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Throughout the 2020-21 academic year, we will be adapting the way we teach and assess your modules in line with government guidance on social distancing and other protective measures in response to Coronavirus. Teaching will vary between online and on-campus delivery through the year, and you should read guidance from the academic department for details of how this will work for a particular module. You can find out more about the University’s overall response to Coronavirus at: https://warwick.ac.uk/coronavirus.

EQ906-30 Leading Educational Change and Improvement (online)

Academic year
20/21
Department
Centre for Education Studies
Level
Taught Postgraduate Level
Module leader
Pontso Moorosi
Credit value
30
Module duration
26 weeks
Assessment
100% coursework
Study location
Distance or Online Delivery
Introductory description

This is an online variant of the Leading Educational Change and Improvement module and is only available for part time students. The module is built around eight study units, which can be studied in any order. You will have the opportunity to participate in Skype sessions where guest speakers will lead seminars on their special interest and experience in leading educational change and improvement.

Module aims
  • To develop an understanding of leadership, educational change and improvement from a theoretical, research and practical perspective. · To compare, evaluate and critique international educational reform efforts. · To develop knowledge about the dynamics of leading improvement as a strategy for educational change. · To assist students to lead organisational improvement and change. · To understand the relationship between leadership, educational improvement and learner outcomes.
Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will incorporate the following areas:

  • Educational Change and Reform
  • Improvement and Change
  • Educational Effectiveness
  • Educational Improvement
  • Building the Capacity for Improvement
  • Leading Improvement
  • Improving Teaching and Learning
  • Evaluating Improvement
Learning outcomes

By the end of the module, students should be able to:

  • To demonstrate report writing, research skills and methods, and working with and leading other professionals.
  • Describe and discuss a range of influences on organisational improvement and apply that understanding in order to undertake change and development in the participant’s organisation.
  • Outline alternative leadership theories and interpretations of effective leadership practice.
  • Collect and use data to diagnose areas for improvement.
  • Evaluate theory and research on improving pupil and student achievement, and apply this knowledge.
  • Use models, theories, and conceptual frameworks from research and other literature to plan improvements and evaluate activities and programmes to improve achievement.
Indicative reading list

Ball, S.J., Maguire, M. and Braun, Annette. (2012) How School Do Policy: Policy Enactment in
Secondary Schools. Abingdon: Routledge.
Bell, L. and Stevenson, H. (2006) Education Policy: Process, Themes and Impact. London:
Routledge.
Brundrett, M. and Crawford, M. (eds) 2012. Developing School Leaders. London: Routledge.
Bush T, Bell, L. and Middlewood, D. (2010) (2nd edition) The Principles of Education Leadership and
Management. London: Sage.
Bush, T. (2010) (4th edition) Theories of Educational Leadership and Management. London: Sage.
Fullan, M.G. (2006) Turnaround Leadership. San Franciso, CA: Jossey-Bass.
Harris, A. and Bennett, N. (eds) (2001) School Effectiveness and School Improvement: Alternative
Perspectives. London: Cassell.
Lumby, J., Crow, G. And Pashiardis, P. (eds) International Handbook on the Preparation and
Development of School Leaders. New York: Routledge.
Electronic journals:
Educational Management, Administration and Leadership.
International Journal of Educational Leadership.
Journal of Education Policy.
Oxford Review of Education.
School Leadership and Management.
School Effectiveness and School Improvement.

View reading list on Talis Aspire

Research element

Students' assessment entails writing up a review of literature. To complete this assessment task they are expected to search and review academic literature which requires them to possess an understanding of research findings from existing published research.

Interdisciplinary

Participants of the module are drawn from various disciplines including education. Students are thus encouraged to engage leading change (and related concepts) as an interdisciplinary subject that is applicable to different institutional contexts.

International

The module draws on international case studies and literature and students are expected to develop awareness of global influences on local educational systems.

Subject specific skills

Students should demonstrate a critical understanding of:

  • the underlying values, theories and concepts relevant to educational leadership and management and their application
  • the diversity of learners, teachers and leaders and the complexities of educational change and educational contexts
  • the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners, teachers and leaders) can influence change and improvement
  • the societal and organisational cultures, structures and purposes of educational systems, and the possible implications for learners, teachers, leaders and the learning process
  • constructively critique theories, practice and research in the area of educational leadership and management
Transferable skills

Leadership skills
Written communication skills
Independent learning skills
Communication and presentation skills
Interpersonal communication skills
team building skills
Self-awareness skills
Analytical and critical skills
ICT skills
Time management skills
Problem solving skills
International cultural awareness skills

Study time

Type Required
Online learning (independent) 10 sessions of 3 hours (10%)
Private study 270 hours (90%)
Total 300 hours
Private study description

For each study unit there will be a PowerPoint presentation and a number of study activities for which formative feedback will be given.
Students will be able to participate in at least two Skype seminars which will be led by guest speakers who are experts in aspects of leading educational change and improvement.
Students will be offered a Skype tutorial and a main focus will be on the feedback given on the assignment proposal.
If students live relatively locally they will be offered the opportunity of face-to-face tutorials.
There will be regular email communications between the Course Tutor and students.

Costs

No further costs have been identified for this module.

You must pass all assessment components to pass the module.

Students can register for this module without taking any assessment.

Assessment group A1
Weighting Study time
Assignment 100%

A 5,000-word assignment.

Feedback on assessment

Students will be given formative feedback on course activities; these are preparatory steps towards \r\ndeveloping the assignment. Students will receive formative feedback upon completing and submitting \r\nthese activities to the Course Tutor (via e-submission). This is an opportunity for students to receive \r\nfeedback related to the assignment (in addition to the formal feedback received upon submitting the \r\nassignment). \r\nStudents will also be given written feedback on the Assignment Proposal that is a compulsory \r\nactivity before students embark on the 5,000 word assignment.

Courses

This module is Core for:

  • Year 1 of TEQS-X3AG Postgraduate Award in Leading Educational Change and Improvement (online)

This module is Core optional for:

  • TIEA-X31M Postgraduate Taught Educational Leadership and Management
    • Year 1 of X3M2 Educational Leadership and Management by Professional Route
    • Year 2 of X3M2 Educational Leadership and Management by Professional Route

This module is Optional for:

  • Year 1 of RIEA-X3X8 Postgraduate Research Doctorate in Education
  • TIEA-X30F Postgraduate Taught Childhood in Society
    • Year 1 of X3F1 Childhood in Society by Dissertation
    • Year 1 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 1 of X3F3 Childhood in Society by Professional Route (NPQICL)
    • Year 2 of X3F1 Childhood in Society by Dissertation
    • Year 2 of X3F2 Childhood in Society by Dissertation (NPQICL)
    • Year 2 of X3F3 Childhood in Society by Professional Route (NPQICL)
  • Year 1 of TEQA-X35R Postgraduate Taught Education (Part-time - 2 year)
  • Year 1 of TIEA-X31L Postgraduate Taught Educational Innovation
  • TEQS-X3AN Postgraduate Taught Global Education and International Development
    • Year 1 of X3AN Global Education and International Development
    • Year 2 of X3AN Global Education and International Development
  • TEQA-C8X3 Postgraduate Taught Psychology and Education
    • Year 1 of C8X3 Psychology and Education
    • Year 2 of C8X3 Psychology and Education
  • TEQA-C8X4 Postgraduate Taught Psychology and Education
    • Year 1 of C8X4 Psychology and Education
    • Year 2 of C8X4 Psychology and Education
  • TEQA-X3V9 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 1 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
    • Year 2 of X3V9 Islamic Education: Theory and Practice (Part-time - 2 years)
  • TEQA-X3V5 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 1 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
    • Year 2 of X3V5 Islamic Education: Theory and Practice (Part-time - 3 years)
  • Any part time postgraduate course with the course leader's permission
  • TEQA-X35S
  • TEQA-X35S