EDLED502-19B (BLK)

Educational Leadership: Organisational Change and Development

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

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Paper Description

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Objectives/Learning Goals

This paper critically examines theories of organisation, organisational culture and change. It explores the nature and characteristics of effective professional communities, strategies for building collective efficacy, and the central role of leaders in educational improvement and innovation.

EDLED502 Educational Leadership: Organisational Development is one of two core papers for the Master of Educational Leadership (MEdLeadership).
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Paper Structure

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The paper will be presented in Semester B 2019 which commences on Monday, 8 July and concludes on Friday, 11 October 2019. Students are expected to attend four face-to-face sessions during this period in addition to their online engagement. These sessions are held in room TL2.19 from 9.00 am-4.00pm on the following days:

  • Friday 19 and Saturday 20 July 2019
  • Friday 16 August 2019
  • Friday 13 September 2019

Attendance at all four sessions is compulsory for students.

The paper is divided into three interrelated themes. These are:

Theme 1: Understanding organisational culture

  • Introduction to organisation: theory and models
  • Defining organisational culture
  • Examining and assessing organisational culture
  • Organisational types

Theme 2: Building professional community

  • Professional communities: professional learning communities (PLCs), communities of practice (CoPs), communities of learning/Kahui ako (CoLS)
  • Characteristics of effective learning communities
  • Building collective efficacy
  • PLCs and organisational learning

Theme 3: Leading organisational change

  • Theories of change including Lewin’s model and the emergence of Organisational Development (OD).
  • Approaches to leading change and the role of the change agent.
  • Micropolitics and resistance to change.
  • Sustaining organisational change.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate understanding of organisations and organisational culture
    Linked to the following assessments:
  • Distinguish between different forms of professional community
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  • Compare and contrast theories of organisational change
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  • Discern and critique organisational culture, learning and change processes
    Linked to the following assessments:
  • Determine change priorities and develop a change plan for a selected initiative/innovation
    Linked to the following assessments:
  • Develop a mindset for managing and leading organizational change
    Linked to the following assessments:
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Assessment

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Please note that your assignments may be photocopied for internal and/or external moderation purposes.

This paper is 100% internally assessed, based on participation, coursework and assignments.

Assessments emphasise the link with critical theory and provide students with the opportunity to examine and enhance their own understandings and practices within their own educational settings.

There is a portfolio assignment, a literature critique, and a planned change presentation. The details of each in terms of length, structure and criteria for assessment are set out below.

You are advised to study the requirements carefully and keep a copy of each assignment that you submit. The assignments and dates on which they are due are included in this outline so you can make an immediate start on planning and organising your schedule of study. More in-depth assignment guidance will be provided as required.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assessment 1: Portfolio
4 Aug 2019
11:30 PM
35
  • Online: Submit through Moodle
2. Assessment 2: Literature critique
8 Sep 2019
11:30 PM
30
  • Online: Submit through Moodle
3. Assessment 3: Planned change presentation
6 Oct 2019
11:30 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Suggested readings are offered online (refer Paper Readings List) and represent a useful starting point. At masters level, students are expected to read widely and expand their literature base beyond paper readings.
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Online Support

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This paper is partially supported online through Moodle.

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Workload

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This paper has a credit value of 30 points. Students are expected to attend all four days of the block sessions. In addition, students are expected to participate online, where so directed, to contribute to the group's dialogue. In addition to this, students are expected to read widely in the area of organisational development and the topic foci in the paper. Students are expected to read widely and to become conversant with the library databases. Engagement in class discussion activities is critical to socio-constructivist models of interdependent learning and the formation of a community of learners. Students are encouraged to engage in critically reflective discussions with their lecturers and peers. At masters level we embrace the concept of tuakana / teina: that each one of us leads, teaches and learns. You will be part of a learning community that welcomes contributions that open dialogue. It is important to note that masters level papers demand academic rigour and an average of 10-15 hours study each week (full-time). Students are likely to intensify study efforts as assessment deadlines approach and may well exceed the workload guideline.

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