| Unit name | Organisational Leadership in a Context of Change |
|---|---|
| Unit code | EDUCM5205 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Deakin Crick |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit will enhance participants' understanding of the nature of organisations at all levels and their leadership and management in the context of global, national and local change. Following a review of contemporary organisation theories, leadership theories and associated research, the unit will focus on issues such as organisational cultures, how leaders learn and what they do, decision-making, strategic management, issues of organisational power and politics, and the leadership and management of change. These topics will be considered in the context of local, national and global policy and participants will be invited to reflect on specific management and leadership issues in the organisations with which they are familiar.
Aims:
To understand the key characteristics of contemporary organisations.
To understand the complexities of leadership in contemporary organisations.
To assess the significance of contemporary theory and research for understanding specific organisations and their cultures.
To critically consider theory, research and professional knowledge about the management of change.
To evaluate factors that impact on the management of change at institutional, local, national and global levels.
To explore the extent to which concepts and ideas highlighted in the research and theoretical literature can be applied in different political and cultural settings.
The course will be delivered through a combination of teaching strategies, which may include whole group lectures, visiting speakers, case studies, workshops, critical analysis of key readings, group discussions, role play and student presentations.
The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
Summative assessment for the unit will be on the basis of a 4,000 word assignment which will assess students’ critical understanding of the literature and their ability to apply the concepts and theories explored to their own professional practice. Individual, formative feedback will also be given in respect of student presentations to the class, and draft assignment outlines.
