Students
EDCN847 – Human Resource Management in Education
2014 – S1 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Norman McCulla
Contact via norman.mcculla@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)
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
Strategic management of human resources is a key responsibility of leaders at all levels of educational organisations. Participants extend their understanding of the nature and inter-relationships of strategic human resource management functions (including recruitment, induction, continuing professional development, leadership development, performance management, succession planning and legislative compliance) and critically reflect on how these contribute to the development of productive work environments and attainment of organisational goals.
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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:
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Online Seminars | 20% | Fortnightly |
| Major Assessment Task | 40% | 26 May |
| Reflective Journals | 40% | 21 April and 9 June |
Online Seminars
Due: Fortnightly
Weighting: 20%
Online seminars related to topics in each of 7 learning Modules
On successful completion you will be able to:
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
Major Assessment Task
Due: 26 May
Weighting: 40%
The major assessment task relates to identifying, analysing and resolving a HRM problem in the school/workplace/jursidiction chosen by the student.
On successful completion you will be able to:
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
Reflective Journals
Due: 21 April and 9 June
Weighting: 40%
On successful completion you will be able to:
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
Delivery and Resources
The Modules will assume that you have your own copy of the required text:
Nankervis, A., Compton, R., Baird, M., and Coffey. J. (2011). Human Resource Management: Strategy and Practice. Melbourne. Cengage. (Seventh edition).
You will need regular access to a computer and the Internet.
Unit Schedule
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Wk |
Week beginning |
Module |
On-campus session |
Learning Activity |
Assessment Task |
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1 |
3 March |
1 |
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LA1 |
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2 |
10 March |
2 |
LA2 |
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3 |
17 March |
2 |
LA2 |
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4 |
24 March |
3 |
LA3 |
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5 |
31March |
3 |
LA3 |
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6 |
7 April |
4 |
LA4 |
||
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7 |
14 April |
4 |
Mid-semester break |
LA4 |
|
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8 |
21 April |
5 |
Mid-semester break |
LA4 |
Reflective Journal Part A due Monday, 21 April |
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9 |
28 April |
5 |
LA5 |
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10 |
5 May |
5 |
LA5 |
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11 |
12 May |
6 |
LA6 |
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12 |
19 May |
6 |
LA6 |
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13 |
26 May |
7 |
LA7 |
Major Assignment due Monday 26May |
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14 |
2 June |
7 |
LA7 |
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15 |
9 June |
Unit Evaluation |
Reflective Journal Part B due Monday, 9 June |
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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
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
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
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
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 outcomes
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
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
- Demonstrate an understanding of the scope of the HRM and HRD practices in education contexts
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
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 outcomes
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.
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
- Deconstruct and critique a range of HRM and HRD policies and practices in schools and other education workplaces
- Construct a plan for the improvement of an aspect of HRM or HRD practice justified by the literature and relevant to the context of their school/workplace/organisation.