Leadership and Change in Education G (11969.1)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online real-time |
UC - Canberra, Online |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| Academic Program Area - Education | Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
After successful completion of this unit, students will be able to:1. Analyse theories of leadership and organisational change;
2. Evaluate and describe the nature of effective educational leadership;
3. Demonstrate an understanding of the role of the leader in managing and/or bringing about educational changes; and
4. Develop approaches to educational change in authentic educational contexts.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Skills development
The aim of this unit is to enable students to critically analyse the different theoretical and practical aspects of educational leadership and organizational changes within a constantly shifting reform environment. The unit explores and analyses a range of theories and emerging approaches and understandings of leadership espeically in school contexts, including distributed leadership, strategic leadership, ethical leadership, instructional leadership, and comparative, inter-cultural understandings of leadership. This unit provides an opportunity for students to reflect upon their leadership identity what constitutes effective leadership and change in educational settings. Students will also construct their own 'theories' of effective leadership and change through engaging with a range of activities and assessment tasks. Opportunities will be provided to develop conceptual and practical skills for the effective management of change in schools and other educational institutions.
Prerequisites
None.Corequisites
Student must be enrolled in one of the following courses to enrol in this unit:EDC102 Graduate Certificate in Educational Leadership
EDC103 Graduate Certificate in Education
EDM102 Master of Education
Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | UC - Canberra, Online | Study Block 3 | 12 May 2025 | Online real-time | Dr Bernard Brown |
| 2026 | UC - Canberra, Online | Study Block 3 | 11 May 2026 | Online real-time | Dr Bernard Brown |
Required texts
Brooks, J. & Normore, A. (2018).Foundations of Educational Leadership, Routledge.
Other readings will be listed on the Canvas site
Submission of assessment items
Extensions & Late submissions
Written assessment pieces to submitted as word documents or some other editable format.
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Artificial Intelligence
Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
- The Unit Convener has authorised its use for that assessment;
Special assessment requirements
Normally an aggreate mark of 50% is required to pass this unit.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
The workload for this unit, adding up to 150 hours is approximately:
Reading and private study: 50 hours
Workshop and online participation: 50 hours
Assessment tasks: 50 hours
Inclusion and engagement
It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and Engagement Office as soon as possible so that reasonable adjustment arrangements can be made.
Participation requirements
Your participation in both online activities and tutorials will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
Basic IT skills are required to participate in this unit.
Work placement, internships or practicums
None
Additional information
This unit is based on contemporary research both of a theoretical and empircal nature focussed on leadership and change in education. This unit involves research-led education and/or work-integrated learning.
There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
Courses to maintain agreed standards in the assessment of student work through a valid, consistent and transparent process, in line with the UC Assessment Policy. Sample assignments at different grade levels will be moderated for each assessment item in each unit. All assignments that receive a mark of 45 or more but less than 50 percent will also be moderated. In addition, if a student receives an overall mark close to a grade boundary, their assignments will be moderated before their final result is released.
