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EDLED502-23B (HAM)
Educational Leadership: Organisational Change and Development
30 Points
Staff
Convenor(s)
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Michele Morrison
07 8379069
TL.3.14
michele.morrison@waikato.ac.nz
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Lecturer(s)
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Brent Wagner
4576
TC.4.04
brent.wagner@waikato.ac.nz
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Michele Morrison
07 8379069
TL.3.14
michele.morrison@waikato.ac.nz
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Administrator(s)
Librarian(s)
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What this paper is about
This paper critically examines theories of organisation, organisational culture and change. It explores the nature and characteristics of effective professional communities, strategies for building collective efficacy, and the central role of leaders in educational improvement and innovation.
The paper is divided into three interrelated themes. These are:
Theme 1: Theories and Models of Organisation (TMO)
- Classical theories and modern perspectives
- Schools as learning organisations
- Professional learning communities (PLCs) and communities of practice (CoPs)
Theme 2: Understanding organisational culture (UOC)
- Defining organisational culture
- Examining and assessing organisational culture S
- haping organisational culture
Theme 3: Leading organisational change (LOC)
- Theories of change (including Lewin’s model, organisational development (OD) approaches, complexity and turbulence theory)
- Micropolitics and resistance to change
- Leading and sustaining organisational change
EDLED502 Educational Leadership: Organisational Development is one of two core papers for the Master of Educational Leadership (MEdLeadership) and a core paper in the Master of Educational Management (MEdM) degree.
How this paper will be taught
Required Readings
Required Readings / Ngā Pukapuka Kāhui Kōrero
Required and recommended readings for this paper are available on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
Core readings for each week are listed in this paper outline and represent a useful starting point. At masters level,students are expected to read widely and expand their literature base beyond paper readings.Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
Please note that your assignments may be copied and shared amongst teaching staff for internal and/or external moderation purposes.
This paper is 100% internally assessed, based on participation, coursework and assignments. There is no external assessment component such as an examination.
Assessments emphasise the link with critical theory and provide students with the opportunity to examine and enhance their understanding and practice within educational settings.
Assessments take the form of a cultural audit and a planned change proposal. The details of each in terms of length, structure and criteria for assessment are set out in the Assessment section in Moodle.
You are advised to study the requirements carefully and keep a copy of each assignment that you submit. The assignments and dates on which they are due are included in this outline so you can make an immediate start on planning and organising your schedule of study. More in-depth assignment guidance will be provided as required.
Please see individual assessment components for details about assessment measurement. The schedule of grades used by the University for the final total of marks is as follows: A+ 90-100; A 85-89; A- 80-84; B+ 75-79; B 70-74; B- 65-69; C+ 60-64; C 55-59; C- 50-54; D 40-49; E 0-39; IC Incomplete; RP Restricted pass.The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.