Module Descriptors
EDUCATIONAL ORGANISATIONS AND MANAGEMENT
EDUC60127
Key Facts
Faculty of Business, Education and Law
Level 6
15 credits
Contact
Leader: Michelle Lowe
Email: M.Lowe@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 15
Independent Study Hours: 135
Total Learning Hours: 150
Assessment
- EXAMINATION - UNSEEN IN EXAMINATION CONDITIONS weighted at 60%
- ASSIGNMENT weighted at 40%
Module Details
Module Resources
VLE Blackboard
Module Learning Strategies
The learning strategies will require students to commit 150 learning hours of which 15 hours will consist of contact time.
Lectures (5 x 3 hrs) provide students with a broad theoretical overview and the conceptual frameworks which underpin educational leadership and management. This incorporates tutorial support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of leadership and management in their own context, in preparation for the assignment. This will also comprise:
Tutorials - Students will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of understanding.
Practical workshops will develop application and reflection through practical workshops where issues, documents and materials will be analysed and discussed.
A further 135 hours of independent study will require students to read and think about a range of contemporary issues in education and how they relate to their own employment context. This will form the basis of the assignment. This will comprise:
Work Related Learning - Students will be required to complete work related tasks. This will provide them with the opportunity to link theoretical perspectives to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies.
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.
Lectures (5 x 3 hrs) provide students with a broad theoretical overview and the conceptual frameworks which underpin educational leadership and management. This incorporates tutorial support activities will provide students with the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of leadership and management in their own context, in preparation for the assignment. This will also comprise:
Tutorials - Students will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of understanding.
Practical workshops will develop application and reflection through practical workshops where issues, documents and materials will be analysed and discussed.
A further 135 hours of independent study will require students to read and think about a range of contemporary issues in education and how they relate to their own employment context. This will form the basis of the assignment. This will comprise:
Work Related Learning - Students will be required to complete work related tasks. This will provide them with the opportunity to link theoretical perspectives to their practice. It will also enable them to reflect on values, practices, assumptions and policies.
Guided reading and supported self study - students will be provided with booklists and reading tasks in order to enable them to engage with relevant and appropriate debates.
VLE - Blackboard will be used to facilitate exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies.
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, class discussions individually and as part of a group.
Module Texts
Bottery, M. (2004) The Challenges of Educational Leadership London: PCP
Buchanan, D and Huczynski, A. (2004) Organisational Behaviour: An Introductory text Fifth Edition Harlow, FT Prentice Hall
Bush, T. (1995) Theories of Educational Management (second edition) London, Paul Chapman Publishing Ltd
Handy, C. (1999) Understanding Organisations London Penguin
Handy, C. (1999) Inside Organisations London Penguin
Handy, C. and Aitken, R. (1986) Understanding Schools as Organizations. London: Penguin Books
MacBeath, J. & McGlynn, A. (2002) Self-Evaluation- What's in it for schools? London: Routledge Falmer
MacBeath, J (1999) Schools Must Speak for Themselves: The case for Self-Evaluation London: Routledge Falmer
Preedy, M. Ed (1989) Approaches to Curriculum Management, Milton Keynes, Open University Press
Stoll, L. and Fink, D. (1996) Changing our schools, Buckingham: Open University Press
Teacher Training Agency (1998) National Standards for Subject Leaders. London: TTA
Buchanan, D and Huczynski, A. (2004) Organisational Behaviour: An Introductory text Fifth Edition Harlow, FT Prentice Hall
Bush, T. (1995) Theories of Educational Management (second edition) London, Paul Chapman Publishing Ltd
Handy, C. (1999) Understanding Organisations London Penguin
Handy, C. (1999) Inside Organisations London Penguin
Handy, C. and Aitken, R. (1986) Understanding Schools as Organizations. London: Penguin Books
MacBeath, J. & McGlynn, A. (2002) Self-Evaluation- What's in it for schools? London: Routledge Falmer
MacBeath, J (1999) Schools Must Speak for Themselves: The case for Self-Evaluation London: Routledge Falmer
Preedy, M. Ed (1989) Approaches to Curriculum Management, Milton Keynes, Open University Press
Stoll, L. and Fink, D. (1996) Changing our schools, Buckingham: Open University Press
Teacher Training Agency (1998) National Standards for Subject Leaders. London: TTA
Module Indicative Content
The purpose of this module is to provide students with an opportunity to consider the organisation and management issues within education in the UK. Topics studied will include understanding the term organisational behaviour, investigating organisational structure in educational settings, developing an awareness of possible future development in educational management and an understanding of government influence on educational provisions. Students will identify the how the trend towards privatisation of services has affected educational settings, reflect on what makes a successful educational setting and debate the government demand on education.
Module Additional Assessment Details
An Exam (2000 words equivalent) weighted at 60% Tests learning outcomes 1, 2. 100% weighting. Length 2500 words
A written assignment - comprising the creation of a Briefing paper which presents an overview of the educational organisation and management within the participants contest. (500 words equivalent) weighted at 40% - Tests learning outcomes 3
A written assignment - comprising the creation of a Briefing paper which presents an overview of the educational organisation and management within the participants contest. (500 words equivalent) weighted at 40% - Tests learning outcomes 3