Study-Unit Description

Study-Unit Description


CODE EDU5904

 
TITLE Studies in Educational Management and Leadership

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 10

 
DEPARTMENT Faculty of Education

 
DESCRIPTION This introductory unit presents the major theories of educational management and leadership and links them to contemporary policy and practice. It explores the importance behind theory and theorising in education. The focus is on providing the conceptual frameworks to guide the practice of current and future educational leaders and managers. Varied complex theories are presented and explored. This is deemed essential as leaders and prospective ones need to develop a greater understanding of the concepts underpinning effective leadership and management practice. This introductory unit helps participants challenge the myth that theory and practice do not go together. In this regard course participants will place theory at the centre of their own thoughts and practices as they engage with theory development. Theory, case studies and practical work will be used to help aspiring school, regional and central authority leaders develop a vision of meaningful and effective teacher and organizational learning and a knowledge of strategies and conditions for creating, supporting, nurturing and sustaining the individual and collaborative work of the school, regional or network staff. This vision will be grounded in a conception of how teachers learn, and how schools and College networks, as organisations, affect, or are affected by, student achievement.

Study-unit Aims

1. To explore the relationship between various theories in educational leadership and management and the way they are contextualised in practice.
2. To explore the notion of theory and some of the problems of theory in educational leadership.
3. To gain an understanding of the major application of administrative, organisational and social theories to educational leadership.
4. To challenge one's own implicit theories and craft-knowledge about the process of educational leadership.
5. To focus on the moral and servant dimensions of leadership in a context which challenges such dimensions within society.

Learning Outcomes

1. Knowledge & Understanding: By the end of the study-unit the student will be able to:

- Distinguish between the various forms of theories within the discipline of educational management and leadership.
- apply these theories to the field of education and specifically the roles we play.
- identify the dynamic relationship between theory and practice.
- identify and interpret the notions of influence, power and control and the way people operate within their own organisation.
- focus on the ethical dimension as they face moral and ethical decisions regarding their classroom, schools, College or other educational institutions they work in.
- recognise the complexities and threats that impact on decisions that are taken.

2. Skills: By the end of the study-unit the student will be able to:

- apply the theories explored to specific cases/ situations within a real life context.
- evaluate one's own relationship with others as they start to apply the various aspects of theory to real situations.
- critique rapport with others through the way participants handle issues like influence, control and authority.
- develop greater understanding of self through the application of different leadership concepts and characteristics.
- empower other through shared decision making.
- adopt a moral stance in relating to others and situations.

Main Text/s and any supplementary readings

- Bush, T. (2011)Theories of Educational Leadership and Management, 4th edition (text book)
- Hoy, W.K. and Miskel, C.G. (2001)Educational Administration: Theory, Research and Practice, 6th ed., New York: McGraw-Hill (available at library)
- Alma Harris et al., (2003) Effective Leadership for School Improvement, London: RoutledgeFalmer. (available at library)
- DuFour, R. and Eaker, R. (1998) Professional Learning Communities at Work, Bloomington: National Educational Service. (ordered)
- Gordon, S. (2004) Professional Development for School Improvement, Boston: Pearson. (ordered)
- Leithwood, K. and Seashore, L. K. (eds) (2004) Organizational Learning in Schools, Lisse: Swe
- Reading Pack containing Articles from leading journals. (made available on VLE)

 
STUDY-UNIT TYPE Group Learning, Lecture and Seminar

 
METHOD OF ASSESSMENT
Assessment Component/s Resit Availability Weighting
Seminar Paper Yes 50%
Presentation (20 Minutes) Yes 50%

 
LECTURER/S Christopher G. Bezzina (Co-ord.)
Alan Scerri

 
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit