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Session: 2022/23
Last modified: 30/03/2021 12:07:06
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Title of Module: Leadership - Vision and Values |
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Code: EDUC11065 |
SCQF Level: 11
(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: | Dr. Carole
Bignell |
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| Summary of Module |
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Through structured engagement with relevant textual and audiovisual resources, this module provides participants with opportunities to reflect on their own practice in the area of leadership in education. It examines the concepts of leadership vision, values and transformational approaches to leadership. Participants will critically explore the leadership literature that focuses on these concepts.
The module focuses on values, vision and moral purpose in educational leadership and therefore examines the ethics of management and leadership in an educational context, looking at the demands of competing ethical systems and how these impact on leadership practices and principles. The values and vision of leaders at all levels of education inform strategy, management structures and change processes within the organisation. Assessment will require participants to critically explore the place of vision, values and transformational leadership with reference to its practical application in the educational setting.
The UWS Graduate Attributes that are commonly developed through the completion of this module are:
- Development of leadership knowledge and skills;
- Critical and analytical thinking;
- Resilience, autonomy and motivation;
- Effective communication and collaboration;
- Development of professional knowledge and skills.
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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.
Critically reflect on his/her professional practice in the area of leadership in the light of relevant theories and research findings.
L2.
Demonstrate a critical understanding of the way in which vision and values underpin the management of change, relating this to his/her professional experiences and context.
L3.
Demonstrate a critical understanding of the tensions and dilemmas facing those involved in leadership in education.
L4.
Develop and present reasoned arguments, expressing ideas clearly and coherently. |
| 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 11.
Deep understanding of key theories, concepts, principles and terminology in relation to leadership in education.
Critical understanding of the development of principles of change management.
Critical awareness of current issues related to leadership in education in relation to theoretical underpinnings and recent/current research findings.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Apply knowledge, skills and understanding to leadership practice across a variety of professional contexts.
Identify informed approaches to change management in a range of educational settings.
Critical reflection on professional practice and contemporary issues that impact on it.
Synthesise information and gain a coherent understanding of theories and practices in change management.
Retrieve, interpret and use primary and secondary information relevant to this module from a variety of sources including electronic databases.
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| Generic Cognitive skills |
SCQF Level 11.
Apply critical analysis, evaluation and synthesis to issues of leadership in an educational context.
Demonstrate an understanding of an issue and develop a creative and sensible solution to a leadership or change management problem.
Develop and demonstrate an ability to communicate effectively in a variety of professional settings.
Give reasoned opinions, identifying flaws in arguments and discriminating between what is of relevance and what is not, especially within the context of leadership in education.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Effectively and appropriately communicate knowledge and understanding of leadership in education practices to a range of audiences.
Make effective use of information retrieval systems and information technology applications to present documents in an appropriate form.
Use a range of (relevant) IT applications to support and enhance work on the module.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercise autonomy and initiative and taking responsibility for own work.
Work as part of a professional team to analyse information, formulate relevant responses and present these back to the group.
Work effectively in collaboration with others in groups or teams, taking a leadership role where appropriate.
Systematically identify and address own learning needs within the context of leadership, making use of academic research materials as appropriate.
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| 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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The module handbook, and other detailed material made available to participants, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies. This will clarify expectations for module content and for the overall balance of learning and teaching methodologies to be used during the module.
This module is structured through individual and group tasks delivered through technology enhanced learning methodologies supported by the University Virtual Learning Environment (VLE). The use of Moodle enables asynchronous learning, as participants engage with their fellow learners and tutors through online learning and discussion forums. By working in this way, the tutor team seek to foster a community of professional practice, embracing a social constructivist model of online learning.
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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 | 20 |
| Asynchronous Class Activity | 25 |
| Independent Study | 150 |
| Tutorial/Synchronous Support Activity | 5 |
| 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:
Donlevy, J. K. (2011). Working Through Ethics in Education and Leadership: theory, analysis, plays, cases, poems, prose, and speeches. Rotterdam: SensePublishers.
Northouse, P. (2009) Introduction to Leadership Concepts and Practice. London: Sage..
O’ Brien, J., Draper, J. & Murphy, D. (2016) School Leadership. Edinburgh: Dunedin.
Priestley, M. & Biesta, G. (2013) Reinventing the Curriculum. London: Bloomsbury.
Sergiovanni, T. (2007). Rethinking leadership: a collection of articles (2nd Ed.). London: Sage.
Tourish, D, (2013) The Dark Side of Transformational Leadership. Hove: Routledge.
Journals:
Educational Management Administration & Leadership
Management in Education: The Journal of Professional Practice
School Leadership and Management
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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 fulltime participants (part-time and distant learning participants 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 participants who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-participants/rights-and-regulations/regulatory-framework/. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | Andrew Killen |
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| External Examiner | C Jones |
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| Accreditation Details | |
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| Version Number | 2.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Each participant will be required to produce a written essay of 4,000 words that critically explores the place of vision, values and transformational leadership with reference to an 'action for change'/school improvement initiative (s)he has led or been part of.
Module handbooks, and other detailed material made available to participants, will clarify the relationship between formative and summative assessment tasks and the specific learning outcomes for the module. This will enable participants to relate feedback from formative assessment to their individual progress on the learning outcomes for the module and further prepare for summative submission. Detailed guidance as to how participants should prepare for formative and summative submissions will be provide via the VLE (Moodle).
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(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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This module is suitable for any student; appropriate support will be provided where required
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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