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Session: 2022/23
Last modified: 14/12/2022 15:04:27
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Title of Module: Leadership and Management |
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Code: EDUC09021 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | N
Allan |
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| Summary of Module |
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This module is designed for experienced practitioners working in childcare establishments in Scotland. This module will develop students’ professional knowledge and critical understanding of the principles, theories and concepts of leadership and management practice, relevant for their role in democratic and distributed leadership and the creation of a learning community. This will be achieved through critical examination of discourse on management and leadership. e.g. planning, teamwork, quality enhancement, collaboration, change management, business processes.
The module will focus initially on the role of the HRM cycle in supporting good practice in management and in particular approaches to recruitment and support personal learning and professional development needs and exit management. Drawing on practice experience and knowledge students will examine current Scottish Government guidelines on quality enhancement and SSSC Codes of practice and lead on an aspect of quality enhancement, promoting collective responsibility, evaluating the quality enhancement processes through professional reflection. The module will focus on the central role of development planning and the role of the leader in the processes of bringing together strategic and operational issues including business processes. Students will develop communication, delegation and planning skills as they take forward a specific aspect of change.
The module will be delivered by blended learning, including workplace learning, critical incident analysis.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Investigate and critically analyse significant aspects of human resource management in relation to work in childhood centres and take responsibility for implementing processes and procedures to identify and support personal learning and professional development needs.
L2.
Critically evaluate quality enhancement processes and procedures and take responsibility for an aspect of the delivery or development of a high quality service for each child and family.
L3.
Take some responsibility for processes in information handling, including financial information, relevant to the management of childhood settings.
L4.
Draw on a range of sources as part of work-related learning methods of enquiry to demonstrate leadership and change management through an initiative in a childhood setting. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Knowledge and critical understanding of the principles, theories and concepts of leadership and management practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Practise a range of professional level contexts which include a degree of unpredictability. |
| Generic Cognitive skills |
SCQF Level 9.
Critically analyse significant aspects of human resource management.
Critically evaluate quality enhancement processes and procedures.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Take some responsibility for processes in information handling. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise some autonomy in carrying out the research whilst taking responsibility for the work of others, adhering to SSSC Codes of Conduct. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Research and investigation (Independent and group work), critical incident analysis, group tasks, problem solving, role play, presentations by University lecturers and visiting lecturers, work-related learning, target setting and reflection.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
The module will be delivered by blended learning, including face-to-face delivery, online learning using VLE and workplace learning. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 100 |
| Independent Study | 64 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
CORE
Nutkins, S., McDonald, C., and Stephen, M. (2013) Early Childhood Education and Care: an Introduction. Sage. UK.
ADDITIONAL
Aubray, C. (2010) Leading and Managing in the Early Years. Sage. UK.
Brunton, P. and Thornton, L. (2005) Taking the Lead, Managing effective provision for families and young children. Lutterworth Featherstone Education Ltd.
Jones, C. and Pound, L. (2008) Leadership and Management in the Early Years: from principles to practice. Open University. McGraw Hill.
Lindon, J. and Lindon, L. (2011) Leadership and Early Years Professionalism. Hodder Stoughton.
Miller, L., Drury, R., and Cable, C. (2012) Extending Professional Practice in the Early Years. Open University. Sage. London.
Mullins, L.J, (2002) Management and Organisational Behaviour. 6th Edition. Harlow. Prentice Hall.
QAA (2015) Scottish subject benchmark statement: The Standard for Childhood Practice
Rodd, J. (2013) Leadership in Early Childhood, 4th Edition. Maidenhead Open University. McGraw Hill.
Scottish Executive (2007) The Child at the Centre: self evaluation for early years centres. Stationery Office.
Whalley, M., and Allen, S. (2010) Leading Practice in Early Years Settings. Exeter, Learning Matters.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | J Leslie |
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| External Examiner | J Shaik Mopidevi |
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| Accreditation Details | Approval required by SSSC |
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| Version Number | 3.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment will consist of use of models for analysis which directly underpin assessment Components 1 and 2. Completion of this will be marked by tutors and preparation will be undertaken in class groups. As part of work-based learning the student will lead an aspect of the development planning process. This aspect will be identified through effective consultation with stakeholders and understanding of wider strategic and operational factors.
As part of work-related learning the student will lead an aspect of the quality cycle and implement an aspect of change in line with good practice in change management. (Component 1 - 80%)
Through the tasks students will also demonstrate leadership of business planning processes e.g. financial, health and safety management, data storage as appropriate.
The combined written assessment, a project report, will focus on the role of the student as leader including reference to theoretical models, strengths and/or weakness of approaches taken and supported by appropriate evidence. (c. 2000 words).
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| Students will identify a critical incident and analyse the situation from a leadership and management perspective using the HRM cycle. Students will be asked to make a 10 minute presentation which demonstrates their understanding of the issues, the actions which would be taken and possible limitations to the effectiveness of these actions. (Component 2 - 20%). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Inclusion outcomes and reports can be accessed at the following link: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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