EDLED502-21B (NET)

Educational Leadership: Organisational Change and Development

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

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: alistair.lamb@waikato.ac.nz

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Paper Description

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Objectives / Ngā whāinga

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) and a core paper in the Master of Educational Management (MEdM) degree.

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Paper Structure

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The paper will be taught fully online in Trimester B 2021 from Monday, 12 July until Friday, 15 October 2021.

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

Theme 1: Understanding organisational culture

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

Theme 2: 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

Theme 3: Building and sustaining 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
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Learning Outcomes

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Students who successfully complete the paper should be able to:

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

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Please note that your assignments may be copied and distributed amongst teaching staff 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.

Assessments take the form of a cultural audit, a planned change proposal, and weekly Moodle contributions. 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: Cultural Audit
8 Aug 2021
11:30 PM
40
  • Online: Submit through Moodle
2. Assessment 2: Planned Change Proposal
3 Oct 2021
11:30 PM
40
  • Online: Submit through Moodle
3. Assessment 3: Moodle Forum Discussion
20
  • Online: Moodle Forum Discussion
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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Required and recommended readings for this paper are available on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

You will be guided on the reading selections each week. Please keep in mind that these readings 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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Other Resources

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Writing Guidelines / Tuhinga rārangi tohutohu

Student learning https://www.waikato.ac.nz/teaching-and-learning/student-learning/study-skills/writing offers a series of useful study resources, including essay writing and academic assignment types, and one on one consultations.

Another useful reference is:
De Luca, R., & Annals, A. (2011). Writing that works: A guide for tertiary students (3rd edition). Auckland, New Zealand: Pearson Education.

Contents include theoretical background, the writing process, writing to critique, writing to inform, essays, reports, and writing with authority. There are multiple copies available in the University Library. Call no: PE1408.D45 2011

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Online Support

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This paper contains a series of online tasks, designed to support you with your learning. All tasks are accessed via Moodle, however, you will also need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle are whole class notices.

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Workload

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This paper has a credit value of 30 points. Students are expected to read widely and to become conversant with the library databases. Students are encouraged to engage in critically reflective discussions with their lecturers and peers as engagement in online discussion is critical to the formation of a community of learners. Students 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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Linkages to Other Papers

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The concepts and knowledge explored in this paper complement EDLED501 (Educational Leadership: Issues and Perspectives), in particular, but also serve a useful foundation for EDLED503 (Developing Educational Leadership: Coaching and Mentoring), EDLED504 (Educational Leadership: Inquiry in Organisations and Communities), EDLED505 (Educational Leadership for Social Justice), and EDLED506 (Educational Leadership: Advanced Coaching and Mentoring).
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