University of London External Programme MA degree Applied Educational Leadership and Management Programme Specification 2006-07 General Information Programme title Applied Educational Leadership and Management Final award ‘Master of Arts FHEQ level of final award Master ‘M’ Level Associated Programmes Postgraduate Diploma and Postgraduate Certificate and certificate of (including short courses) achievement for single module. FHEQ level of associated Master ‘M’ Level award(s) Awarding body University of London Lead College Institute of Education Programme Director Dr Marianne Crawford until Jan 06, and then Dr Megan Crawford Mode of study Distance learning using VLE Programme accredited by N/A Programme started 2003/04 Study year start date September Relevant QAA subject None benchmarks Registration period Minimum: Postgraduate certificate: 1 year (minimum/maximum) Postgraduate Diploma: 2 years MA degree: 3 years Average time to graduation Not known yet Teaching Institution No attendance required? Admissions Details Intake (quota) Min 8 max 70 per module and overall Admission requirements – MA: Either: general entrance a) A second class honours degree in Education from a university or other institution acceptable to the University of London. requirements, programme Or b) A second class honours degree in an appropriate subject from a specific entrance university or other institution acceptable to the University of London and/or requirements an equivalent professional qualification such as a PGCE, CIPD, training qualification, TEFL or ESOL qualification, health qualification (e.g. qualified nurse or other health worker), or an equivalent professional qualification acceptable to the University of London, together with at least two years relevant experience. Possible exemptions NPQH exemption from one unspecified optional module from the PG Dip or the MA. Exemptions are given to students who have qualifications from outside the University of London; students will be exempt from subjects but no mark will count. There is currently a limit on the number of exemptions that can be awarded - up to one third of a degree. Credit and Applications for credit from students and graduates of the University of transfer/progression London will be considered on a discretionary basis. arrangements Credits are given to students who have University of London qualifications; students can be credited with the same or equivalent subject previously passed and the mark they achieved will carry. Programme Outcomes Distinctive features of the Blend of research, practice and reflection on practice. Programme Possible routes to further Completion of the MA enables application for doctoral work study Possible graduate NA, except for progression to doctoral work employment routes Programme content and structure Learning aims, objectives Formal course aims: and intended outcomes Through this course we aim to: • Equip participants with a body of knowledge that will improve their understanding of educational management and leadership in educational systems and institutions, particularly schools • Enable participants to reflect critically on key areas of theory, empirical research and values underpinning educational management and leadership. • Enable participants to apply key theory and research findings to their own working environment • Enable participants to analyse and reflect critically on the policy context as it impacts on educational leadership and management • Enable participants to explore ways in which educational management and leadership can contribute to the improvement of educational systems and institutions and to the quality of teaching and learning • Foster reflection on practice throughout the course and particularly through engagement with other course participants. Expected learning outcomes Each module will have its own learning objectives but overall, by the end of the course, you should: • Have acquired knowledge and a reflective understanding of key principles of educational management and leadership in educational systems and institutions, particularly schools • Have reflected critically on, and applied key concepts, analytical frameworks and selected research findings in relation to management and leadership issues in your own and other people’s work place • Be able to analyse and synthesise key concepts and frameworks derived from the academic and professional literature on educational management and leadership • Have carried out research related to your professional practice • Have developed a critical understanding of aspects of the policy context relating to educational leadership and management • Have considered how to develop strategies to improve educational organisations and reflected on the values that underpin them. • Have a greater appreciation of our own and colleagues’ continuing professional development needs. Learning and Teaching Learning is facilitated through the Virtual Learning Environment which methods, including support, incorporates focused conferencing and work spaces linked to specific activities with each module, informal discussion areas, online learner guidance, materials provided support and links to online resources including the Virtual Library. and study requirements Support offered through a team of tutors. Programme structure MA: consists of five modules – two compulsory core module, two modules from a list of options plus a compulsory research report (dissertation). In any one year, a student registered for the MA, PG Dip or PG Cert may attempt a minimum of one module and a maximum of two, excluding re- sits. Syllabus Leading and managing educational change and improvement (919760010) This module introduces some of the basic theories relating to leadership and management in educational settings and considers how they might work in a range of situations and national cultures. Students are alerted to the 'Western' nature of leadership and management theory. The individual organisation is looked at from the point of view of its structures, its own institutional culture and the way power is distributed. The implications of the changing division and allocation of power between national and regional government and the individual educational institution are considered. Educational improvement and change along with institutional effectiveness are key themes in this course and they are introduced in this module along with the related concept of evaluation. Leadership for the learning community (919760020) This module starts by considering the question: what do we mean by learning? It then goes on to consider the implications for leaders and managers if they are to promote effective learning and the role of the wider community in supporting and enabling learning. The role of the staff within a school, college or educational system is key to success, and this module considers two ways in which human resource management links to learning and the implications of this for leaders and managers. The importance of continuing professional development for staff and the support and growth of learning communities is stressed. Finally the module considers the importance of practitioners both using available research evidence and data from outside and from inside the institution and system. Financial and resource management in educational contexts (919760030) First, this module considers the educational organisation as an open system and the role of financial and resource management within it. Key principles that are considered include those of efficiency and equity, particularly how they can be put into operation. Attention is given to sources of finance both private and public and the way in which finance is administered in decentralised school systems. Theories relating to costs and to funding are covered including the allocation of resources. Budget planning is considered in relation to strategic management and budget preparation including planning using spreadsheets is covered along with financial control and monitoring. The module ends with an assessment of the linkage between finance and educational outcomes – an overview of key issues, methods and research evidence. Developing leadership and management skills and insights (919760040) This module develops in more detail the skills and insights arising from the theories and practice presented in the core modules. In particular, this includes development of leadership and management styles in relation to teams, team building and leading teams; running and attending meetings; decision-making in organizations; working with stakeholders; managing conflict and communication styles. Issues of motivation and delegation first introduced in module 2 will be developed further and some of the ideas relating to continuing professional development will be re-visited and explored in more detail. The module investigates the key issues for managers of stress and time management and ends with an examination of action planning. Exploring educational policy (919760050) This module helps to place the school and college in the context of education policy, considering how policy is made at local, national and international levels. It will consider trends and influences on policy-making and implementation, including: globalisation and national economies, central-local relations, relationships with ‘partners’, markets, bureaucracies and networks as methods of co-ordinating policy and practice in education systems. Particular attention will be paid to entitlement and access to education, including issues of gender, race, religion and disability and the balance to be struck between basic, vocational and ‘elite’ academic education and links with economic development and workforce planning. Finally students will be introduced to conducting a social justice audit. Values, vision and moral purpose in educational leadership (919760060) This 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 at how ethical leadership can be developed. Visions and missions of educational leaders are related to strategy and management structures and processes in the organisation. Schools are considered as moral communities and the ways in which moral integrity can be monitored and evaluated are considered. The importance of organisational culture, climate and ethos are examined and differentiated and related to the role of leadership and to change and improvement. Dissertation (919760200) MA degree students only Students will be given guidance and further reading on basic research approaches and tools, and will be expected, where possible to conduct a small research project in their own work environment. The project is likely to be based on the investigation of a leadership or management issue leading to recommendations for improvement and action. The investigation could take the form of empirical research or it could be based on desk research making use of already available data. Students will be required to undertake a research methods component which will incorporate dissertation guidance and research methods training. The outcome of the research methods component will be a proposal for the dissertation. The dissertation will receive formative feedback for development of the dissertation project. Programme Regulations Refer to regulations for the MA degree, Postgraduate diploma and postgraduate certificate in Applied Educational Leadership and Management. http://www.londonexternal.ac.uk/current_students/general_resources/regulations/index.shtml Assessment methods, Assessment varies from module to module but will typically be one three including proportion of hour written paper (86%) and an assignment (14%) The Dissertation is 15,000 words (excluding references and appendices). different methods used The overall weighting for the assessment of the MA degree of written paper to coursework is 60:40. Marking scheme and The MA and postgraduate diploma or postgraduate certificate is normally classification criteria given on the basis of students achieving marks within the appropriate range in each module, Examiners have complete discretion to take into account the student’s overall performance. MA and Postgraduate diploma and Postgraduate Certificate: A (distinction) B C Pass, D Fail Estimated study hours Each module represents 200 hours of study time overall. (Dissertation = 2 overall modules) Intellectual development Throughout the course, the students develop skills in critical analysis by (rationale of progression working in online groups and producing summaries of discussions. They write assignments that integrate analysis and practice, and develop the through course) ability through this to reflect critically on their own management and leadership skills. The dissertation offers an opportunity to bring this all together in a focussed research project in the final year. Quality Assurance Particular indicators of Mixture of assessment methods quality Activities in a VLE Methods for assuring, The University of London statute 66 (2), states that: ‘Candidates granted evaluating and improving degrees and other awards shall have attained the same academic standard irrespective of mode or place of study or examination.’ Degrees and quality and standards of this Diplomas awarded to External students are, therefore, examined to the programme same standard as those granted to Internal students of the University. In support of this statute, the External Programme and individual Lead Colleges share responsibility for ensuring the quality of External provision. The Quality Assurance Framework for the External Programme defines this shared responsibility and covers areas including: The bidding process External programmes must undergo validation & approval under Lead College mechanisms and with reference to national QAA benchmark statements. Student and programme management This includes the admission, registration and progression of students, establishment of assessment procedures and appointment of boards of examiners. System wide matters Academic policy and development is the responsibility of the External System Lead Colleges Committee, the membership of which is made up of representatives of all the Lead Colleges at Vice-Principal level. The qualifications framework for External programmes outlines the different levels of undergraduate and postgraduate study and the awards which may be made to External students. Systematic reporting and the review process External Examiners make annual reports on assessment procedures and standards set and achieved. Annual Programme Reports provide annual summaries of programme information. These reports are considered and acted on as part of an annual review process. Programme Programme approved through the IOE quality assurance boards validation/approval Appointment of external External Examiners for External Programmes are nominated and appointed examiners by the Lead College or Consortium, using approval processes which are parallel with those used for the appointment of External Examiners to Boards of Examiners assessing College-based students. Student feedback Students complete module evaluations and each is kept informed of student mechanisms body overall views. A student representative feeds back student views to the Leadership and Management Course Team meetings.
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