Master in Higher Education (MHEd)

Programme Summary

The Master in Higher Education (MHEd) Tertiary Level Teaching and Learning is an intensive two-year programme targeting teaching practitioners at the tertiary level.  The programme is conceptualized as a means of developing professional competence in teaching/learning through the provision of tools and techniques that participants acquire and learn to manipulate to meet immediate teaching and learning needs. In this way participants are empowered to practice as they see fit to achieve learning goals in the increasingly diverse, demanding and dynamic tertiary level teaching/learning environments in which they practise.


In addition to addressing fundamental concepts of teaching and learning, the programme also focuses on developing practitioners’ skill in teaching and learning and the reflective component of professional competence which is considered key to continuing effective practice, (Edwards-Henry, 2003; Eraut, 1994; Schoen, 1986). This programme also introduces the practitioner to the Scholarship of Teaching and Learning (SoTL) as a critical element in creating the opportunity to demonstrate the academic worth of teaching as a profession.


The programme adopts strategies that research shows are more meaningful and effective in ensuring skill development. Thus workshops are the primary strategy for informing about and applying the theoretical components of the programme. Reflective journal writing and portfolio development (PDF) are the means of focusing on and facilitating professional competence. Action research methodology is the primary strategy engaging the scholarship of teaching and learning. Supervision in the programme is done through a team approach, the development of peer observation (PDF) partnerships and structured supervisory feedback sessions. The supervisory team will include both internal and external experts.


The philosophy underpinning the teaching and learning approaches in this programme, and which have guided the selection of courses and the strategies embodied in the courses is that the programme is essentially for training trainers. As such it uses a process approach to curriculum implementation so that participants will be actively involved in their own learning. Subsequently, they will be better placed to involve their learners in interactivity as central to their teaching.


The MHEd Tertiary Level Teaching and Learning is offered by the CETL through the Faculty of Humanities and Education.



  • Edwards-Henry, A. (2003). An evaluation of the development of clinical competence in a radiography programme in Trinidad and Tobago. Unpublished doctoral thesis.
  • Eraut, M. (1994). Developing the professional knowledge and competence. London: Falmer Press.
  • Schoen, D. A. (1986). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Target Group

The MHEd Tertiary Level Teaching and Learning primarily targets current and prospective Faculty of The University of the West Indies, although academic staff from other tertiary institutions locally and regionally will be admitted space permitting, and provided that they meet the entry requirements.


Entry Requirements

It is expected that participants in the MHEd Tertiary Level Teaching and Learning will be drawn from diverse disciplinary backgrounds and will be active learners. Thus, all applicants should hold the minimum qualification of a master's degree from a recognized university that would have qualified them for teaching at the tertiary level.


Please note, however, that applications will be assessed on a case by case basis so all interested persons are encouraged to apply.