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Unit information: Leading for Educational Change in Organisational Settings in 2021/22

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 Dr. Sands
Open unit status Not open
Pre-requisites

None

Co-requisites

None

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

Description including Unit Aims

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 Information

This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions.

Assessment Information

A 4,000 word assignment on the use of theory and research in analysing and solving a key issue in leadership and change, taking the form of either a case study using an example/s from the participants own experience, a literature review on a management or leadership theoretical issue, or a critical reflection on the challenges of leading and managing change in the context of topical issues such as Climate Change Education (CCE) or Education for Sustainable Development (ESD).

Resources

If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.

If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCD0093).

How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours of study to complete. Your total learning time is made up of contact time, directed learning tasks, independent learning and assessment activity.

See the Faculty workload statement relating to this unit for more information.

Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit. The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates within the Regulations and Code of Practice for Taught Programmes.

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