activities through each unit as a method of formative assessments.
A final supervised project will consist of a 30-credit report on a literature or practice based enquiry. This will be an individual project whereby you will investigate some element of your educational leadership practice.
The remaining 30 credits will be made up of three of the University's Research Skills Modules:
- Module 1 - Selecting and formulating a dissertation question/topic;
- Module 2 - 91Ö±²¥ design and methodology;
- Module 3 - Ethical, safety, social responsibility issues;
Each unit will be taught by an academic with extensive and valuable educational leadership experience delivering education courses nationally and globally.
While teaching on the course focuses on practical applications, it is informed by recent research and experience in the sector. A significant strength of our course is our institution access to research-led teaching and of the best collections of Manchester databases and learning materials in Europe.
Admissions information
From your initial expression of interest right through to graduation, you’ll receive all the support you need. We can support you with enrolment and subject assistance, administrative logistics and fee options, online learning skills, workload management and special circumstances including a possible professional entry route.
Entry requirements
Academic entry qualification overview
Standard Entry Requirements
A good honours degree (minimum 2:1) or the overseas equivalent and a recognised teacher training qualification or at least one year's professional experience in a public or private educational organisation. You must also be currently working in an educational-related role.
Non-standard Entry Requirements
Applicants who do not meet the standard criteria may still be considered under the following conditions:
- Applicants with a 2:2 honours degree who are currently working in an educational-related role and have at least three years of teaching or relevant professional experience in a public or private educational organisation.
We will also consider applicants who meet one of the following:
- Applicants with a recognised degree (including Master’s, PGCert, or international equivalent) and at least three years of teaching or relevant professional experience, with strong evidence of career progression.
- Applicants with a minimum of eight years of relevant teaching or professional experience at managerial level in a public or private educational organisation.
If you would like to discuss your eligibility with one of our team, please email studyonline@manchester.ac.uk
English language
In the case of non-native speakers of English an IELTS profile of 6.5 overall with no less than 6.0 in all components.
Or
TOEFL internet-based score of 90 or more overall, with no other section below 20.
Or
Cambridge Certificate of Advanced English (CAE) or Certificate of Proficiency in English (CPE) overall score of 176 or above, with no subsection below 169.
Or
Grade C if taken before January 2015(the Cambridge First Certificate in English is not acceptable).
Or
Pearson test of English score of 59 or more overall, with no other subsection below 51.
English language test validity
Application and selection
How to apply
The deadline for applications is 24 August 2026.
If you have any questions regarding the course, please contact us on studyonline@manchester.ac.uk
- If you are applying to the China Centre please contact crystal.cheng@uom.ac.cn
- If you are applying to the Middle East Centre please contact elip@manchester.ac.ae
Advice to applicants
Documents to submit
Please submit the following documents with your completed application form:
- Copies of official degree certificates and transcripts of your previous study, showing the subjects taken and grades obtained. If these documents are in languages other than English, please provide official translations;
- Your CV with details of your work experience;
- Copies of English Language Certification, eg IELTS
- As part of the application process you will be asked to provide contact details for one referee, professional or academic. The University will contact your referees directly after you submit your application and direct them to complete our online reference form.
- We also require a personal supporting statement (up to 500 words) and shouldexplain what attracted you to apply to this course, what you hope to gain from this course and how it will help you achieve your aims or aspirations.
If we need any additional information or documents, our Admissions team - worldwideapplications@manchester.ac.uk will contact you directly.
APL
You can only take APL in place of one of the options if you have an equivalent course unit from prior study, or relevant professional experience (no older than 5 years) that maps with the learning outcomes of one of the optional course units.
You will need to formally apply and complete an application form which will include providing a portfolio of evidence to support your learning and experience. This goes to an academic panel for approval, and in exceptional cases, you may be called for interview to further demonstrate your learning and experience.
You can't use credits from a University of Manchester degree for APL without rescinding your previous degree and you're not able to use partial credits towards APL. They must come from a complete degree programme.
Please make initial informal enquiries to worldwideapplications@manchester.ac.uk
If you are applying to theChina Centre please contact crystal.cheng@uom.ac.cn
If you are applying to the Middle East Centre please contact elip@manchester.ac.ae
How your application is considered
Scholarships and bursaries
Bursaries and Loans
If you're an English or EU student living in the UK, you may be eligible for a loan from the government.
91Ö±²¥ Master's Bursary (UK only)
We're committed to helping talented students access further education, regardless of background.
Fees and funding
Total course tuition fees for 91Ö±²¥ September 2026 are:
£17,800 (UK and International)
The advertised fee covers your tuition. It does not cover your accommodation, travel costs or any other expenses that you may incur when attending face-to-face conferences/workshops/masterclasses/field trips.
Tuition fee discounts
- Educator Leadership Discount 15% - available to qualified teachers and educators currently working in an educational setting.
- Early Application Discount 10% - apply on or before the 30 June to save on your course fees.
The above discounts can be combined, saving you up to 25% on your course fees.
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91Ö±²¥ Alumni Loyalty Discount (10%): If you completed your undergraduate studies at The University of Manchester or 91Ö±²¥ Metropolitan University (91Ö±²¥ Met), or you’re currently in your final year at either institution, you may be eligible.
This discount can only be combined with the Educator Leadership Discount 15%, saving you up to 25% on your tuition fees, it cannot be combined with the Early Application Discount. Please check the eligibility criteria on our  91Ö±²¥ Alumni Loyalty Discount page.
Speak to one of our team to find out more, email studyonline@manchester.ac.uk
Payment by instalments
During registration you will have the opportunity to pay your fees in three equal instalments. Learn more.
Additional cost information
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's (PDF document, 91KB).
Regulated by the Office for Students
The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the .
You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our .