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EQ943-30 Global Challenges for Higher Education Leadership

Academic year
20/21
Department
Centre for Education Studies
Level
Taught Postgraduate Level
Module leader
Justine Mercer
Credit value
30
Module duration
10 weeks
Assessment
100% coursework
Study location
University of Warwick main campus, Coventry
Introductory description

The module will explore global challenges in the leadership and management of higher education institutions (HEIs). It will adopt a critical leadership perspective in order to challenge taken-for-granted assumptions about the positive impact of leadership and related concepts including academic identity, professionalism, meritocracy, collegiality and academic freedom. It will draw upon research, policy and contemporary thinking in the fields of educational leadership and organisational studies in order to better understand how HEIs function in different contexts, and whether the kinds of leadership and management practices that are most prevalent in HEIs are the most appropriate.

Module aims

Students will develop an understanding of what makes the higher education sector distinctive and the implications of this for leadership and management. They will develop their knowledge of the global challenges facing the sector and what higher education leaders at different levels can do to address them. They will examine the extent to which critical leadership theories can account for the persistence of marginalisation and inequality in the higher education workforce. Throughout the course, students will be required to apply the course material to their own context and to learn from each other.

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:

  • Higher education and the public good • Globalisation and internationalisation of higher education • Changes in the higher education policy landscape • Global competition and the prestige economy • Critical leadership theories • Academic leadership • Middle management in higher education • Employment relations in the Academy • Meritocracy and marginalisation • Managing change in higher education
Learning outcomes

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

  •  Understand the economic, social and political impact of globalisation on higher education leadership and management;
  •  Analyse aspects of the leadership and management enacted in a specific higher education sector and/or institution using relevant critical leadership theories and policy analyses;
  •  Evaluate how far higher education leadership has the potential to reduce or perpetuate marginalisation on grounds of gender, race and class.
  •  Develop a nuanced understanding of different ways to address the ethical dilemmas that might arise when reflecting on one’s own personal practice and that of others.
Indicative reading list

Core text:
Jameson, J. (ed) (2019) International perspectives on leadership in higher education, Routledge, Abingdon and New York.

Indicative reading:
Collinson, D., Bryman, A., Grint, K., Jackson, B. and Uhl Bien, M. (eds) (2011) Handbook of Leadership Studies, London, SAGE.

Deem, R., & Brehony, K. J. (2005). Management as Ideology: The case of ‘new managerialism’ in higher education. Oxford Review of Education, 31(2), 217-235.

Gibbs, G., C. Knapper, & S. Picinnin. (2007). Departmental Leadership for Quality Teaching – an international comparative study of effective practice. University of Oxford.

Lumby, J. (2019) Leadership and Power in Higher Education, Studies in Higher Education, 44(9), p.1619-1629.

Morley, L. (2013) Women and Higher Education Leadership: absences and aspirations. Leadership Foundation for Higher Education, London.

Mercer, J., Barker, B. & Bird, R. (2010). Human resource management in education: Contexts, themes and impact. London: Routledge.

Whitchurch, C. (2013) Reconstructing identities in higher education: The rise of third space professionals. New York: Routledge

Interdisciplinary

The module will draw upon different disciplinary perspectives including organisation studies, policy studies and sociology.

International

The module will draw upon international case studies and literature. For the second assignment, students will need to select a specific higher education system and/or institution with which they are familiar. This could be the site of their own undergraduate studies or another country context they know well.

Subject specific skills

Students should demonstrate a critical understanding of:

  • the underlying values, theories and concepts relevant to higher education leadership and management • the diversity of learners, staff and leaders in higher education institutions • the complex interaction between local, national and global contexts • the societal and organisational cultures, structures and purposes of higher education systems, and the possible implications for learners, staff and leaders • ways to constructively critique theories, practice and research in the area of higher education leadership and management.
Transferable skills

Analysis and decision making
Cognitive flexibility
Communication skills
Complex problem solving
Critical thinking
Intellectual ability
International cultural awareness
Judgement and decision making
Planning and organisational skills
Problem solving

Study time

Type Required
Lectures 10 sessions of 1 hour (3%)
Seminars 10 sessions of 2 hours (7%)
Private study 170 hours (57%)
Assessment 100 hours (33%)
Total 300 hours
Private study description

Students will be provided with comprehensive reading lists for independent study. Pre-seminar materials and tasks will be provided as well as post-seminar activities and readings, via Moodle and during contact time. Students will be expected to undertake considerable independent study for both the seminars and for assignment preparation.

Costs

No further costs have been identified for this module.

You do not need to pass all assessment components to pass the module.

Assessment group A
Weighting Study time
Analysing and Resolving a Higher Education Leadership Dilemma 20% 20 hours

Presentation based on case study material distributed by the lecturer.

The Impact of Particular Global Challenges on National and Local Higher Education Leadership 80% 80 hours

Students will be given a choice of essay title and will be expected to draw on relevant HE leadership theory and literature.

Feedback on assessment

Written and oral feedback on the individual presentation; written feedback on the essay.

Courses

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 2 of X3F1 Childhood in Society by Dissertation
  • Year 1 of TEQA-X35Q Postgraduate Taught Education (Full-time)
  • TEQA-X35R Postgraduate Taught Education (Part-time - 2 year)
    • Year 1 of X35R Education (Part-time - 2 years)
    • Year 2 of X35R Education (Part-time - 2 years)
  • TIEA-X31L Postgraduate Taught Educational Innovation
    • Year 1 of X31L Educational Innovation
    • Year 1 of XL20 Educational Innovation (Early Years)
    • Year 1 of XL19 Educational Innovation (PGCE/MA)
    • Year 1 of XL01 Educational Innovation with Specialism in Affective Education
    • Year 1 of XL02 Educational Innovation with Specialism in Assessment
    • Year 1 of XL03 Educational Innovation with Specialism in Business
    • Year 1 of XL04 Educational Innovation with Specialism in Childhood
    • Year 1 of XL05 Educational Innovation with Specialism in Drama
    • Year 1 of XL06 Educational Innovation with Specialism in English
    • Year 1 of XL12 Educational Innovation with Specialism in Foreign Language Teaching
    • Year 1 of XL07 Educational Innovation with Specialism in Further Education
    • Year 1 of XL08 Educational Innovation with Specialism in History
    • Year 1 of XL14 Educational Innovation with Specialism in Language and Literacy
    • Year 1 of XL09 Educational Innovation with Specialism in Leadership
    • Year 1 of XL10 Educational Innovation with Specialism in Mathematics
    • Year 1 of XL11 Educational Innovation with Specialism in Mentoring and Coaching
    • Year 1 of XL13 Educational Innovation with Specialism in New Technology
    • Year 1 of XL15 Educational Innovation with Specialism in Primary Education
    • Year 1 of XL16 Educational Innovation with Specialism in Religious Education
    • Year 1 of XL17 Educational Innovation with Specialism in Science
    • Year 1 of XL18 Educational Innovation with Specialism in Special Educational Needs
    • Year 2 of X31L Educational Innovation
    • Year 3 of X31L Educational Innovation
  • TIEA-X31M Postgraduate Taught Educational Leadership and Management
    • Year 1 of X3M1 Educational Leadership and Management by Dissertation
    • Year 1 of X3M2 Educational Leadership and Management by Professional Route
    • Year 2 of X3M2 Educational Leadership and Management by Professional Route
  • 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
  • Year 1 of TEQA-X3V7 Postgraduate Taught in Islamic Education: Theory and Practice (Full-time)
  • 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 other PGT course with the approval of the Course Leader
  • TEQA-X35S
  • TEQA-X35S