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 |
Module Content
Syllabus Plan
The content of the module may change to reflect emerging and developing theory, research, policy and practices in the field of education change, leadership and management. Nevertheless it will consider key ideas, theories, technologies, techniques and practices and content is likely to include:
- How are educational institutions led and managed?
- What does research tell us about the leadership and management of education in different educational settings?
- What means of managing and leading change in educational institutions have emerged and what is their relationship to wider political, social, economic and moral environments?
- How are educational institutions and learning monitored and evaluated?
- How might practices and techniques associated with mentoring and coaching help facilitate education change?
- In what ways do leadership identities emerge and what might be their significance for educational leaders?
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30.5 | 269.5 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30.5 | 30 hours of in-class sessions (10 x 3 hours) and 1 academic tutorial (0.5 hours) |
| Guided Independent Study | 119.5 | Directed study (e.g. web-based activities, preparing for academic tutorial, preparing for seminars, responding to seminar activities, contributing to online activities/discussion) |
| Guided Independent Study | 50 | Directed reading related to topics discussed in the module |
| Guided Independent Study | 100 | Preparing for assignments and further independent reading |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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.
