UNIT CODE
EDLE640
UNIT TITLE
PERSPECTIVES ON LEADERSHIP
CREDIT POINTS
10
DISCIPLINE CLUSTER AND WEIGHTING
RELATIONSHIP TO OTHER UNITS
PREREQUISITES
This is one of two core units in the Master of Educational
Leadership and the Postgraduate Certificate in Educational
Leadership.
Nil
UNIT DESCRIPTION
This unit extends and deepens students’ understandings of the “nature” of leadership in general and
specifically in educational organisations. It provides students with engaging experiences to appreciate
the history and origins of modern leadership as well as its approaches in organisations, particularly
those with a faith-based orientation and a learning focus. This invites a critical scrutiny of leadership and
organisation theory in its various manifestations. It supports students as they strive to transform
organisational cultures while nurturing personal and social growth. Students will be expected to apply
their learning to their own contexts.
LEARNING OUTCOMES
On completion of this unit students will be expected to be able to:
1.
articulate and critique key ideas in the field of leadership in organisations and its supporting
theories (Graduate attributes I4 and P1);
2.
recognize the importance leadership has for individuals, organisations, communities and societies
(Graduate attributes I2 and V3);
3.
understand and distinguish between the historical views of leadership and evolving perspectives
on leadership (Graduate attributes I4 and P1);
4.
relate and apply concepts of vision and mission to organisational and personal leadership goals,
and its implications for faith based organisations (Graduate attributes V1 and P2);
5.
apply understandings of leadership and organisational structure to learning organisations
(Graduate attributes I2 and P3);
6.
identify different leadership approaches to complex contexts and challenges (Graduate attributes
I3 and V3);
7.
apply evolving perspectives on leadership and organisation in the theological and ecclesial context
of Catholic schooling (Graduate attributes I2 and V1);
8.
examine issues and dilemmas that are faced by contemporary leaders in faith based organisations
(Graduate attributes I1, P2 and V3); and
9.
develop a personal integration of the range of perspectives on organisations and leadership
(Graduate attributes I2, P3 and V4).
On successful completion of this unit, students will have progressed in the development of the following
ACU graduate attributes:
Intellectual
I1.
critical and analytical abilities
I2
enthusiasm to search for further knowledge and understanding
I3
open-mindedness and receptiveness to new ideas
I4
expertise in chosen academic field.
Professional
P1
knowledge and skills to meet relevant professional requirements
P2
understanding of and commitment to professional ethical standards
P3
information literacy, communication and interpersonal skills.
V1
commitment to values consistent with the University’s Mission
V3
commitment to good citizenship, including respect for individuals, empathy with
persons of differing cultural and religious backgrounds, community responsibility and
concern for the environment
V4
a high regard for equity and human rights in the context of a broad understanding of
globalization.
Values
CONTENT
Each of the content elements of the unit will be explored both in terms of organisations in general and
in a particular way in the context of the Catholic or other faith-based schools. Topics will include:
1. Historical perspectives on leadership
Trait theories
Behavioural theories
Situational or contingency theories
Transformational theories
Servant leadership
Capabilities
Sustainability
2. Organisational perspectives
Bureaucratic
Political
Cultural
Community
Ecclesial
Human service
For-profit/Not-for-profit
3. Evolving perspectives on leadership and organisations
Values, ethics and moral perspectives
Vision
Chaos and complexity theory
Networking
Transformational leadership
Participative/Shared leadership practices
Emotional Intelligence and leadership.
TEACHING ORGANISATION
In addition to lectures on the key concepts found in the literature, there will be opportunities for group
discussion, private reflection and practical activities. Face-to-face teaching, conventional distance
education materials and electronic modes of delivery may also be used. These methods will allow
students to participate in an intense dialogue, using a variety of investigative methodologies, sorting
through various sources and types of evidence to identify underlying patterns, structure or significance.
These methods are also intended to engage students as active participants in the learning process and
encourage them to become independent learners. There will be respect for students’ views and
responses, an understanding of an individual's knowledge, capabilities and backgrounds and a concern
for the welfare and progress of individual students.
ASSESSMENT
There will be two or three assignments totalling 5,500 words. Length would depend on weighting. At
least one would require a focus on real life situations. Sample assignment topics are:
Overview of Assessment
Brief Description of Assessment Tasks
Weighting %
Learning
Graduate
Outcome/s
Attributes/
Assessed
Generic
Skills (ie I3,
V1 etc)
Assignment one
33 or 50%
1,7,8,9
I2, P3, V4
Personal response to a significant leadership
book, integrating writer’s thoughts with
student’s professional life.
Assignment two
33 or 50%
2,3,5,6
I1,I4,P1,V1,V
Logical and evidence based analysis of an
4
organisational situation, based on current
understandings of the literature, including
suggestions or improvement.
Assignment three
A personal, scholarly project with a focus on
leadership. Present a one page outline for
negotiation to demonstrate how you will show
evidence of learning.
or
Appropriate negotiated topic.
33 or 50%
1,5,8,9
I1-4, p1-3, V1-4
In order to satisfy requirements for this unit, students are expected to submit all assessment tasks and
to participate in classes and/or prescribed online activities.
REPRESENTATIVE REFERENCES
Bates, R., & Eacott, S. (2008). Teaching educational leadership and administration in Australia, Journal of
Educational Administration and History, 40(2), 149–160.
Caldwell, B.J. (2006). Re-imagining educational leadership. London: Sage.
Cranston, N., Ehrich, L., & Morton, L. (2007). Current issues in educational leadership, What is the
literature saying? The Australian Educational Leader, 29. 10-13.
Donaldson, G. (2006). Cultivating leadership in schools: Connecting people, purpose, and practice. New
York: Teachers College Press.
Duignan, P. (2007). Educational leadership: key challenges and ethical tensions. London: Cambridge
University Press.
English, F., & Anderson, G. (2005). The Sage handbook of educational leadership: advances in theory,
research, and practice. Thousand Oakes, CA: Sage.
English, F. (Ed.). (2006). Encyclopedia of educational leadership and administration. Thousand Oakes CA:
Sage.
Grace, G., & O’Keefe, J. (2007). International handbook of Catholic education. London & New York:
Springer.
Goethals, G., Sorenson, G., & MacGregor Burns, J. (2006). Encyclopedia of leadership. Thousand Oakes,
CA: Sage
Fullan, M. (Ed.). (2007). The Jossey-Bass reader on educational leadership. (2nd ed.). San Francisco: John
Wiley & Sons.
Harris, A. (2009). Distributed leadership: Different perspectives. New York: Springer.
Hayden, G. (2007). Values for educational leadership. Thousand Oakes, CA: Sage.
Shapiro, J., & Gross, S. (2008). Ethical educational leadership in turbulent times : (Re)solving moral
dilemmas. New York: Lawrence Erlbaum Associates.
Stader, D (2007). Law and ethics in educational leadership. Upper Saddle River, NJ: Pearson Merrill
Prentice Hall.
Tomlinson, H. (2004). Educational leadership: Personal growth for professional development, Thousand
Oakes CA: Sage.
Wren, J.T. (2007). Inventing leadership: The challenge of democracy (New Horizons in Leadership
Studies), Cheltenham, UK: Edward Elgar Publishing.
Young, M., Crow, G., Ogawa, R., & Murphy, J. (Eds.). (2009). The handbook on research in educational
leadership. Austin, TX: University Council of Educational Administration.
LIBRARY
For extensive electronic resources on educational leadership hotlink the following:
http://www.acu.edu.au/library/find/subject/educational_leadership/