EDUC2029 Leading & Managing Education
This module aims to introduce you to the core aspects of leadership and management theories. It will give you the opportunity to consider key themes related to leadership and management approaches and their impact on educational practice. This module aims to enable you to develop your analytical and critical skills, as it draws on empirical insights and knowledge and as far as possible links them to your experiences. Having successfully completed this module you will be able to use theoretical and empirical evidence to make suggestions for improving practice.
Aims and Objectives
- Develop your knowledge and understanding of theoretical, research and practical knowledge underlying concepts of leadership and management in education; - Develop a critical understanding of leadership to professional learning and development and its impact on learning.
Having successfully completed this module you will be able to:
- Discuss in an informed manner the diversity of leadership approaches and policy within different education contexts (national and international perspectives).
- Systematically analyse educational leadership and management concepts and reflect on the broader education policy contexts.
- Reflect on the relationships between leadership and teachers’ professional development as well as students’ learning.
- Critically discuss the issue of gender and diversity in educational leadership.
- Organise and articulate a line of argument in speech, writing and other appropriate media using relevant specialist vocabulary.
- Distinguishing Leadership and Management; - Leadership and Management Theories; - Researching Instructional Leadership/ Leadership for Learning: evidence from an international perspective; - Leadership, Professional Learning and Development; - Leading Learning through Mentoring and Coaching; - Teacher Leadership; - Understanding Policy and Educational Leadership; - Leadership, Gender and Diversity
Learning and Teaching
Teaching and learning methods
Normally, the two hour face-to-face sessions are mainly ‘tutor led in lecture format’, followed by seminars which create a platform for students’ engagement and interaction (e.g., through group discussion, debates, case studies). All students will be offered the opportunity of a face-to-face tutorial with the tutor(s) to discuss the assignment topic.
|Total study time||150|
Resources & Reading list
Day, C. Sammons, P., Hopkins, D., Leithwood, K and Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: policy and research contexts. School Leadership & Management. ,28 , pp. 0.
Kelly, A. (2004). The intellectual capital of schools: analysing government policy statements on school improvement in light of a new theorization. Journal of Education Policy. ,19 , pp. 0.
MacBeath, J. and Dempster, N. (2009). Connecting Leadership and Learning: Principles and Practice.
Lumby, J. and Morrison, M. (2010). Leadership and diversity: theory and research. School Leadership and Management. ,30 , pp. 0.
Bush, T. (2007). Educational leadership and management: theory, policy and practice. South African Journal of Education. ,27 , pp. 0.
Dimmock, C. (2012). Leadership, Capacity Building and School Improvement Concepts, Themes and Impact.
Bush, T., Bell, L. and Middlewood, D. (2010). The Principles of Educational Leadership & Management.
The challenge of leadership: ethnicity and gender among school leaders in England, Malaysia and Pakistan. In Miller, P. Cultures of Educational Leadership: Global and Interculture Perspectives. Pages 95 - 119.
Kaparou, M. and Bush, T. (2016). Instructional leadership in Greek and English outstanding schools. International Journal of Educational Management. ,30 , pp. 0.
Rhodes, C. and Brundrett, M. (2009). Leadership development and school improvement. Educational Review. ,6 , pp. 0.
Yuki, G. A. (2013). Leadership in Organisations.
Muijs, D. and Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education. ,22 , pp. 0.
Northouse, P.G. (2016). Leadership: Theory and Practice.
|Assignment (3000 words)||100%|
|Coursework assignment(s) (3000 words)||100%|
Repeat type: Internal
Costs associated with this module
Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.
In addition to this, students registered for this module typically also have to pay for:
There are no ‘additional’ costs associated with this module.
Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.