Educational Innovation, Management and Leadership (Master of Arts, L9, 90 ECTS)

Stage 1

Educational Innovation

This module explores emerging innovations in curriculum, assessment, digital learning and AI, equipping educational leaders to design, implement and manage transformative innovation in complex educational systems. This module critically examines the theory and practice of educational innovation. It explores emerging trends in digital learning, assessment design, artificial intelligence in education, curriculum development and technology-enhanced learning environments. Students engage with innovation scanning methods and strategic approaches to implementing change across educational organisations.
Students will develop the knowledge and skills to evaluate innovative practices, manage risk and resistance, and align innovation initiatives with institutional strategy and quality assurance processes. By the end of the module, students will be equipped to act as reflective and evidence-informed leaders of innovation within their own educational settings.

Principles and Practices of Research in Education

The module explores key approaches to academic enquiry, research design and research methods relevant to educational contexts involving children, young people and adult learners. Students examine the relationship between research, education policy and professional practice while engaging in critical debates around evidence, policy and reform. It explores research paradigms, ethics, design, data collection and analysis methods, and the role of research in informing educational policy and practice within the Irish and international contexts.
Particular emphasis is placed on practitioner research and participatory research approaches as tools for leadership, school improvement and organisational change. Students also critically reflect on their own professional identity as educators and leaders while developing the skills required to evaluate research literature and design ethically responsible research projects in education.
The module allows students to develop a framework of research and analysis to approach research in their work environment by equipping learners to critically explore the development and completion of applied research methodologies using structured, responsible tools and actions while imbuing learners with work-ready skills for educational practice.

Management Change and Organisational Culture

Educational organisations operate within increasingly complex policy, governance and performance environments. Leadership roles such as Principal, Centre Manager and Head of Department require advanced capability in management, organisational culture analysis and strategic change leadership.
This module examines the theory and practice of management, organisational culture and change within contemporary educational systems. It explores how leadership influences organisational behaviour, institutional effectiveness and innovation across Primary, Post-Primary, Further Education and Higher Education contexts. Students engage critically with theories of management, systems leadership, strategic planning and organisational change, while examining the human and cultural dynamics that shape educational institutions.
The module also explores human resource management, behaviour change, organisational learning and enterprise within education. Through analysis of real organisational contexts, students develop the ability to diagnose organisational culture, evaluate strategic challenges and design evidence-informed leadership responses to complex institutional environments.

Contemporary Issues in Educational Management

Educational leaders operate within rapidly evolving social, cultural and policy environments. Contemporary educational management therefore requires leaders to understand emerging issues affecting teaching, learning and organisational governance across schools, Further Education and Higher Education. This module introduces key concepts in contemporary educational management, focusing on critical examination of the debates, trends and pressures shaping educational leadership in the twenty-first century.
The module explores major issues influencing education systems, including inclusion, equality, cultural diversity, internationalisation, sustainability and policy reform. It also examines developments in educational law, social justice and leadership responses to the needs of diverse learners, including those with additional educational needs and autism spectrum conditions.
Students will critically evaluate how these issues affect organisational effectiveness, leadership practice and educational outcomes. Through engagement with current literature, case studies and policy analysis, participants will develop the capacity to analyse complex management challenges, apply theoretical perspectives to real-world contexts and propose strategic, research-informed leadership responses

Corporate Governance and Financial Management

Explores governance, finance and accountability in Irish education, equipping leaders to manage budgets, risk, procurement and stakeholder governance within complex public sector frameworks.
Educational leaders increasingly operate within complex governance, financial and regulatory environments that require strong organisational stewardship and accountability. This module examines the principles and practices of corporate governance and financial management within Irish educational institutions.
Students explore financial management theory and practice, public sector accountability frameworks and governance structures relevant to schools, Further Education centres and Higher Education institutions. The module addresses financial planning, resource allocation, procurement and tendering processes, risk management and stakeholder governance.
The role of governing bodies, Boards of Management and public sector oversight structures is examined alongside the legal and policy frameworks shaping educational institutions. Students also explore industrial relations, organisational risk management, cyber security and the management of
institutional infrastructure and resources.
Through analysis of real governance scenarios, students develop the strategic financial literacy and governance capabilities required for leadership roles such as Principal, Centre Manager and Head of Department

Leadership Mentoring and Professional Development

This module critically explores contemporary theories and practices of leadership, mentoring, and professional development within
educational settings.
Students explore theoretical perspectives on leadership and management, including contemporary leadership models and evidence-informed leadership practice. The module examines practical leadership responsibilities such as mentoring, coaching, team development and organisational management within schools, FE centres and higher education settings.
Through engagement with case studies and applied leadership scenarios, students develop the professional judgement and leadership capabilities required to support staff development, build collaborative teams and influence organisational change in educational settings.

Stage 2

Dissertation

The dissertation will be strategic in nature and consist of approximately 15,000 words, excluding appendices. As the capstone component of the programme, this element will help integrate the curriculum content and learning and, in the process, it represents a significant element of the overall work leading to the qualification. The dissertation will draw on analytical and evaluative competences based upon knowledge and skills developed during the programme.
Students undertaking the Dissertation Module are supported through a structured programme designed to guide them through each stage of the research process. Classes are delivered every two weeks by the Dissertation Module Convenor, covering key topics such as research philosophy, defining scope, conducting literature reviews, research methodologies, and other core elements of academic research. These sessions are aligned with the dissertation timeline so that the content directly supports the phase of the dissertation students are working on at that time. In addition, students meet every two weeks with a designated supervisor for the duration of the module. Supervisors are practitioners and subject-matter experts whose expertise aligns with the student’s research area, providing tailored academic and professional guidance. Further support is available through the TUS Academic Writing Centre and Library services, which assist students with research skills, information literacy, and academic writing. Students also have access to pastoral support through the Faculty Student Advisor, ensuring a comprehensive support structure throughout the dissertation process. Learners will be encouraged, where appropriate, to align their dissertation with workplace-based challenges or organisational development initiatives, thereby supporting the application of research to professional practice.

Minimum Entry Requirements

This programme will be delivered online though our virtual learning environment.

Each 10-credit module normally equates to approximately 200 total learning hours. Total learning hours include the time spent in class, such as lectures, tutorials, and practical elements, as well as time spent working independently outside of college.

The balance between these varies by discipline and level of study, and learners should be aware that workload will increase at particular times, especially when assignments are due.

The programme is assessed through a combination of continuous assessments & project work.

Applications will close on 28th August 2026 at 5pm.

Places are allocated on a first come first served basis.

Programme run subject to viable numbers.