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Unit information: Leading for Educational Change in Organisational Settings in 2018/19

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Unit name Leading for Educational Change in Organisational Settings
Unit code EDUCD0093
Credit points 20
Level of study D/8
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Professor. Tikly
Open unit status Not open
Pre-requisites

None

Co-requisites

None

School/department School of Education
Faculty Faculty of Social Sciences and Law

Description

The unit will seek to develop a critical awareness of the key issues and challenges facing leaders in education in the UK and internationally during times of turbulent change. It is aimed at future and potential leaders from all sectors and across all levels of education. The unit will allow participants to examine leadership and management theory, to interpret cutting edge research and to apply insights to their own contexts through developing case studies. The substantive areas covered will include the contexts of leadership and change in educational settings; understanding the change process; organisational cultures and learning; changing modes of professionalism; models of leadership for change.

Aims:

The unit aims to 1. develop a critical understanding of the nature of leadership and of the change process in different levels and sectors of education; 2. to develop an understanding of a range of theoretical models of leadership for change and to critically apply these to participants own contexts; 3. to develop an awareness of the potential of a range of methodological approaches that can be used to research processes of leadership and educational change.

Intended learning outcomes

Participants will be able to:

  • Be aware of the impact of economic, political, cultural and educational change forces on policy and practice in a range of educational settings including pre-schools, schools, universities, LAs, national departments and Non-Governmental Organisations and Community Based Organsiations;
  • Appreciate the relevance of organisational, change and leadership theory for understanding contemporary educational organisations
  • Evaluate a range of theory and research evidence relating to the effective leadership and management of change and critically apply this to their own contexts;
  • Develop a range of practical leadership skills for managing change;
  • Develop an understanding of a range of appropriate methodologies and their application in education leadership and change management;
  • Develop the generic skills of exposition, summary, analysis and critique.

Teaching details

Lectures, group activities and discussions, case study presentations.

Assessment Details

3,000 word assignment on the use of theory and research in analysing and solving a key issue in leadership and change. 1000 word case study of leadership and change using an example/s from the participants own experience to be prepared prior to the unit and discussed and developed as the unit progresses.

Reading and References

  • Fullan, M. (2001) The New Meaning of Educational Change (London: Falmer Press).
  • Foskett, N. & Lumby, J. (2003) Leading and Managing Education: International Dimensions (London: Paul Chapman).
  • Bush, T. (2008) Leadership and Management Development in Education ( Sage, London)
  • Law, S. and Glover, D. (2000) Educational Leadership and Learning. Practice, Policy and Research. (Open University Press, Buckingham, UK).
  • Ngcobo, T. & Tikly, L. (forthcoming) Key Dimensions of Effective Leadership for Change: The Case of Township and Rural Schools in South Africa, Journal of Educational Management, Administration and Leadership, due 2008.
  • Eliot Freidson (2001) Professionalism - The Third Logic, Cambridge: Polity.

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