EDM205: Educational Leadership and Management

Module code: EDM205

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Dr Karen Jones, email: karen.jones@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 17 June 2024

Overview

Module aims and purpose

In this module, students will critically engage with key sources of high-quality research that has led to new, substantive, theoretically grounded insights and understandings in the field of educational leadership and management. Students will become acquainted with contemporary issues tacked by researchers in the field. Alongside this, students will learn about a wide range of methodologies and interdisciplinary approaches that researchers have employed. The module is set within the context of an ever-changing political climate and an increasing culture of performativity and accountability inspired by neoliberal ideology. Students will be expected to consider their own professional experiences and challenge some of the underlying values present within leadership and management practice in today’s education sector. The module will show how this has led to new streams of research. The module requires students to critically engage with literature on an aspect of leadership and/or management that is current and relevant to their own professional context.

The module aims:

• To develop an understanding of the key concepts and issues that researchers have explored in educational leadership and management
• To critically examine the literature associated with educational leadership and management and relate this to professional practice
• To critically examine the context of education, such as structures, management and culture
• To analyse and evaluate methodologies and methods used in leadership and management research, which will include the development of strong digital literacy skills sourcing and sifting a body of literature and critical thinking and writing skills evaluating, organising and critiquing appropriate literature

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate an understanding of the key concepts and issues surrounding educational leadership and/or management and how these relate to political, societal or cultural influences
2. Critically examine relevant theories and literature associated with educational leadership and management related to an aspect that is current and relevant to own (or a) professional context
3. Demonstrate an understanding of how to analyse and evaluate methodologies and methods used in leadership and management research
4. Evidence strong digital literacy, writing and critical thinking skills

Module content

1. Research and theoretical developments in educational leadership and management
2. Researching the lived experience of leadership learning
3. Researching the subtle moral, moral emotional and relational aspects of leadership
4. Researching culture and identity in relation to educational leadership and management
5. Equity and inclusion in educational leadership and management research – the underrepresentation of women and ethnic minorities in senior and leadership positions.
6. Substantive, theoretically grounded insights into neoliberally inspired new managerialism, the rise of performativity and accountability in education and its implications.

Structure

Teaching and learning methods

This module will be delivered in the first year of the programme. The module runs over one academic year and includes two mandatory study weekends of learning at the °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ campus, plus one online synchronous workshop. Campus sessions take the form of seminars and will be underpinned by a learner-centred approach that enables each person to bring insights from which others can learn.

The module also requires self-directed learning. This element is supported by online recorded lectures and screencasts with guided activities and reading. It is expected that students further supplement this with independent study to help achieve the intended learning outcomes, and actively engage in meaningful peer-led discussions via the module discussion board/forum.  Peer review feedback is an essential part of the module.

The assessment provides an opportunity for students to develop their own research interests by choosing what they focus on in the assignment.

Study hours

At least 7 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

• Students will receive oral feedback on plans for their assignment during the second study weekend
• Students can email a draft version of the assignment for formative feedback, to the module convenor, no later than one month prior to the submission date

Reassessment

Additional costs