MA(Education) : 2007-08


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MA(Education) : 2007-08

  1. 1. MA(Education) : 2007-08 Module Handbook Strategic Leadership, Operational Management : Autumn Term 2007 INTRODUCTION TO THE MODULE In providing a grounding for the understanding of leadership and management, this module is rooted in present day realities of school or college life. Such realities are being played out to various degrees in the context of the government’s Every Child Matters agenda in educational organizations that are subject to the strong influences of conflicting values, the pace of change, unpredictability, and an emphasis on ‘standards’ and accountability, each of which exert their demands on the processes of managing people and resources. The main areas of focus for the module are outlined below, and are reflected in the attached session titles: from them course participants can expect to gain a synthesis of what constitutes versatile leadership and management practice:  Organisations and culture  Management – models, processes and values  Leadership styles The reading list should not be regarded as compulsory. However, while a selection of the varied titles will give you a reasonable and practical grounding for the module, you are of course encouraged to look beyond the list suggested. The module assessment requirements are also outlined. The choice of assignment focus is yours, but of equal significance is your analytical ability in linking theory with practice, and particularly with your present or recent experience from the workplace.
  2. 2. MA(Education) : 2007-08 Strategic Leadership, Operational Management : Autumn Term, 2008 THE TERM’S SESSIONS : Mondays : 4.30 pm – 7.30 pm (Eltham) Tuesdays : 6.00 pm – 9.00 pm (Bognor) Wednesdays : 6.00 pm – 9.00 pm (Horsham) 1 24/25/26 MA(Ed) Induction September Introduction to Module Organisational Models of Management – is Education a special case? 2 1/2/3 Theory – Practice Divide October Introduction to Models of Educational Management & Leadership 3 8/9/10 Formal Models October 4 15/16/17 Collegiality October HALF TERM 5 29/30/31 Women in Educational Management October Political Models 6 5/6/7 Subjectivism November Motivation Individual Tutorials 7 12/13/14 Ambiguity Models November Individual Tutorials (cont’d) 8 19/20/21 Culture and Cultural Models November 9 26/27/28 Strategic Leadership – Values, Vision, Mission November Leadership v Management Leadership Styles 10 3/4/5 Leadership Styles (cont’d) December Managing the Context Towards a Synthesis Assignment due : Thursday 3 January 2008 N.B. The schedule outlined above is provisional and may be amended in content or sequence, according to the tutor’s judgement or the needs, wishes or progress of the students.
  3. 3. STRATEGIC LEADERSHIP, OPERATIONAL MANAGEMENT Module Leader: Chris Luck Contact points: 01243 812057; 07973 905484; Rationale The leadership and management of educational organisations create the framework within which effective learning and teaching take place. They are complex activities encompassing – among many others – planning and target- setting, change, implementation and accountability. Such functions take place in organisational contexts, whose management models and processes, leadership styles and cultures they both determine and reflect. A study of the theory of educational leadership and management is valid if it improves practice and provides an analytical basis or a ‘conceptual tool-kit’ for determining both information that is relevant and strategic approaches that are successful. Hence a range of competing organisational models will be examined, each of which possesses its own distinctive validity, while displaying in addition the capacity to provide the shock of recognition. Particular foci will include: values, structure, external relations, leadership styles, and limitations. From this it is hoped that course members will be enabled to attain – or confirm – their personal synthesis of what constitutes good, versatile leadership and management practice. Objectives/Intended Learning Outcomes To enable course participants to:  understand the main theoretical perspectives underpinning relevant management models  identify the strategic roles played by leaders in educational organisations  analyse and evaluate the leadership styles and management processes taking place in their own institution  examine and (possibly) challenge their own values and principles and/or those manifested in their workplace  work towards a personal synthesis of good practice in strategic leadership and operational management If you would like information on the University’s Personal Development Planning programme and the processes involved, please consult the tutor and visit the website:
  4. 4. Summary of student evaluations of SLOM modules (Strategic Leadership, Operational Management) BRC & Crawley, 2005/6 19/23 students returned evaluations (83%); absentees were sent forms, but only two were returned. 100% felt that course objectives had been well or very well met, and the level of topic treatment was about right. 92% deemed subject material very relevant. 84% of students felt the course length and pace respectively about right, with one person expressing the view that it was too short and too fast, and two the opposite. Strengths included: Clarity of delivery, balance and variety of teaching styles, blend of experiences, and high expectations of assignment; range, quality and content of resources; material that was informative, relevant and self-evaluative; dialogue, debate and discussion, which helped to unpick difficult theoretical concepts and encouraged ‘big picture’ thinking, linked to practical contexts; thought provoking personally and professionally. Influence on practice: a) with pupils – encouraged reflection on role as leaders of learning and management of classrooms; need to communicate school’s vision clearly and consistently. b) with colleagues – raised awareness of different leadership styles and associated behaviour; implementation of a variety of leadership and management styles and approaches; assisted with professional discussions and dissemination of good practice; encouraged reflection and self-evaluation of teams and wider context; extended leadership and management skills and understanding of own practice; informed future action and approaches in leading and motivating teams, and managing projects. c) personally - underpinning of theories and clarity of understanding of leaders’ strategic roles; need for versatility in leadership styles; need to be more reflective of own practice and apply new theoretical understanding of recognised good practice; more aware of longer term influences of leadership and management strategies; increased confidence to lead in a versatile way in challenging situations, to act on intuitive feelings re management, and to pursue promotion and professional development at M level; gave greater insight in how to become a better leader and manager and develop a wide range of skills and techniques; prompted reflection on personal qualities in future leadership role. Areas for improvement: Quantity of material can be daunting (11%); Greater pace needed (13%). Action planned: • continue to sustain the quality of the module; • review amount of material covered and distributed; • review pace of sessions with smaller groups where interaction is less forthcoming; • consider individual students presenting papers or book reviews; • continue to offer a second tutorial at the end of the module for students that want it, with an emphasis on assignment planning for those new to programme. Chris Luck (14/7/06, 19/8/06, 24/8/06)
  5. 5. ASSESSMENT This consists of one assignment of 4,000 words. You can choose either (a) your own assignment focus or (b) one from those offered below. The assignment should demonstrate your ability to relate theory to practice by analysing the processes taking place in your current and/or previous workplace(s). Focussing on one or more specific, practical workplace example(s) can be advantageous in providing the assignment's foundation. Assessment criteria The assignment will need to demonstrate :  an understanding of the main theoretical perspectives underpinning relevant leadership and management models;  an ability to analyse and evaluate the leadership styles and management processes taking place in your own organisation;  a critical appreciation of current debates and research into aspects of leadership and management, such as theories of motivation and leadership for improvement. - o0o– In addition the following general assessment criteria of the MA(Ed) must be met:  knowledge of the major concepts of the area of study without significant omissions, errors or irrelevancies;  evidence that the relationship of these concepts to workplace practice is understood;  the ability to write coherently and concisely presenting a position or argument based on the outcomes of reading and/or enquiry;  the ability to analyse critically and reflect on professional practice using an identified framework and/or general theory;  the ability to evaluate critically the findings of published research and other literature;  the ability to synthesise and draw upon a range of appropriate material.
  6. 6. Assignment Task In meeting the three assessment criteria outlined above, you are welcome to choose one from the following : 1. What do you understand by the terms ‘leadership’ and ‘management’? 2. Compare and contrast a normative and a descriptive model of management. Your response should cover policy formulation, goals, structure, leadership, strengths and limitations. 3. ‘Democracy is the least efficient form of government … until you compare it to all the others.’ (Winston Churchill) Discuss the applicability of this remark to educational leadership and management with reference to models you have studied. 4. ‘Management should reflect the needs of the individual and the organisation.’ Explore the extent to which this is possible in times of new initiatives, rapid change, increased accountability and financial constraint. Assignment due : Thursday, 3 January 2008
  7. 7. UNIVERSITY OF CHICHESTER Strategic Leadership, Operational Management : Suggested Reading List Autumn 2008 ASPIN, D. & Quality Schooling Cassell CHAPMAN, J. (1994) BENNIS, W. Managing People is like Herding Cats Kogan Page (1998) BENNIS, W. & Reinventing Leadership Piatkus TOWNSEND, R. (1995) BLANCHARD, K. & The One Minute Manager Fontana/Collins JOHNSON, S. (1989) BOTTERY, M. The Ethics of Educational Management Cassell (1992) BUSH, T. Theories of Educational Management Chapman (2003) BUSH, T. & The Principles and Practice of Educational Sage BELL, L. Management (2003) BUSH, T. & Leadership and Strategic Management in Paul Chapman COLEMAN, M. Education (2000) BUSH, T. & Leading and Managing People in Education Chapman MIDDLEWOOD, D. (2005) BUSH, T. & The Principles of Educational Management Longman WEST-BURNHAM, J. (1994) CALDWELL, B. & Beyond the Self-Managing School Falmer SPINKS, J. (1998) COVEY, S.R. The Seven habits of Highly Effective People Simon + Schuster (1989) DALTON, I., Schools for the 21st Century Pearson FAWCETT, R. & WEST- BURNHAM, J. (2001) DAVIES, B. & School Leadership for the 21st Century Routledge ELLISON, L. (1997) DRUCKER, P. Management Butterworth/ (1991) Heinemann EVERARD, K. & Effective School Management Chapman MORRIS, G. (1996) FIDLER, B. Strategic Management for School Paul Chapman (2000) Development FULLAN, M. The New Meaning of Educational Change Cassell (1992) GELSTHORPE, T. & Educational Leadership and the Community Pearson Education WEST-BURNHAM, J. (2002) HANDY, C. The Age of Unreason Business Books
  8. 8. (1991) HARGREAVES, A. Teaching in the Knowledge Society: Open University Press (2003) Education in the Age of Insecurity HARGREAVES, A. & What's Worth Fighting For Open University Press FULLAN, M. in Education? (1998) HILL, R. Leadership that lasts ASCL Harcourt (2006) Sustainable school leadership in the 21st century MacBEATH, J. & Effective School Leaders Pearson Education MYERS, K. (1999) MacGILCHRIST, B., The Intelligent School Paul Chapman MYERS, K. & REED, J. (2006) MULLINS, L. Management and Organisational Behaviour Pitman (1996) NOVAK, J. Inviting Educational Leadership Pearson Education (2001) PETERS, T. & In Search of Excellence Harper and Row WATERMAN, R. (1982) PERCIVAL, A. & How to Run Your School Successfully Continuum TRANTER, S. (2004) PROTHEROUGH, R. & Managing Britannia: Culture and Edgeway Books PICK J. Management in Modern Britain (2002) ROBERTS, W. Victory Secrets of Attila the Hun Bantam, 1993 (1993) STEWART, R. The Reality of Management Butterworth/ (1997) Heinemann STOLL, L. & Changing Our Schools Open University FINK, D. Press (1996) WALLACE, M. & Learning to Read Critically in Educational Sage POULSON, L. Leadership and Management (2003) WHITAKER, P. Managing Schools Butterworth/ (1998) Heinemann JOURNALS: Educational Management and Administration School Effectiveness and School Improvement School Leadership and Management WEBSITES 1. The Adelaide Declaration on National Goals for Schooling in the 21st Century 2. All our Futures: Creativity, Culture and Education 3. NASA’s ‘Classroom of the Future’ 4. National College for School Leadership 5. Continuing Professional Development 6. Opportunity for all in a world of change
  9. 9. 7. Professional Development Collection (700+ full text education journals) Accessible via Portia 8. Values Education Initiatives