Educational Leadership and Management
| Module title | Educational Leadership and Management |
|---|---|
| Module code | EFPM911 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Professor David Hall (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
The purpose of the module is to enable module participants to develop their understanding of educational leadership and management. This will involve an examination of different models of educational leadership and of contemporary manifestations of both leadership and management in educational contexts. Module participants will be exposed to and study practices designed to develop their understanding of leadership and management in areas including coaching and mentoring. There will be a particular focus upon the leadership of learning and the assorted technologies and techniques that seek to change and enhance learning outcomes and processes. These will include a critical evaluation of approaches to raise learner achievements and the associated use of data, target setting and learner/institutional monitoring. You will be asked to focus upon a particular means of supporting and facilitating change in an educational context and to critically examine the role of leadership and management.
Module aims - intentions of the module
The principal aim of this module is to facilitate the critical examination by module participants of educational leadership and management.
This module will examine key questions such as:
- How might we characterise educational leadership and management?
- What are the key models of educational leadership and what is their relationship to the contexts in which they are practised?
- What is the role of teams and the collective in educational leadership?
- What is the relationship between learning and educational leadership?
- In what ways might mentoring and coaching enable and develop leadership and management?
- What is the significance of identity to educational leadership
- In what ways might you as an education leader and/or manager seek to develop your practices in the light of your learning on this programme?
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate a critical understanding of different notions of education leadership and management
- 2. Critically evaluate different theoretical perspectives on education leadership and management
- 3. Demonstrate a critical understanding of key global, national and local issues in educational leadership and management
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Critically reflect upon and evaluate your own understanding of education leadership and management and its application to education settings with which you are familiar
- 5. Consider and critically reflect on ideas concerning the relationship between educational leadership and management theory, research, policy and practice
- 6. Critically evaluate research evidence related to the leadership and management of education
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Synthesise and organise ideas to present a convincing argument
- 8. Engage in critical, reflective debate
- 9. Evaluate your own leadership and management practices in relation to facilitating education change
- 10. Consider the application of theoretical ideas, policy positions and research implications to educational leadership practices
- 11. Undertake both directed and independent study to recognise, justify and analyse key ideas in educational leadership and management literature and relate these to research, theory, policy and practice
Syllabus plan
The content of the module may change to reflect emerging and developing theory, research, policy and practices in the field of education change, leadership and management. Nevertheless it will consider key ideas, theories, technologies, techniques and practices and content is likely to include:
- How are educational institutions led and managed?
- What does research tell us about the leadership and management of education in different educational settings?
- What means of managing and leading change in educational institutions have emerged and what is their relationship to wider political, social, economic and moral environments?
- How are educational institutions and learning monitored and evaluated?
- How might practices and techniques associated with mentoring and coaching help facilitate education change?
- In what ways do leadership identities emerge and what might be their significance for educational leaders?
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 30 hours of in-class sessions including seminars |
| Guided Independent Study | 120 | Directed study (e.g. completion of prior knowledge and experience audit, web-based activities, preparing for academic tutorial, preparing for seminars, responding to seminar activities, contributing to online activities/discussion) |
| Guided Independent Study | 50 | Directed reading related to topics discussed in the module |
| Guided Independent Study | 100 | Preparing for assignments and further independent reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical reflection: Leading and managing | 2,500 words equivalent | 1-7 | Written tutor feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay: Critical reflection upon leadership | 100 | 5,000 words | 1-11 | Written and tutor feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay: Critical reflection upon leadership | 5,000 words | 1-11 | 6 weeks |
Indicative learning resources - Basic reading
Gronn, P. (1999) The Making of Educational Leaders, London: Cassell
Gronn P. (2000) Distributed properties: A new architecture for leadership. Educational Management and Administration. 28(3), 317–338.
Hall, D., Moller, J., Schratz, M., and Serpieri, R. (2017) From welfarism to neo-liberalism: Conceptualising the diversity of leadership models in Europe. In: Waite, D. and Bogotch, I. (eds) The International Handbook of Educational Leadership, Hoboken, NJ: Wiley-Blackwell Publishers.
Hall, D. (2013) Drawing a Veil over Managerialism: Leadership and the Discursive Disguise of the New Public Management, Journal of Educational Administration and History, 45 (3), 267-282.
Ozga, J. (2009) Governing education through data in England: from regulation to self-evaluation, Journal of Education Policy, 24 (2),149-162.
Thomson, P. (2008) Headteacher critique and resistance: a challenge for policy, and for leadership/management scholars. Journal of Educational Administration andHistory, 40 (2), 85–100.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 01/06/2018 |
| Last revision date | 27/08/2020 |
