Educational Management and Leadership
Outcomes
At the conclusion of the designated degree, students should be able to:
- understand the basic concepts in administration and management
- understand models and theories in the field
- understand organisational behaviour
- understand the change processes and their impact upon organisations
- familiarise themselves with a range of human resources development and management issues and their relationship to other developments in education, the economy and society
- develop skills in the analysis of policy developments and factors affecting the implementation of human resources and management policies
- evaluate alternative policies and practices
- understand theories and models of evaluation
- develop skills in designing a proposal for the evaluation of a program
- develop a range of research skills related to the use of key information technologies
- develop a variety of academic writing skills.
Master of Education (Educational Management and Leadership)
To qualify for the award of Master of Education (Educational Management and Leadership) candidates must complete 8 units of study (48 credit points), including
- a minimum of 5 units of study (30 credit points) from this specialisation, comprising:
- a minimum of 3 units of study (18 credit points) of core units; and
- a minimum of 2 units of study (12 credit points) of elective units from the table below; plus - a minimum of 1 unit of study (6 credit points) of capstone units of study; and
- a maximum of 2 units of study (12 credit points) of postgraduate Education units which can be chosen from any designation within the Master of Education program.
Graduate Diploma in Educational Studies (Educational Management and Leadership)
To qualify for the award of Graduate Diploma in Educational Studies (Educational Management and Leadership) candidates must complete 6 units of study (36 credit points), including
- a minimum of 5 units of study (30 credit points) from this designation, comprising
a minimum of 3 units (18 credit points) of core units; plus
a minimum of 2 units (12 credit points) of elective units from the table below; and - a maximum of 1 unit (6 credit points) of postgraduate Education units from any specialisation within the Master of Education program.
Graduate Certificate in Educational Studies (Educational Management and Leadership)
To qualify for the award of Graduate Certificate in Educational Studies (Educational Management and Leadership) candidates must complete 4 units of study (24 credit points), including
- a minimum of 3 units of study (18 credit points) of core units; and
- a maximum of 1 unit of study (6 credit points) of elective units from the table below.
Course convenor
Dr George Odhiambo
Phone 02 9351 6239
Room 905, Education Building, A35
Email
Units of study table
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Educational Management and Leadership |
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Core units |
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| EDPA5001 Organisational Theory, Managemnt and Admin |
6 | Semester 1 |
|
| EDPA5011 Organisational Culture and Change |
6 | Semester 1 Semester 2 |
|
| EDPA5013 Program Evaluation |
6 | Semester 2 |
|
| EDPA6015 Management and Leadership |
6 | Semester 1 Semester 2 |
|
Elective units |
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| EDPA6016 Organisations as Learning Communities |
6 | Semester 1 |
|
| EDPA6017 School Effectiveness and Improvement |
6 | Semester 2 |
|
| EDPA6018 Social Policy Process |
6 | Semester 2 |
|
| EDPB5002 Globalisation and Education |
6 | Semester 1 Semester 2 |
|
| EDPK5003 Developing a Research Project |
6 | Semester 1 Semester 2 |
|
| EDPZ5010 Individual Profession Learning Portfolio |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6010 Prof Learning Leadership Portfolio |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
Capstone units |
|||
| EDPZ6724 Dissertation Part 1 |
6 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
| EDPZ6725 Dissertation Part 2 |
6 | P EDPZ6724 |
Semester 1 Semester 2 |
| EDPZ6730 Special Project 1 |
6 | P 24 credit points of units |
Semester 1 Semester 2 |
| EDPZ6720 Dissertation |
12 |
Note: Department permission required for enrolment |
Semester 1 Semester 2 |
Units of study listing
Educational Management and Leadership
Core units
EDPA5001 Organisational Theory, Managemnt and Admin
Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1 Classes: 1x2hr seminar/week Assessment: 1x1000wd review (30%) and 1x3000wd essay (70%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Organisation theories provide us with different lenses through which we can understand what an organisation is and what it means to be part of one. This unit explores the development of organisation theory from its beginnings to the present day. Concepts, theories and models from the perspectives of the Historical, Modern, Symbolic Interpretive and Postmodern periods are studied through selected original works by key writers in the field. From the early writings to Taylor and Weber, through to the words of Greenfield and Morgan different approaches to management and administration are investigated.
EDPA5011 Organisational Culture and Change
Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week; Assessment: 1x2000wd essay (40%) and 1x3000wd essay (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Institutions throughout most parts of the world are confronted by a period of rapid and dramatic change. The external demands placed upon them to change and improve are considerable. The key elements of leadership, vision and mission and their relationships to the development of a unique organisational culture are essential ingredients for organisational effectiveness, excellence and continuous improvement. This core unit focuses upon the internal and external forces that influence the culture of a variety of organisations and uses the competing theories and alternative approaches to management development in the core unit EDPA5001 to build upon the basic concepts.
EDPA5013 Program Evaluation
Credit points: 6 Teacher/Coordinator: Dr Rachel Wilson Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x program logic model (30%) and 1x evaluation report (70%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Students undertaking the designated area of Educational Management and Leadership are expected to be able to implement policies and programs designed to bring about organisational change. There are numerous forms of program evaluation available to the evaluator. Selecting the appropriate form for the appropriate purpose is the key to success. This unit is designed to provide the necessary knowledge and skills to enable students to design, plan and implement an evaluation program and to provide an understanding of five major forms of program evaluation, their purposes, and their associated approaches.
Textbooks
Owen, J.M. (2006) Program evaluation: forms and approaches (3rd edition) Allen and Unwin
EDPA6015 Management and Leadership
Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1,Semester 2 Classes: 1x2hr seminar/week Assessment: 1x1500wd essay (40%) and 1x3500wd critical review of literature (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Leadership is the key to a successful organisation. This core unit focuses upon the importance of leadership and what it involves in a variety of organisational settings. In bringing about change in an organisation a leader must be able to share with others a vision for the future of that organisation and implement strategies that enable the organisation to meet future challenges. Special attention is given to leadership styles, gender issues and the place of ethics and emotions in leadership.
Elective units
EDPA6016 Organisations as Learning Communities
Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 1 Classes: 1xhr seminar/week and 1hr on-line/week Assessment: 1x2000wd review (35%) and 1x3000wd essay (65%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
In a rapidly changing world the necessity for an organisation to improve performance in order to keep pace and even be in the forefront of changes is an imperative for long-term survival. This unit explores the concepts of the learning organisation, organisational learning and communities of practice and professional learning communities. Emphasis is placed upon the importance of dialogue in organisational learning. The use of scenario analysis, scenario planning and learning histories as means of supporting organisational learning is studied. Please note that intensive delivery is only available to Scots College Cohort.
EDPA6017 School Effectiveness and Improvement
Credit points: 6 Teacher/Coordinator: Dr George Odhiambo Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x1500wd assignment (40%) and 1x3500 assignment (60%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study will focus on school-based management and its link with school effectiveness. It will combine a study of relevant recent literature with practical issues, discussions and workshops. Students will review the literature relating to effective schools and explore links between developing strategies and creating conditions within schools to enable them to become more effective. Major aspects of school improvement will be addressed including: school based review, the role of school leaders, external support, research and evaluation, policy development and implementation and the significance of the impact of school "culture" on initiative for school improvement. Case studies and reports from overseas will be examined for lessons they have for school renewal strategies. A major component of the unit will be the analysis and development of strategies to assist schools to manage planning practices and procedures more effectively. Students are encouraged to share their experiences and perceptions, and to learn from each other while relating knowledge, principles and insights to their own contexts.
EDPA6018 Social Policy Process
Credit points: 6 Teacher/Coordinator: Professor Anthony Welch Session: Semester 2 Classes: 1x2hr seminar/week Assessment: class attendance and participation, including discussion and mini-presentations (15%); presentation (35%) and essay (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) evening
The world of policy is changing, from a centralised model to a decentralised one, in which you may be involved, at least at institutional level. Whether you work in the public, private, or third sector as an educator, social worker, civil servant or in another capacity, it is important to understand the changing world of policy. Another change that we examine is the rise of neo-liberalism and its effects on the policy process. Critics charge that policy is now framed with economic rather than social good in mind, and that the success of policies is measured by the same calculus. How is policy made, and by whom? How does Australian federalism influence the making and implementation of policy? What kinds of transnational influences affect the policy process, and to what extent? Do different countries respond to difference (class, ethnic, gender, age), in a world of increasing diversity, migration and mobility?
EDPB5002 Globalisation and Education
Credit points: 6 Teacher/Coordinator: Professor Nigel Bagnall Session: Semester 1,Semester 2 Classes: on-line Assessment: 500wd minor overview (10%) and 1200wd review essay (20%) and 1500wd minor essay (20%) and 2500wd case study (50%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Online
Concepts of global integration and culture. Economic political and cultural dimensions of globalisation. Major interpretive approaches to globalisation. Major world trends in education assessed in light of globalisation. Globalisation of labour markets; marked forces in education; cross-cultural and trans-national trends in education provision; knowledge as a global construct; global organisations and agenda in education; emerging global and regional structures in education, students, educational professionals and knowledge workers in a globalising world. Investigation and report on a special study.
EDPK5003 Developing a Research Project
Credit points: 6 Teacher/Coordinator: Dr Rachel Wilson Session: Semester 1,Semester 2 Classes: 3x4.5 hr Saturday workshops, plus online lectures and activities Assessment: online exercises (40%) and class presentation (20%) and research proposal (40%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Block mode
This core unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on critical evaluation of research reports and the design of research projects. It covers a wide range of basic research techniques and introduces other research methods that are the focus of more in-depth study in other search methods units. Research design issues and various methods of data collection examined. Students explore the use of quantitative and qualitative approaches; various research strategies; observation, documents, questionnaires and assessments. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.
EDPZ5010 Individual Profession Learning Portfolio
Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional learning portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides you with the opportunity to develop a portfolio, where you can document and critically examine how you supported the learning of other participants in your formal or informal setting. Students are expected to implement an initiative to improve participants' learning in a formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. University staff may undertake this unit by completing the development program for Research Higher Degree Supervision. No concurrent enrolment with EDPZ6010 unless special permission has been granted by the Faculty.
EDPZ6010 Prof Learning Leadership Portfolio
Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1,Semester 2 Classes: independent work; 3 x 2 hr meetings across the semester Assessment: 6000 wd professional leadership portfolio (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit is designed to enable educators, with the support of a mentor, to document and engage in critical reflection on professional workplace learning, differing from its companion unit EDPZ5010, due to the focus on leadership and your professional role in working with colleagues' professional development. This unit provides you with the opportunity to develop a professional portfolio where you can document and critically examine how you have led others to improve the work in your formal or informal setting. Students are expected to have successfully completed other units of study before enrolling in this unit. No concurrent enrolment with EDPZ5010 unless special permission has been granted by the Faculty.
Capstone units
EDPZ6724 Dissertation Part 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Assessment: satisfactory progress during semester; students then must enrol in EDPZ6725 Dissertation Part 2 the following semester. Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part one of the Dissertation which runs over two semesters; therefore, students must also enroll in EDPZ6725 Dissertation Part 2 in the following semester.
EDPZ6725 Dissertation Part 2
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor Prerequisites: EDPZ6724 Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Methods unit of study prior to undertaking the Dissertation, which will support the proposal development. This unit is part two of the Dissertation which runs over two semester; therefore, students must have also enrolled in EDPZ6724 Dissertation Part 1 in the previous semester.
EDPZ6730 Special Project 1
Credit points: 6 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several sessions with supervisor Prerequisites: 24 credit points of units Assessment: 1x6000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Special Project is a capstone unit, semester length independent investigation of a personally chosen topic in an educational context, the result of which is a 'product' of approximately 6,000 words such as a written report, review, account of the development of a resource, analysis of action or critique of research. All 'products' should be demonstrably informed by relevant theory and research. The satisfactory completion of this unit provides an alternative to the regular face-to-face classroom unit of study for candidates enrolled in a graduate coursework award.
EDPZ6720 Dissertation
Credit points: 12 Teacher/Coordinator: Dr David Hirsh Session: Semester 1,Semester 2 Classes: several meetings/discussions with supervisor. Assessment: 1x12000wd report (100%) Campus: Camperdown/Darlington, Sydney Mode of delivery: Supervision
Note: Department permission required for enrolment
The Dissertation is a piece of academic writing of approximately 12,000 words and represents a substantial original work. The Dissertation serves two different purposes in a student's progress through a Masters degree program, being a way for a student to study an area of interest in depth, or as a path to further research. Students seeking progress into a research higher degree, such as a doctoral program, are required to complete an empirical study, drawing on primary data. Note that for direct entry into a doctoral degree, an average of at least 80% across the Masters degree is needed. Students not intending to progress to a higher research degree may choose from a range of types of study. The Dissertation must incorporate an appropriate form of critical analysis and have as its basis a clearly structured conceptual framework. It is recommended that students complete a Research Method unit of study prior to undertaking the Dissertation, which will support the proposal development.