MSc Advanced Leadership for Professional Practice (Allied Health Profession)

Fees for entry in 2027 have not yet been set. For reference, the fees for the academic year beginning September 2026 were as follows:

• MSc (full-time)
  UK students (per annum): £12,100
  International, including EU, students (per annum): £29,400

The fees quoted above are fully inclusive of tuition, administration and computational costs.

Fees for entry are subject to yearly review. The University reserves the right to increase your tuition fee by up to 7% each year for courses lasting more than one year, including to reflect rising costs associated with delivering our educational and wider student experience. Postgraduate fees information .

The postgraduate loan is only available if you choose the 1 year full-time or 2 year part-time course. For part-time routes, full-time fees will be split over two or three years as appropriate.

Always contact the admissions team if you are unsure which fee applies to your qualification award and method of attendance.

International student CAS deposit

Self-funded international applicants are required to pay a deposit of £2500 towards their tuition fees before a confirmation of acceptance for studies (CAS) is issued. Some applicants will be required to pay a higher deposit. More information on tuition fee deposits .

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 Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

This course is aimed at practitioners who as part of their work will engage with others as educators and learners. Participants will be introduced to current theoretical frameworks which are used to underpin effective HE practice in teaching, learning, assessment and evaluation. They will critically appraise a range of teaching and learning processes that can be used to create an environment conducive to learning, recognising that their own practice should be informed by broader higher education principles as well as developments in their discipline area. Critically exploring current principles and practices related to session design, delivery, assessment and evaluation, they will be encouraged to reflect upon the knowledge and skills needed to enable them to contribute effectively to the formative and summative assessment of student performance. In the context of considering their own values base in relation to teaching and learning, participants are also expected to consider the importance of equality and diversity for effective teaching, the need for fair  and robust assessment and the effective evaluation of learning.

• Enable participants to examine the underpinning theories and principles involved in developing educational learning opportunities, educational curricula and/or educational learning tools.
• Introduce participants to theoretical frameworks underpinning effective HE practice in teaching, learning, assessment and evaluation, encouraging them to critically reflect on developments in their own discipline area.
• Empower participants to analyse their own role as teachers and assessors of students; by developing innovative approaches to developing educational learning opportunities, educational curricula and/or educational learning tools.

• Critically evaluate a variety of adult learning theories in order to create and sustain effective learning environments in a variety of settings
• Demonstrate a critical understanding of the reflective process and the extent to which this impacts upon the personal and academic development of self and others as educator
• Demonstrate a critical understanding of the broader social context and the centrality of valuing diversity and equality in teaching, recognising the potential impact of these factors on learners
• Critically appraise a variety of formative and summative assessment strategies that can be utilised to ensure and assure quality education

• Consider their own identity as educators as they embark upon the reflective process to improve their own teaching practice

• Design a variety of effective learning opportunities, basing their design upon sound rationale with basis in the literature
• Design robust, innovative assessments which offer opportunities for constructive student feedback whilst also enabling students to demonstrate attainment of intended learning outcomes

There is a choice of modality for the assessment, either recorded verbal presentation (Audio and PowerPoint, podcast, YouTube, MP3 or written essay. Both of which account for 100% of the unit mark. 

Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.

Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.