Module EFPM911 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM911: Educational Leadership and Management
This module descriptor refers to the 2019/0 academic year.
Module Aims
The principal aim of this module is to facilitate the critical examination by module participants of educational leadership and management.
This module will examine key questions such as:
- How might we characterise educational leadership and management?
- What are the key models of educational leadership and what is their relationship to the contexts in which they are practised?
- What is the role of teams and the collective in educational leadership?
- What is the relationship between learning and educational leadership?
- In what ways might mentoring and coaching enable and develop leadership and management?
- What is the significance of identity to educational leadership
- In what ways might you as an education leader and/or manager seek to develop your practices in the light of your learning on this programme?
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. Demonstrate a critical understanding of different notions of education leadership and management 2. Critically evaluate different theoretical perspectives on education leadership and management 3. Demonstrate a critical understanding of key global, national and local issues in educational leadership and management |
| Discipline-Specific Skills | 4. Critically reflect upon and evaluate your own understanding of education leadership and management and its application to education settings with which you are familiar 5. Consider and critically reflect on ideas concerning the relationship between educational leadership and management theory, research, policy and practice 6. critically evaluate research evidence related to the leadership and management of education |
| Personal and Key Skills | 7. Synthesise and organise ideas to present a convincing argument 8. Engage in critical, reflective debate 9. Evaluate your own leadership and management practices in relation to facilitating education change 10. consider the application of theoretical ideas, policy positions and research implications to educational leadership practices 11. undertake both directed and independent study to recognise, justify and analyse key ideas in educational leadership and management literature and relate these to research, theory, policy and practice |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Critical reflection: Leading and managing | 1000 words | 1-7 | Written |
| Critical reflection: Contemporary modes of leadership | 1000 words | 1-3, 7,10 | Written |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 60 | 3,000 words | 1-7 | Written and grade |
| Leadership practice: critical reflection | 40 | 2,000 words | 1, 7-10 | Written and grade |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay (3,000 words) | 1-7 | 4 weeks |
| Leadership practice: critical reflection | Leadership practice: critical reflection (2,000 words) | 1, 7-10 | 4 weeks |
