Why I chose NITE
The programme immediately caught my attention because the modules felt both relevant and different from some of the other courses I had completed previously. My earlier postgraduate studies had focused heavily on teaching and learning, as well as international education, and while valuable, there had sometimes been overlap between modules. I was looking for something that would challenge me in a new direction and allow me to explore leadership in greater depth. The programme is firmly rooted in real educational leadership, with practical case studies, reflection and research directly linked to school settings.
Our school was inaugurated by the Countess of Coventry when it first opened in 1997, so I suppose that studying through Coventry University carried a sense of nostalgia and connection too.
Highlights
One of the strongest aspects of the programme was the balance of delivery methods. The reading was carefully selected and included a mixture of more traditional leadership texts, such as Edgar Schein’s Organisational Culture and Leadership, alongside contemporary educational voices including Dame Sally Coates’ Headstrong. The online modules included case studies, videos and reflective activities, which helped keep the course engaging and practical.
Our Associate Lecturer, Sally Hamson, was also a huge support throughout the programme. She delivered regular online tutorials and was always approachable and flexible. Due to work commitments, I was rarely able to attend live sessions, but the recordings were invaluable and Sally was always happy to arrange a one-to-one when I needed it.
I really enjoyed the course content, and the coursework-based assessment model also suited me very well. Being able to work flexibly around school leadership responsibilities made the programme manageable alongside a demanding role. I appreciated the variety of assignment styles, which ranged from case studies and presentations to reflective assignments and the final action research dissertation. Many assignments allowed for personal direction while remaining professionally relevant.
The final action research dissertation was undoubtedly one of the most rewarding parts of the course. My research explored whether the deliberate use of aphorisms within professional development could help embed a culture of high expectations among teaching staff. What I particularly enjoyed was the way the dissertation allowed me to draw together many of the themes explored throughout the two-year programme, including leadership, school culture, teacher expectations, professional development and teacher cognition, while applying them directly to my own school setting. What I found particularly exciting was the opportunity to investigate something directly relevant to my own school setting while also engaging with wider educational research. I thoroughly enjoyed the research process, from collecting and interpreting data to reflecting on the implications for professional practice.
Challenges
The programme is certainly demanding and academically rigorous. Coventry University maintains high expectations and the feedback on assignments was detailed, constructively critical and genuinely useful.
Balancing postgraduate study alongside teaching, leadership and the day-to-day realities of running a school was not always easy. Like many school leaders, I often found myself trying to protect time for writing and research while managing the unpredictability that naturally comes with school life. Success on the programme required organisation and consistency.
Would I recommend the MA in Educational Leadership?
Absolutely! In fact, I already have. One of my colleagues is hoping to begin the programme in September, and I have also recommended Coventry’s iPGCE to one of our trainee teachers, who has been very happy with her experience.
Both our Business Director and I completed the MA, and we are in complete agreement that it was an excellent choice. The programme was academically challenging, professionally relevant and genuinely thought-provoking throughout. It sparked a number of interesting and genuinely useful professional conversations between us about leadership, culture and school development within our own setting.
My experience with both NITE and Coventry University has been overwhelmingly positive, and I am now hoping to continue my academic journey further through doctoral study with Coventry University’s Centre for Global Learning (GLEA).
