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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.

IE904-30 Policy, Strategy and Resources in Education

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

This module addresses themes in educational leadership and management and aims to develop your confidence and effectiveness in the area. In particular, you will focus on the development and implementation of policy, scrutinising and progressing your own capacity to lead and manage strategically, including how to deploy resources effectively and efficiently.

Module aims

To contribute to an understanding of relevant policy contexts, and to develop participants’ capacity to lead and manage strategically and deploy resources effectively and efficiently.

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.

  • Needs analysis; policy contexts; policy-making as a process; policy analysis.
  • Policy, strategy, and policies; levels of strategy; models for strategic management and strategic planning; strategy and development planning.
  • Policy analysis and strategic analysis for participants’ work contexts: practical activity.
  • Strategic choices for participants’ work contexts: practical activity.
  • Strategic implementation; linking goals and resources; effectiveness, efficiency, economy
    and equity.
  • Site-based management and its implications for educational quality in different contexts.
  • The resource management cycle, management control.
  • Management of premises, learning resources, and time.
Learning outcomes

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

  • SUBJECT KNOWLEDGE AND UNDERSTANDINGDemonstrate an Informed understanding of the implications of international and national contexts for educational policy .Understand the relationships between national and local policy and strategies for continuing improvement in education.
  • COGNITIVE SKILLSAnalyse and interpret critically Exercise independence of thought and strategic thinkingRetrieve, select, and evaluate information from a variety of sources
  • SUBJECT SPECIALIST/PROFESSIONAL SKILLSApply strategic perspectives to the deployment of resources in order to secure quality In educationPlay leading roles in strategic leadership and management
  • KEY SKILLSKey Skills Written communication Working with others Problem solving Numeracy Apply principles of experiential learning to own learning
Indicative reading list

Anderson J E (1994) Public Policymaking: An introduction. Boston, Houghton Mifflin
Barberis P (ed) (1996) The Whitehall Reader Buckingham, Open University Press
Caldwell B J and Spinks J M (1998) Beyond the Self-managing School London, Falmer
Coleman M and Anderson L (eds) (2000) Managing Resources and Finance in Education London,
Paul Chapman
Fidler B (1996) Strategic Planning for School Improvement (Pitman)
Johnson G and Scholes J (2002) Exploring Corporate Strategy (6th edition) Hemel Hempstead
Prentice Hall
Levacic R (1995) Local Management of Schools: Analysis and Practice Buckingham, Open
University Press
Mullard M (ed) 1995) Policy-making in Britain London, Routledge
Thomson R (1989) The British Philosophy of Administration Cambridge, Centre for Business and Public Sector Ethics
Preedy M, Glatter R and Levacic R (eds). (1997) Educational Management: Strategy, Quality and Resources. Buckingham, Open University Press.
Preedy M, Glatter R and Wise (2003) Strategic Leadership and Educational Improvement. London, Paul Chapman
Rawlinson D and Tanner B. (1996) Financial Management in Local Government. London, Pitman
Ross K and Levacic R (Eds) (1999), Needs-Based Resource Allocation in Education via Formula Funding of Schools Paris, UNESCO,

View reading list on Talis Aspire

Subject specific skills

Students should demonstrate a critical understanding of -

  • the underlying values, theories and concepts underpinning the policy process, strategic planning and resource management;
  • the complexities of the education process and the diversity of policy analysis frameworks/tools;
  • power, micropolitics, leadership and strategy within the field of education, at the micro, meso and micro levels.
  • the societal and organisational structures and purposes of educational systems, and the possible implications for policy-makers and the policy process
  • constructively critique theories, practice and research in the area of education.
Transferable skills
  • Active listening
  • Cognitive flexibility
  • Communication skills
  • Complex problem solving
  • Confidence
  • Coordinating with others
  • Creativity
  • Critical thinking
  • Intellectual ability
  • International cultural awareness
  • Interpersonal and communication
  • Literacy
  • Management of learning
  • Personal development skills
  • Reasoning
  • Team working
  • Using IT effectively

Study time

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

Independent study hours include background reading, completing reading/other tasks in preparation for timetabled teaching sessions, undertaking research using the library resources, follow-up reading work, working on individual and group projects, the completion of formative and summative assignments, revision.

Costs

No further costs have been identified for this module.

You must pass all assessment components to pass the module.

Assessment group A1
Weighting Study time
Assignment 100%
Feedback on assessment

Feedback proforma uploaded to Tabula, verbal feedback available on request

Courses

This module is Core for:

  • Year 1 of TIES-X8PB Postgraduate Award in Policy, Strategy and Resources in Education

This module is Optional for:

  • Year 1 of RIEA-X3X8 Postgraduate Research Doctorate in Education
  • Year 1 of TIEA-X30F Postgraduate Taught Childhood in Society
  • Year 1 of TEQA-X35Q Postgraduate Taught Education (Full-time)
  • Year 1 of TEQA-X35R Postgraduate Taught Education (Part-time - 2 year)
  • Year 1 of TIEA-X31L Postgraduate Taught 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 1 of TEQS-X3AN Postgraduate Taught Global Education and International Development
  • Year 1 of TEQA-C8X3 Postgraduate Taught Psychology and Education
  • Year 1 of TEQA-C8X4 Postgraduate Taught Psychology and Education
  • Year 1 of TEQA-X3V7 Postgraduate Taught in Islamic Education: Theory and Practice (Full-time)
  • Year 1 of TEQA-X3V9 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 2 years)
  • Year 1 of TEQA-X3V5 Postgraduate Taught in Islamic Education: Theory and Practice (Part-time - 3 years)