Master’s in

Education (MSc)
Full time

X9647 Globalisation, Society and Education Policy – Semester 2

MODULE HANDBOOK | 2023/24
Contents
Module rationale .................................................................................................................................... 2
Module Aim............................................................................................................................................. 2
Learning Objectives................................................................................................................................. 2
Staff ..................................................................................................................................................... 3
Programme ......................................................................................................................................... 3
Weekly topics ...................................................................................................................................... 4
Lecture and seminar rooms ................................................................................................................ 5
Bibliography ............................................................................................................................................ 6
Reading and writing at master’s level: some good sources: .................................................................. 7
Submission and Resit Assessment Procedures ....................................................................................... 7
Links to University Policies: ................................................................................................................. 7
Assignment one (50% of final mark): .................................................................................................. 8
Presentation guidance ........................................................................................................................ 8
Assignment two (50% of final mark): ................................................................................................ 11
Written assignment guidance ........................................................................................................... 12
Equality and Diversity ........................................................................................................................... 14
Students with Disabilities.................................................................................................................. 14
Statement on the recording of synchronous online classes ............................................................. 15
Technical Support ............................................................................................................................. 15
Evaluation ............................................................................................................................................. 16
Appendix 1: Group Presentation assessment details ........................................................................... 17
Feedback sheet ................................................................................................................................. 17
Assessment Criteria .......................................................................................................................... 18
Appendix 2: 2200-word Individual Essay assessment details ............................................................... 20
Feedback sheet ................................................................................................................................. 20
Assessment Criteria .......................................................................................................................... 21

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Module rationale
This module meets student need in that many will not have a history of educational
policy thinking; this module starts with basic matters and develops these for the 21st
century. Educational Policy is also considered to be an underpinning theme in the
study of education. Although the field of policy studies in education is only about 35
years old, it has a rich heritage and is a dominant part of any education studies-type
course. Future employers would expect to see this as part of the offering.

Module Aim
This module aims to support students in developing a sophisticated and critical
understanding of the complexities of the concept of policy, as it relates to education.
The design and delivery of the module will allow students to consider their learning
within the context of their own educational setting, but the existence of students in
the class from across a range of education settings and countries will add richness to
the collaborative learning environment and provide opportunities for exploring ideas
in a range of different contexts. Students will be assisted in developing techniques
for interrogating and critiquing education policy considering local, national and global
trends and trajectories. Central to the module is the notion that policy and power are
fundamentally connected and that in education professional practice, the individual
practitioner has a key role to play; this module aims to support students in
developing their capacity to play a lead role in contributing proactively and ethically
to policy processes, thereby contributing to the School of Education aim to provide
education that makes a difference to people’s lives.

Learning Objectives
• To critically examine theories of educational policy making.
• To enable a critical examination of the ways in which policy at the global level
has influenced local decision-making.
• To develop students' ability to critically examine policy.
• To enable students to synthesise theories of policy analysis with current policy
developments.

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Staff
The module leader is: Dr Paul Adams (paul.adams@strath.ac.uk).
The module tutors are: Dr Paul Adams, Dr Amy Hanna, Mr Abdulrazak Osuntokun,
Dr Stefania Pigliapoco, Ms Vijayita Prajapati, Dr Siqi Zhang.
The Course Administrators are: Ms Rebecca Coventry & Ms Eilidh McDonald (both
contactable through hass-msc-edu@strath.ac.uk).

Programme
1. A weekly face-to-face lecture.
2. On occasions, there will be pre-lecture work with which to engage. This must
be completed prior to the lecture and seminar for that week.
3. Each weekly lecture will be complemented by a two-hour, face-to-face seminar
once per week. For the seminars, the student body will be split into groups.
Tasks will engage you in thinking about your understanding of that presented.
Online resources from a variety of locations might be used.
4. The weekly, seminars will involve group work either in small groups or as one
larger teaching group. You will be expected to participate in ways that facilitate
your learning and the learning of others.
5. Each week the full two hours for the seminar may or may not be used.

Group presentations will be held on the 21st March 2024. These will take up most of
the day and further details will be provided nearer the time. Each group will present
privately to the teaching team and comments and marks will be given on the day.
Further instructions for this will be given nearer the time.

Following the module, an individually produced written assessment will be submitted

by the due date. This will be marked by your seminar tutor. A selection will be cross-
marked and moderated by the team. The submission date will be published at the
start of the module in the module handbook and on Myplace. Submission will only be
permitted through Myplace and Turnitin. All marking criteria and rubrics are
published in the module handbook and in Myplace. Feedback on both group
presentations and individual essays will be provided through Myplace (for the former,
verbal feedback will also be provided following the presentation itself).

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Weekly topics
Date Topic Description
18/1/2024 Globalisation, 1. What are the definitions of modernity and how
modernity, & are they challenged by notions of ‘alternative
neoliberal modernity/ies’?
capitalism 2. What is globalisation, and how does it relate to
(European and/or alternative) modernity/ies?
What alternative ways we can speak of the
modern world system?
3. What is neoliberalism and what role does it
play in contemporary discussions of globalisation
and education?
4. How are all the above stated questions present
in and pertinent to the field of education studies?
25/1/2024 Global inequalities 1. Which key forms of global and local inequality
affect educational opportunities and outcomes?
2. What is the relationship between inequality and
educational inequity?
3. How do different concepts and models help us
to understand the influence of inequalities in
education?
4. How have different governments and
organisations tried to measure and respond to
inequalities in education?
1/2/2024 What is Policy? 1. How might policy be understood?
2. Is policy a product or a process?
3. How might policy be
organised/developed/created/enacted/formed?
4. What are the educational implications for each
of the views?
8/2/2024 Policy analysis 1. What are the different ways that policy can be
frameworks analysed?
2. What is the purpose of policy analysis?
3. What do we mean by critical examination of
policy and its effects?
4. What is critical policy analysis?
15/2/2024 Global policies, 3. How does the policy process around the
networks, & actors creation of Sustainable Development Goal 4 help
us to understand the strengths and limitations of
global policy networks and processes?
22/2/2024 Political economy
& Biopolitics
29/2/2024 Discipline, power,
& hegemony
07/3/2024 Social movements
& NGO
approaches
14/3/2024 Plenary: the future
of education

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21/3/2024 Student
presentations

Lecture and seminar rooms

Lecture
date, time Lecture lead Seminar date, time, & room
& room
Paul Siqi Stefania Amy Abdul Vijay
18/1/2024, Mariya 24/1 18/1 24/1 18/1 18/1 18/1
11-12pm 2-4pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
25/1/2024 Laela 25/1 25/1 31/1 25/1 25/1 25/1
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
1/2/2024 Paul 1/2 1/2 7/2 1/2 1/2 1/2
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
8/2/2024 Paul 8/2 8/2 14/2 8/2 8/2 8/2
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
15/2/2024 Paul & Laela 15/2 15/2 21/2 15/2 15/2 15/2
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
22/2/2024 Mariya 22/2 22/2 28/2 22/2 22/2 22/2
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
29/2/2024 Paul 29/2 29/2 29/2 29/2 29/2 29/2
11-12pm 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
7/3/2024 Mariya 13/3 7/3 13/3 7/3 7/3 7/3
11-12pm 2-4pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
14/3/2024 Mariya, Paul 14/3 14/3 20/3 14/3 14/3 14/3
11-12pm & Laela 1-3pm 1-3pm 2-4pm 1-3pm 1-3pm 1-3pm
MC301 LT511 LT210 GH511 GH737 LT310 MC307
21/3/2024 Assessed 21/3
10am- presentations Each group will have a notified time to present.
4pm LT310
No lecture

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Bibliography
The following book will prove useful:
Saltman, K.J. (2018). The Politics of Education: a critical introduction. London:
Routledge. 126 pages.

The following is an indication of books that may be of help throughout the module.
Education policy changes rapidly; you must access new works and journal articles.

Adams, P. (2014). Policy and Education. Abingdon: Routledge.

Addey, C. and Piattoeva, N. (2021). Intimate accounts of education policy research:
The practice of methods. Routledge.
Cairney, C. (2021). The Politics of Policy Analysis. Palgrave Macmillan.
Chitty, C. (2014). Education Policy in Britain (3rd edn.). Basingstoke: Palgrave
Macmillan.
Furlong, J., Cochran-Smith, M and Brennan, M. (2009). Policy and Politics in
Teacher Education. Abingdon: Routledge.
Martens, K., Nagel, A., Windzio, M and Weymann A. (2010). Transformation of
Education Policy. Basingstoke: Palgrave Macmillan.
Olssen, M., Codd, J., & O'Neill, A.M. (2004). Education Policy: Globalisation,
Citizenship and Democracy. London: Sage Publications.
Verger, A., Novelli, M. and Altilyenken, H.K. (2012). Global Education Policy and
International Development: new agendas, issues and policies. London:
Bloomsbury.
Volante, L. (Ed.) (2016). The Intersection of International Achievement Testing and
Educational Policy. Global Perspectives on Large-Scale Reform. Abingdon,
Oxford: Routledge.

The following journals may be useful:

Journal of Education Policy
Cambridge Journal of Education
Educational Review
Oxford Review of Education
Education 3-13
Scottish Educational Review
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Reading and writing at master’s level: some good sources:
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher (2nd edn.). USA:
Jossey-Bass.
Scott, D. (2000). Reading educational research and policy. London: Routledge
Falmer. (Available as an online reader from the library)
Wallace, M., & Wray, A. (2016). Critical Reading and Writing for Postgraduates (3rd
edn.). London: SAGE.

Submission and Resit Assessment Procedures

All assignments are submitted via MyPlace. Once a submission date has been set
the University’s Policy and Procedure for Late Submission of Coursework will apply.

Links to University Policies:

Policy and Procedure on Extensions to Coursework Submission
Policy and Procedure on Late Submission of Coursework

If you find that you are unable to submit your assignment on time, then you must
contact the module leader or administrator as quickly as possible, or the policy
above will be applied.

Students will normally be offered one attempt at a resubmission of their original

attempt if their first attempt is graded unsatisfactory.

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Assignment one (50% of final mark):
Students will be required to present a fifteen-minute group presentation (between
four and five people in each group) examining an international policy document. The
presentation should identify how students interpret that stated in the document and
how this has been or might be received by others. The policy and context will be
decided by the module tutors and will be provided by week three of the
module.

Each student in each presenting group will receive the same mark, unless there is
compelling reason to differentiate. As part of the assessment process, group will be
required to submit a joint maximum 500-word piece on how each member
contributed to the work of the group. Minutes of all planning and practice meetings
must also be submitted.

The presentations will take place on 21st March 2024.

Assignment one guidance

• The presentations will be given by students in groups of between three and four.
• Each presentation must last no more than 17 minutes and no less than 13
minutes.
• Over-long or under-long presentations will be penalised.
• Every member of the group must participate both in terms of preparation and
presentation on the day.
• Each group must meet at least three times to plan for their presentation. These
meetings can be face-to-face or virtual. Every member of the group must take
part in all meetings.
• Comprehensive minutes of every meeting must be taken, in English.
• On 20th March 2024 by 12.00pm, all groups must submit the following, through
Myplace:
o A copy of any PowerPoint slides used.
o One copy of any extra materials used in the presentation.
o A copy of all minutes of all meetings for each group, agreed and signed by
all group members.

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 o Each group must write a joint summary of no more than 500 words
detailing the contribution each student has made to the group’s planning
and delivery of the presentation. This must be agreed and signed by all
members. If agreement cannot be reached, module staff will be the final
arbiters of action taken.
• The aim for the presentation is to analyse a specific policy document.
o The policies will be decided by the module teaching team.
o The policy will be available publicly and in English.
• The presentation must comprehensively use and reference theory and
conceptual work to underpin the ideas and conclusions drawn.
• The presentation should cover the following three areas:
o The aims of the policy (briefly).
o The focus for the policy (briefly).
o The evaluative heuristic used to undertake the analysis (either the group’s
own or one from the literature).
o A critical examination of the policy using the above identified policy
analysis framework.
• Explanation should be kept to a minimum; critical examination must come to
the fore. Marks will be given for critical analysis, not description.
• PowerPoint does not have to be used. Any form of presentation is acceptable;
marks will be given for the quality of analysis and communication not visual
quality.
• Remember to ensure that the audience understands what it is you are going to
say, what you are saying and what you have said. Be clear and concise.
• Do not read off slides.
• Focus on communication, not presentation. You do not have to be entertaining;
but you do have to be clear and focused.
• Focus on your own communication style, not the style of others.
• Be innovative in your presentation; this captures the imagination.
• Once 13 minutes have passed, you will be informed. Once 15 minutes have
passed, you will be informed. At 17 minutes you will be stopped whether you
have finished or not.

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• Remember, this is your opportunity to inform your peers and others about your
ideas. Take this opportunity!

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Assignment two (50% of final mark):
Students will produce an individually written, 2200-word essay that examines an
international policy and its relationship to aspects of globalisation. The same
policy document may be examined as for the presentation, but here the focus is the
policy in a global context. The essay asks students to discuss the policy’s global
position.

The assignment deadline is posted on Myplace. Please follow all instructions to

submit carefully.

A copy of the feedback sheet proforma and grading sheet can be found in the
appendices.

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Assignment two guidance
Students will be required to submit a 2500-word essay, drawing heavily on material
developed and shared through the seminar sessions which must be appropriately
referenced and must demonstrate ability to critique a particular policy
development/initiative. Students will be provided with a short list of policies
from which they may choose.

The essay must:

• Demonstrate a clear understanding of the policy in question.
• Critically evaluate the policy and its possible/actual effects.

Other things to remember:

• The level is masters, so we are looking for focus and depth.
• There is a need to extensively use existing
literature/theories/concepts/research to justify and explain that which you
are presenting.
• Remember to define your terms very precisely and make sure that you engage
with deep criticality.
• There is not scope within 2500 words to cover much, so resist the temptation to
add in things: focus and be specific.
• If you find that you have not written enough words, then this is probably because
you have not gone into enough depth; it is unlikely that you have simply run out of
things to say.
• The number of words can range between 2250 and 2750. If you are at the lower
end, then you have probably not done enough.
• There is no set number of references that you should aim for, but remember,
every time you make an assertion you should reinforce this with a reference.
The only caveat here is when you are explaining your own ideas that have arisen
from the literature.
• The structure is up to you; how you decide to approach the essay is your own
choice.
• Do remember, though, that you will be expected to signpost throughout the essay.
What this means is that you will be expected to indicate to the reader what has

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 been said and where the essay is going next. The introduction is very important
here.
• When writing, the structure of the whole essay should run as: ‘tell the reader what
you are going to say; say it; tell the reader what you have said.’ In essence this is:
introduction; main part; conclusion.
• Make sure that spelling, grammar, and punctuation are correct. It is a shame to
lose marks for such things. If in doubt, get someone to proof-read, or visit the
Study Advice Service.

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Equality and Diversity
The University of Strathclyde is committed to achieving and promoting equality of
opportunity in the learning, teaching, research and working environments. We value
the diversity of our students and support the development of mutual respect and
positive relations between people. The University has in place Equality Outcomes
which meet the requirements the Equality Act 2010. You are advised to familiarise
yourself with the University approach on equality and diversity and relevant
developments and information by visiting the Equality and Diversity Website. If you
have any queries, please bring these to the attention of staff or the University's
Equality and Diversity office.

Email: equalopportunities@strath.ac.uk
Telephone: 0141 548 2811
http://www.strath.ac.uk/equalitydiversity/

Students with Disabilities

The University is committed to providing an inclusive learning and working
environment for disabled people. If you have, or think you have, a disability we
encourage you to disclose it as soon as possible. Declaring your disability will enable
you to access any additional support that you may need and help to ensure you
become a successful student. The information you provide will be treated as
confidential and will not be shared with other staff without your consent.

The University has a dedicated Disability Service that offers specific advice,
information, and assistance to disabled students, including information on the
Disabled Students Allowance (DSA). Further information is available from the
website: http://www.strath.ac.uk/disabilityservice/

In addition, each academic department/ school (for HaSS) has at least one
Departmental Disability Contact (DDC), who acts as a first point of contact for
disabled students. The Health and Well-being team contact email is hass-edu-
wellbeing@strath.ac.uk.

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Please inform your course tutor, the DDC or member of the Disability Service of your
needs as soon as possible to provide you with the relevant support you require.

Email: disabilityservice@strath.ac.uk
Telephone: 0141 548 3402
http://www.strath.ac.uk/disabilityservice/

Statement on the recording of synchronous online classes

Synchronous online classes may be recorded to allow students from your module to
access the class later. If your synchronous class will be recorded, you will be
informed by the tutor at the start of the class. If your video is off and your microphone
is muted you will not appear, or be heard, in the video. If you have any concerns
about this, please raise them with the tutor. This can be done privately through the
Zoom chat function (direct to the tutor), or, if possible, in advance by email. All
content will be removed at the end of the academic session.

Please note, no student should make any form of digital record of a class
session. This includes, but is not limited to, any audio, video, or photographic
record. This includes the uploading of pictures of Zoom sessions to social media.
Making a digital record of any Zoom session may result in disciplinary action in
accordance with the related University policies. Students should ensure that they
always adhere to the Dignity and Respect policy. The following links will give you
access to relevant information:

https://www.strath.ac.uk/sees/studentpolicies/policies/appealscomplaintsdiscipline/st
udentdisciplineprocedure/
https://www.strath.ac.uk/equalitydiversity/dignityandrespect/
https://www.strath.ac.uk/whystrathclyde/universitygovernance/accesstoinformation/d
ataprotection/

Technical Support
Please be reassured that there are staff available to provide help and guidance on
accessing any systems for web-based conferencing. Technical guidance to support
you through this period is available online. If you are experiencing technical
difficulties, please contact the IT helpdesk at: help@strath.ac.uk or telephone 0141
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548 4444. For all queries relating to teaching and learning materials and activities
within Myplace, please contact your lecturer/tutor as normal.

Evaluation
The University requires that all modules are evaluated by students. We welcome
your feedback to further develop the module and student learning. The Myplace site
has a function that allows you to leave feedback for the module. Please take time to
carefully complete this; your feedback is extremely important and helps us to
improve the module in subsequent years. You will be asked for feedback at the
module midpoint and at the end of the module.

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Appendix 1: Group Presentation assessment details
Feedback sheet
Student names:
1st/2nd submission
When reviewing your feedback, please look carefully at the assessment criteria
provided for each module in relation to your mark; this will give an indication of how
you have performed against the criteria.
Mark: Satisfactory/Unsatisfactory
Tutor Summary Comment on submission

Cross-marking Tutor comment (not all assignments are cross-marked)

Resubmission Guidance (if required)

First marker: Date:

Second marker: Date:

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Assessment Criteria
The module will be marked against the criteria noted below.
1. The candidates have developed their ability to critically examine policy.
2. The candidates have synthesised theories of policy change with current policy
developments.

100% Outstanding:
• The development of students' ability to critically examine policy is
92% outstanding.
• The synthesis of theories of policy analysis with current policy
84% developments is outstanding.
78% Excellent:
• The development of students' ability to critically examine policy is
75% excellent.
• The synthesis of theories of policy analysis with current policy
72% developments is excellent.
68% Comprehensive:
• The development of students' ability to critically examine policy
65% good/very good.
• The synthesis of theories of policy analysis with current policy
62% developments is good/very good.
58% Satisfactory:
• The development of students' ability to critically examine policy is
55% satisfactory.
• The synthesis of theories of policy analysis with current policy
52% developments is satisfactory.
48% Unsatisfactory:
• The development of students' ability to critically examine policy is
45% not satisfactory.
• The synthesis of theories of policy analysis with current policy
42% developments is not satisfactory.

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38% Weak:
• The development of students' ability to critically examine is weak.
35% • The synthesis of theories of policy analysis with current policy
developments is weak.
32%
Poor:
• The development of students' ability to critically examine policy is
20% poor/not present.
• The synthesis of theories of policy analysis with current policy
developments is poor/not present.
Minimal:
• The submission does not address any of the assessment criteria as
stated above.
• The literature used is minimal and weak in its scope. Few authors
and ideas are presented, and the range of literature reviewed is
10% narrow. The discussion is weak, and any grasp of the topic is
lacking.
• The submission is unacceptable in its presentation, structure, and
academic writing style. In terms of technical qualities such as
spelling, punctuation, grammar, and the citation of references the
work is unacceptable.
0% Non-submission

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Appendix 2: 2200-word Individual Essay assessment
details
Feedback sheet
Student Participation number:
1st/2nd submission
When reviewing your feedback, please look carefully at the assessment criteria
provided for each module in relation to your mark; this will give an indication of how
you have performed against the criteria.
Mark: Satisfactory/Unsatisfactory
Tutor Summary Comment on submission

Cross-marking Tutor comment (not all assignments are cross-marked)

Resubmission Guidance (if required)

First marker: Date:

Second marker: Date:

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Assessment Criteria
The module will be marked against the criteria noted below.
1. The candidate has drawn from the literature to critically examine theories of
educational policymaking.
2. The candidate has critical examined the ways in which policy at the global
level has influenced local decision-making.

100% Outstanding:
• The critical examination of theories of educational policymaking is
92% outstanding.
• The critical examination of the ways in which policy at the global level
84% has influenced local decision-making is outstanding.
78% Excellent:
• The critical examination of theories of educational policymaking is
75% excellent.
• The critical examination of the ways in which policy at the global level
72% has influenced local decision-making is excellent.
68% Comprehensive:
• The critical examination of theories of educational policymaking is
65% good/very good.
• The critical examination of the ways in which policy at the global
62% level has influenced local decision-making is good/very good.
58% Satisfactory:
• The critical examination of theories of educational policymaking is
55% satisfactory.
• The critical examination of the ways in which policy at the global
52% level has influenced local decision-making is satisfactory.
48% Unsatisfactory:
• The critical examination of theories of educational policymaking is
45% not satisfactory.
• The critical examination of the ways in which policy at the global
42% level has influenced local decision-making is not satisfactory.

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38% Weak:
• The critical examination of theories of educational policymaking is
35% weak.
• The critical examination of the ways in which policy at the global
32% level has influenced local decision-making is weak.
Poor:
• The critical examination of theories of educational policymaking is
20% poor/not present.
• The critical examination of the ways in which policy at the global
level has influenced local decision-making is poor/not present.
Minimal:
• The submission does not address any of the assessment criteria as
stated above.
• The literature used is minimal and weak in its scope. Few authors
and ideas are presented, and the range of literature reviewed is
10% narrow. The discussion is weak, and any grasp of the topic is
lacking.
• The submission is unacceptable in its presentation, structure and
academic writing style. In terms of technical qualities such as
spelling, punctuation, grammar and the citation of references the
work is unacceptable.
0% Non-submission

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