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.
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 |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Fuller, K. (2013) Gender, Identity, and Education Leadership , London: Bloomsbury.
Gronn, P. (1999) The Making of Educational Leaders . London: Cassell
Gronn P (2000) Distributed properties: A new architecture for leadership. Educational Management and Administration . 28(3), 317–338.
Gunter, H. (2012) Leadership and the Reform of Education , Bristol: Policy Press.
Hall, D., Moller, J., Schratz, M., and Serpieri, R. (2017) From welfarism to neo-liberalism: Conceptualising the diversity of leadership models in Europe. In: Waite, D. and Bogotch, I. (eds) The International Handbook of Educational Leadership . Hoboken, NJ: Wiley-Blackwell Publishers.
Hall, D. (2013) Drawing a Veil over Managerialism: Leadership and the Discursive Disguise of the New Public Management,Journal of Educational Administration and History , 45 (3), 267-282.
Lingard, B., Hayes, D., Mills, M., and Christie, P. (2003) Leading Learning: Making hope practical in schools, Maidenhead:Open University Press.
Ozga, J (2009) Governing education through data in England: from regulation to selfâ??evaluation, Journal of Education Policy , 24 (2),149-162.
Spillane, J. and Diamond, J. (2007) Distributed Leadership in Practice . New York: Teachers College Press.
Thomson, P. (2008) Headteacher critique and resistance: a challenge for policy, and for leadership/management scholars. Journal of Educational Administration andHistory , 40 (2), 85–100.
