Master of Education (Learning and Leadership) - testimonials
Find out from our Alumni what it's like to study a Master of Education (Learning and Leadership) at UTS.
Solomon Le-Masurier - Digital Instructional Design Manager
When I started working in this industry, I discovered there are some approaches to learning that are fads and persistent fallacies. Having come from a science background, I was keen to learn ways to create workplace learning that is evidence informed and develop skills to help determine the credibility of various approaches.
The course helped me land a previous job and the job I’m in now! More than that though, the course gave me the confidence to step up and make better contributions at work. I feel able to navigate through daily challenges as I help build proficiency in people. I also just thoroughly enjoyed the learning.
Lisa Sweeney - Director of Social Impact and Frontline Management, NSW Public Sector
I was working in an educational leadership role, as Head of Radio at the Australian Film Television and Radio School when I enrolled. I really enjoyed the opportunity to use my own professional context as the basis of my assignments. This meant that I was able to design curriculum, resources and artefacts to utilise immediately at AFTRS. My employer could see the value of my studies from early on, which meant they further supported my commitment to the course.
My confidence has increased and flowing from that, I was offered a more senior role in the NSW public sector. Although I have now left the tertiary sector, as part of my new role I am running the learning and development for a service delivery organisation which employs more than 2000 frontline staff. My annual income has also increased by more than 30%.
I had moved out of media into teaching media, so I was head of radio at AFTRS, the Australian Film, Television and Radio School. And I really wanted to have a teaching qualification so that I was able to better impart the knowledge to the students.
I really enjoyed the fact that I was able to use my own professional context for all of my assignments, so right from semester 1, year 1, I was learning stuff that I was taking immediately back and applying to my teaching. That was great for my students because I was becoming a better teacher immediately, but it was also great for my employer too, because they were able to see very early on the benefits of this course for me and for the organisation, so they better supported the efforts that I was putting into the course.
The innovative nature of this course has really given me increased confidence. I know that I can participate in the modern workplace with a great range of skills and I’m really certain that my knowledge is both relevant and valuable.
The course gave me a lot of confidence because it’s so contemporary in the way that the teaching is conducted that I felt that it was right in the cutting edge, having learnt what I was learning at UTS. That made me feel confident to put myself forward for other roles and it led to me being offered this job in a totally unrelated field at a much higher level in the NSW Government.
Rachel Brooks - Clinical Midwifery Educator
I wanted to gain further knowledge of adult education in order to perform better in my role as a clinical educator. This course is particularly useful because it combines education practices with leadership, which translates to many professions. Since doing this course, I have changed the way I see the world, from an academic perspective but also professionally.
I have been able to use many of my assessments for work projects, which my manager has been very happy about. It has enabled me to make positive, innovative changes whilst completing the requirements of the course. Personally, I am very proud of working full time, having a baby and completing a Masters! It has been very manageable, the work has been nicely spread out and there has been support from the academics if I have ever needed it. It has never seemed too stressful or unachievable.
I chose a Master of Education (Learning and Leadership) because I wanted not only to further my career in an educational sense; I wanted to understand more around how adults learn, but particularly in a health care environment where a lot of how I teach and how I work is very clinical based.
So, I manage work, life, study balance, which I’m actually quite proud of. When I first began the course, I wasn’t sure whether I’d be able to continue working full-time with a young child and do a master’s degree; it all seemed a little too difficult. However, the course has been really manageable; the subjects tend to speak to each other quite nicely, so the assessments don’t tend to be all due at once. There’s definitely communication between different subjects and the assessments and the lecturers and things.
Also, when I had my child, I had a semester off and the support and admin side of things wasn’t stressful at all. I was just able to recommence the course when I was ready to, so it’s been really, really great from that perspective.
The advice I would give somebody in a health care profession in terms of doing this course is to definitely go ahead and give it a go. You can make the course suit what you want and what you need from a health care professional perspective. Depending on what your specialty is, the course can really be adapted, or the subject matter of the courses can be adapted, to what you want that will suit your needs.
Christina He Leader of Cocurricular, Independent Girls Secondary Education
A unique feature of the course is that it attracts a wide range of students from different professional contexts, not just primary or secondary education. This enriched the discussions we had in classes and provided different perspectives on adult educational issues that were unexpectedly consistent across all workplaces.
The teaching staff were also genuinely invested in improving our individual learning journeys. They consistently encouraged us to apply our learning to every day workplace examples and allowed us the opportunity to work on real-life projects or initiatives as part of formal university assessments.
Danielle Rodrigues - Stage 6 Geography/HSIE Teacher, MLC Burwood
I loved the delivery of the course, the weekend blocks enabled me to immerse myself fully in all the learning activities as well as manage my personal and work commitments. The level of autonomy and relevance of the assessment tasks meant that I was able to apply the latest research to my work context which often lead to changes in my practice.
This course has contributed significantly to my professional life, it has allowed me to play an active role in shaping whole school curriculum design and delivery through co-teaching models. It also gave me the confidence to apply for leadership roles and become a pedagogical leader in my school community.
From this course I was able to network with a variety of people from different industries, and that really has enriched the experience I offer my students, because schools are really looking at ways of how we can adequately prepare our students for life after school, university and possible career paths. So, I think just having that option or that relationship with people outside the industry, you’re able to have a lot more informed conversations about possible pathways for students.
I chose to study the Master of Education (Learning and Leadership) mainly because of the options it would provide me within the teaching industry and outside the teaching industry. I really enjoyed working with a variety of professionals and getting exposure to what learning looks like in different context, like the experiences of people that did nursing and also the corporate experience was also something I was really interested in.
I would tell other teachers to definitely do this course because it’s part of our NESA requirement that we do ongoing professional development, so you’re kind of ticking two boxes at the same time. Also, it has a lot of benefits to our students because you grow and develop your own practice in a very strategic and data-informed way, which really shapes your teaching and learning.