Students
EDCN841 – Educational Institutions as Organisations
2014 – S1 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Laurie Field
Contact via laurie.field@mq.edu.au
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpecEd or MTeach(Birth to Five Years) or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit extends students' theoretical understanding of educational leadership by exploring the organisational nature of educational settings and examining the application of organisational theories in these settings. After completing this unit, students will better understand the complexities and ambiguities of leadership and management, organisational change and policy implementation.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Reflective Task 1 | 10% | Week 5 |
| Forum 1 | 8% | Week 5 |
| Reflective Task 2 | 10% | Week 8 |
| Forum 2 | 9% | Week 8 |
| Reflective Task 3 | 10% | Week 12 |
| Forum 3 | 8% | Week 12 |
| Case study | 45% | Week 13 |
Reflective Task 1
Due: Week 5
Weighting: 10%
Review of structural concepts and principles in educational settings
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Forum 1
Due: Week 5
Weighting: 8%
Considers organisational structure concepts in educational organisations and the relationships between structure and operating environment
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Reflective Task 2
Due: Week 8
Weighting: 10%
Review of organisational learning rhetoric and reality within educational settings
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Forum 2
Due: Week 8
Weighting: 9%
Considers relationship between organisational culture, learning and teaching
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Reflective Task 3
Due: Week 12
Weighting: 10%
Review of emotional dimensions of educational organisations
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Forum 3
Due: Week 12
Weighting: 8%
Considers power and control within team settings
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Case study
Due: Week 13
Weighting: 45%
Describe and analyse dynamics of an educational organisation
On successful completion you will be able to:
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
Delivery and Resources
Learning occurs via online forums on the iLearn Unit website, self-directed reading and reflection, and workshop sessions on three Sundays (these sessions are optional but recommended for 'external' students who are able to attend; attendance by 'day' students is expected).
'Self-directed reading' draws on detailed notes that are provided, a range of material provided via e-reserve and regularly updated, a textbook (Bolman, L., & Deal, T. Reframing Organizations: Artistry, Choice and Leadership. San Francisco, CA: Jossey-Bass) and three other recommended books:
Hatch, M. (2006). Organization Theory: Modern, Symbolic and Postmodern Perspectives. Oxford: OUP.
Morgan, G. (2006). Images of Organization. Thousand Oaks, CA: Sage.
Palmer, I. & Hardy, C. (2000). Thinking about management: Implications of organizational debates for practice. London: Sage.
Students are expected to use the iLearn unit website to submit assessed work, to communicate with the Unit Convenor, and to engage in online forums.
Unit Schedule
The Unit is introduced at an evening session in the first week of Semester. After that, there are three on-campus workshop sessions during the Semester, each conducted on a Sunday between 9.30 am to 1.30 pm. Workshop sessions involve a mix of formal input, review of progress, exercises and discussion.
Face to face sessions are optional but recommended for 'external' students who are able to attend. Attendance by 'day' students is expected.
Learning and Teaching Activities
Introductory session
Workshops
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcome
- apply a range of organisational theories and concepts to educational organisations
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcome
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- apply a range of organisational theories and concepts to educational organisations
- use common perspectives on organisation (viz., structural, human, learning, cultural, political, emotional) to critically analyse the dynamics of a variety of educational organisations