Structure
The weekend track MPhil ELM requires the completion of a minimum of 36 credit hours, including 27 credit hours of both taught and field-based interdisciplinary coursework along with 9 credit hours of the Practicum Capstone. All students must maintain a minimum CGPA of 2.50 at the end of each semester and at the time of graduation.
| First Semester, Fall | |
| EDUX 510 Interdisciplinary Theoretical Perspectives on Education | 3 Credits |
| EDUX 540 Leadership: The Politics of Change | 3 Credits |
| EDUX 560 Research Methods in Education | 3 Credits |
| EDUX 590 Observing Schools | 1 Credits |
| EDUX 693 Academic Writing | 1 Credits |
| Second Semester, Spring | |
| EDUX 541 School Effectiveness and Development | 3 credits |
| EDUX 561 Applied Data Analysis | 3 credits |
| EDUX 562 Data Lab | 1 credits |
| Elective 1* | 3 credits |
| Third Semester, Fall | |
| EDUX 690 Practicum Proseminar | 3 credits |
| Elective 2* | 3 credits |
| Elective 3* | 3 credits |
| Fourth Semester, Spring | |
| EDUX 691 Practicum | 6 credits |
| Total | 36 credits |
MPhil ELM (Weekend Track) | |
| EDUX 512 The Arts and Education | 3 credits |
| EDUX 513 Effective Assessment Practices | 3 credits |
| EDUX 522 Teacher Education: Comparative & Critical Perspectives | 3 credits |
| EDUX 523 Curriculum Review and Design | 3 credits |
| EDUX 524 Inclusive Education: Rethinking the Other | 3 credits |
| EDUX 525 Cognitions and Computers | 3 credits |
| EDUX 526 Professional Learning in Education | 3 credits |
| EDUX 552 Education for Sustainable Development | 3 credits |
| EDUX 563 Ethnography for Education Policy | 3 credits |
| EDUX 613 Education for Social Justice | 3 credits |
| EDUX 615 What Does it Mean ‘to be Educated’? | 3 credits |
| EDUX 616 Arts-Based Research: Exploring Creative Practices in Educational Inquiry | 3 credits |
| EDUX 623 Effective Teaching and Learning in Higher Education | 3 credits |
| EDUX 627 Understanding the Diversity in Disability | 3 credits |
| EDUX 643 Contemporary Management Concepts in Educational Leadership | 3 credits |
| EDUX 644 High Impact Professional Skills in Educational Leadership | 3 credits |
| EDUX 645 Personal Productivity, Growth and Effectiveness for Educational Leaders | 3 credits |
| EDUX 646 Motivating, Engaging, and Retaining Staff in Educational Institutions | 3 credits |
| EDUX 662 Impact Evaluation Methods in Education | 3 credits |
Course Type | Credits | Number of Courses |
| Core | 27 | 10 |
| 15 | 5 (3 credits each) |
| 3 | 3 (1 credit each) |
| 3 | 1 |
| 6 | 1 |
| Elective | 9 | 3 (3 credits each) |
| Total | 36 | 13 |
The Practicum is a mandatory, intensive, student led, semester-long “residency” or internship with faculty oversight to develop a strategic project involving a problem of practice deeply rooted and embedded in research. Students are placed in one of several educational organizations partnered with SOE. These partners operate in a variety of domains within educational service delivery including the public, private and non-profit sector. The Practicum gives students real-time exposure to challenges in education leadership and management while they are still in training, encouraging them to address these issues by developing research-based solutions to problems encountered in the field. In preparation for this immersive field intervention, all MPhil students take a mandatory 3 credit course (Practicum Proseminar).This course and the Practicum itself build upon prior coursework in theory, methods and techniques and on school exposure that students gain through their field visits. A highlight of Proseminar is a series of partner meetings held with the students both at LUMS School of Education and the partner organization where representatives from every practicum organization meet with the respective student group to immerse, discuss and familiarize with the details and scope of the project for the forthcoming practicum.
Capstone Exercise
The final product of the Practicum is a mandatory capstone assignment which cannot be substituted with course work. It is underpinned by the philosophy of research-based and practice-oriented critical thinking about persistent education issues. Additionally, it encompasses an analytical and reflective narrative of the strategic project undertaken by the student, along with all the necessary components of good research. These comprise a critical review of existing academic literature and analyses based on primary data that lead to sound conclusions which are based on interventions, student reflections, their lessons, and recommendations.
The capstone exercise is not restricted to a standard dissertation format based only on writing. Instead, it includes education practice innovations that include but not limited to, technology-based pilot projects and/or policy analysis reports. This final product demonstrates the student’s ability to identify challenges, develop strategies to address them, and clearly present their analyses and recommendations. The final stage of the practicum is the oral defense, in which the students present and publicly defend their projects.