MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Leadership & Management in Education (2)
Module code
KV717
Credit value
20
Level
Level 4
Level 5
Level 6
Level 7
X
Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
None
Co-requisite modules
None
Module delivery
Mode of delivery
Taught
X
Distance
Placement
X
Block
Other
Online
Other
Pattern of delivery
Weekly
When module is
delivered
Semester 1
Semester 2
Throughout year
X
Other
Brief description of
module content and/ or
aims
This module is intended for those already in, or aspiring to, leadership and
management positions within educational institutions. It aims to provide
students with an understanding of the role of educational leadership and
management to address issues of school/institutional change, the impact of
policy in influencing change, improvement in learning and teaching, and
challenging social inequality through education.
Module coordinators
Irena Andrews and Aly Colman
School
Education
Campus where delivered
Falmer/ Mauritius Institute of Education/ Off-site (where the programme is
commissioned)
Course(s) for which module is appropriate and status on that course
Course
Status
MA Education Programme UK
Optional
MA Education (Teaching Leaders)
Optional
MA Education Programme Mauritius
Optional
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
This module aims to build on students' knowledge and understanding of contemporary
approaches to leadership and management in education. It provides the opportunity
to apply theory to practice in considering leadership led change and the role of policy,
approaches to leading improvement in learning and teaching, and challenges to social
inequality through education.
Learning
outcomes
By the end of the module students will be able to:
1. Critically analyse and evaluate selected theoretical models and/or approaches
relating to the leadership of change in professional educational settings;
2. Critically examine the role of policy in influencing change within educational
settings;
3. Independently apply their understanding of approaches to leading change within
their own professional contexts;
4. Analyse the complex issues and possible tensions that arise from leading
educational change when seeking to improve outcomes for students.
Content
Indicative content to include:




Learning
support
Theories, research and practices relating to the leadership of change in education;
The role of policy;
Leading learning;
Concepts of social inequality and leadership for social justice.
Books:
Gorard, S. and Huat See, B. (2013) Overcoming Disadvantage in Education,
Abingdon: Routledge
Gunter, H.M (2001) Leaders and Leadership in Education, London: Sage
Macbeath, J. (2009) Connecting Leadership and Learning: Principles for Practice,
Abingdon: Routledge
Preedy, M., Bennett, N. And Wise, C. (2012) Educational Leadership: Context,
Strategy and Collaboration, Milton Keynes: The Open University
Robertson, J. and Timperley, H. (Eds.) (2011) Leadership and Learning, London: Sage
Smith, E. (2012) Key Issues in Social Justice, London: Sage
Journals:
Educational Management and Administration
Journal of Education Policy
School Leadership and Management
Electronic sources (accessed January 2015)
National College for Teaching & Leadership URL:
https://www.gov.uk/government/collections/teaching-schools-and-system-leadershiphow-you-can-get-involved
Teaching and learning activities
Details of
teaching and
learning
activities
•
•
•
•
Lectures,seminars
Group discussions, activities and exercises
Presentations
Peer led activities
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED
This is an indication of the number of hours students can expect
to spend in scheduled teaching activities including lectures,
seminars, tutorials, project supervision, demonstrations, practical
classes and workshops, supervised time in workshops/ studios,
fieldwork, external visits, and work-based learning.
20
GUIDED
INDEPENDENT
STUDY
All students are expected to undertake guided independent study, 180
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
PLACEMENT
The placement is a specific type of learning away from the
University that is not work-based learning or a year abroad.
TOTAL STUDY HOURS
0
200
Assessment tasks
Details of
assessment on
this module
(100% weighting)
Students will identify an issue within their own educational setting and identify a
planned (actual/theoretical) leadership led change process. The change process
should be discussed in relation to current theories, research, policy and leadership
and management practice. The discussion will include a critical evaluation of the
extent to which it improves, or has potential to improve identified areas, while
demonstrating an understanding of the complex issues and ensuing challenges
involved.
(4,000 words maximum)
Referral task: Rework original task(s).
Types of assessment task
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation,
portfolio, project output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
% weighting
(or indicate if
component is
pass/fail)
100%
EXAMINATION INFORMATION
Area
examination
board
Postgraduate Framework Combined Area and Course Examination Board
External examiners
Name
Position and institution
Tenure Starts
Tenure ends
Jane
Chambers
Programme Director, St Mary's University
College
01/01/2012
31/12/2015
Theresa
Morris
Programme Manager / Senior Lecturer
University College Birmingham
01/10/2011
31/12/2015
QUALITY ASSURANCE
Date of first approval
February 2009
Date of last revision
N/A
Date of approval for this version
January 2015
Date this version first taught
February 2015
Version number
2
Modules replaced
N/a
Available as free-standing module?
Yes
No
X