Leading Educational Change

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Abstract

This subject is designed to develop an understanding of the nature of educational change and to enhance the students' capabilities for planning, leading and managing the process of change. Change is a constant in a healthy and dynamic educational enterprise. This subject will help students to be able to assess their environment, determine a course of action for improvement that is based on an understanding of the forces at play, adapt practices during the change process and evaluate outcomes. These forces will include an assessment of the role external forces, unions, political issues at various levels and organisational responsiveness. Leadership can only be effective if it is based on a wide understanding of the theories of change and through analysis of practices and actions that have led to improvement both locally and internationally. This subject will ensure students have an opportunity to study such theories, practices and actions to build capacity for effective leadership.

Syllabus

- Key drivers of educational change at the individual, group, organisational and system levels.
- Analysis of educational changes in terms of new learning.
- Educational change described by a range of theorists and positions.
- Case studies describing changes in a range of local and international educational settings using a variety of descriptors.
- Leadership and management as central issues in educational change.
- Competencies of effective change agents.
- Developing change management plans for a specific educational situation/context
- Educational change and sustainability.

Assessment items

1. Introduction and situation description

2. Why is change so complex?

3. Conceptualising, planning and leading change

Learning outcomes

Upon successful completion of this subject, students should:

be able to clearly identify key drivers of educational change;

be able to develop an understanding of the nature of educational change in terms of what needs to be known, what new skills need to be acquired and what beliefs and attitudes are involved;

be able to develop both an appreciation and understanding of the process of change from a variety of theoretical perspectives;

be able to observe, discuss, and delineate the significant dimensions of a desired change including the extent to which underpinning knowledge is contested, who is required to change and in what ways, costs and benefits of the change and the sources of support/opposition;

be familiar with the literature concerning the issues associated with the leadership and management of change;

have compared and contrasted major local and international change initiatives;

be aware of the competencies needed by those who seek to lead and manage educational change;

have the capacity to make suitable plans for an educational change that is seen as significant; and

have developed an understanding of the issues impacting the creation of a sustainable change culture.