Leadership in Education Organisations PG (9791.2)

Please note these are the 2028 details for this unit
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Leadership in Education Organisations PG
Available teaching periods Delivery mode Location
View teaching periods Intensive
 Hangzhou, China
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Post Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit develops students' appreciation of leadership and management theories, current research and practice in a broad range of educational contexts. It reviews major concepts, theories and emerging approaches of leadership in education organisations. It examines the changing nature and roles of leadership and management internationally. It provides the opportunity for students to critically assess and discuss the nature and characteristics of leadership and management in familiar contexts and to consider learning and organizational effectiveness within dynamic contexts.

Learning outcomes

On successful completion of the unit, students will have:
1. Critically examined experience and existing knowledge concerning leadership and management in educational settings;
2. Demonstrated an appreciation of the theories and research relevant to the study and practice of educational leadership through an examination of contemporary international literature;
3. Displayed an applied understanding of the nature and roles of leadership and management in contemporary education organizations; and
4. Applied a range of relevant theories to the analysis of leadership in an educational setting.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
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 - evaluate and adopt new technology


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2027, 2028 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Hangzhou, China Period 1 27 January 2026 Intensive Prof Ting Wang
2027 Hangzhou, China Period 1 25 January 2027 Intensive Dr Duncan Driver
2028 Hangzhou, China Period 1 24 January 2028 Intensive Dr Duncan Driver
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

Courtney, S.J., Gunter, H.M., Niesche, R., Trujillo, T.M. (Eds.), (2021). Understanding educational leadership: Critical perspectives and approaches. London: Bloomsbury.

Required readings (Module 1 to Module 4) are available in Reading Lists on Canvas.   

Supplementary readings and further references are also available on Canvas.

Submission of assessment items

Extensions & Late submissions

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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Artificial Intelligence

Students may use generative artificial intelligence (GenAI) only in authorised ways 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:

  1. The Unit Convener has authorised its use for that assessment;
  2. The student uses it in the way that the assessment instructions allow for;
  3. The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.

Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.

Students should be aware that the University of Canberra utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

It is strongly recommended that students keep records of the development process for all works submitted for assessment, or drafts of work submitted for a work-in-progress review, in a learning portfolio or equivalent. Failure to provide evidence of the development process for assessment may influence a suspicion of GenAI misuse or other forms of academic misconduct. 

 The GenAI for Students Library Guide provides further information, including how to reference GenAI.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit.

Supplementary assessment

 

 

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.
 
Note that the University supported text matching software is Turnitin – Student Text-matching Checker, which is now available to all units via Canvas. 
 
The use of Turnitin – Student Text-matching Checker is the default position of the university. Should a reason be put forward for deviation from this position, please discuss with ADE.
Unit convenors should;
1. alert to students re fraudulent documentation and potential serious consequences including suspension and/or exclusion from the University and that all allegations of student misconduct will be referred to the Associate Dean Education (ADE) for investigation as a prescribed authority
2. Encourage all students to complete the academic Integrity Module (AIM)
3. Inform all students in the below units that AIM is a Required completion task – zero marks
• Students are required to complete AIM and upload the completion certificate (badge) to the assessment item drop box on the canvas site. 
• Students who do not submit the completion certificate will be given a withheld (WH) grade until such time as they upload it to the Canvas site. 
 

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 is expected to be 150 hours:

1. Online reflections and engagement                15 hours

2. Attendance and engagement in workshops    25 hours

3. Prescribed readings and private study            50 hours

4. Research and assignment preparation            60 hours

Participation requirements

Your participation in both class and online activities 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

Canvas is the delivery management tool for this unit. Basic computer literacy is assumed. 

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

Work placement, internships or practicums

None

Additional information

Provision of information to the group

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

This unit provides theoretical foundations of educational leadership and involves research-led education. 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.

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