EDUC59230: Leading Change in Education Organisations

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• To have critical understanding of management, leadership and change in the context of organisation of educational institutions organisations.

• Change is endemic. Successful implementation of innovative change is crucial for sustainable development in educational organisations. Leading and managing change is an essential competency for all professionals and leaders at all levels within and across educational institutions. This module would support students development of knowledge, skills, and qualities in leading, managing and living with change, with reference to educational contexts. The module is designed to engage with theory and evidence of change and processes and practices of leading, managing, and evaluating change in education and beyond. This module will cover three major and inter-related topics as follows:
• Theories of change in education and beyond.
• Leading, managing, and evaluating change initiatives with a particular focus of leadership within an educational context.
• The policy contexts of educational change at a local, national and, where relevant, international level.

Subject-specific Knowledge:

• Critically review some of the key theories of the management of change for organisational improvement.
• Analyse and evaluate the management and leadership of change in an educational setting.
• Critically reflect upon and challenge the relationship between theory and practice.

Subject-specific Skills:

• By the end of the module students will be able to:
• Critique key theories of leading and managing change;
• Analyse and evaluate the policy contexts of change in educational organisations;
• Critically reflect upon and challenge the relationship between theory and practice.

Key Skills:

• Demonstrate the ability to research, select, critique and synthesise literature, into a coherent written argument.
• Demonstrate the ability to evaluate educational research;
• Communicate complex ideas effectively;
• Learn independently and collaboratively.

• The module is delivered through a series of interactive workshops that are designed to introduce students to the key theories, concepts and ideas of the module. The format of each workshop will vary but workshops will offer students the opportunity to explore theories, reflect on ideas and discuss with peers and tutors the merits and limitations of current understandings. These workshops will build on preparatory and in class activities and set readings and offer students the opportunity to explore key concepts and construct their own understandings of the relevant literature.
• Classroom teaching and learning is supplemented by a series of preparatory tasks which students will be required to do in time for each of the workshops. These tasks will include, for example, reading specific case studies of change in educational organisations and being ready to discuss the case taking a particular perspective.
• Summative assignment will be developed in a written format of 5000 words.

The module contains a number of opportunities for formative feedback through the discussions in the workshops and tutor and peer comment on paper summaries and/or online discussion fora. There is a formative assessment task specifically designed to support students in the development of their summative work. Students will prepare an outline, maximum 2 pages, (a/an) key theme(s) / issue(s) / model(s), etc. to be discussed in their summative assignment and identify a sample of the relevant literature that will be used in their summative assignment. Students will receive the module tutors oral feedback on these outlines in a session or meeting.

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