Module Catalogue 2024/25

Pre Requisite Comment

FOR STUDENTS ON THE MAEIP PROGRAMME ONLY
It is proposed that EDU8172 becomes a pre-requisite module on the full-time MAEIP programme to ensure that all full-time students that may not bring the practical application and knowledge of leadership to the programme have a good understanding of leadership and management prior to engaging with the new module.

Co Requisite Comment

N/A

Aims

The module is available to students with an interest in the future of educational leadership and practitioner research in order to prepare for leadership practice in the future;

To develop knowledge and skills in educational leadership and consider how it has evolved through research;

To promote critical engagement with educational leadership research and evidence as an integral part of professional development for self and others;

To be familiar with a range of educational leadership research methods and be able to evaluate their appropriateness;

The future of educational leadership at all levels of educational organisations is of interest, particularly post-pandemic. This module is designed to deepen students’ knowledge of educational leadership issues within their own work context and understand what the future educational leadership trends are. Using a workshop approach, the future of educational leadership and management theory, including the concept of digital leadership skills, will be used to underpin the students’ review of research methodologies to understand appropriate research design.

Outline Of Syllabus

Part 1 (sessions 1-3): Looking at the future of educational leadership
Introduction to the module. Educational leadership trends and developments; future of educational leadership predictions; transformational leadership for the managing future change; digital leadership skills. Identification of topics for poster presentation. Support for accessing further literature and groupwork skills.

Part 2 (sessions 5-6): Investigating educational leadership
Investigating secondary data and how to analyse it. Understanding what this data informs us about the future of educational leadership and associated needs within the next decade.

Part 3 (session 7-8):
Developing an understanding of appropriate research approaches and methods for educational leadership. Research ethics. Support for developing investigation methodology and practitioner study.

Intended Knowledge Outcomes

Students will be familiar with:
• A range of future educational leadership trends and developments, including digital leadership skills.
• A range of research methodologies used in educational research.
• Secondary data available demonstrating educational trends (e.g., OECD, PISA, TIMSS).

Intended Skill Outcomes

Students will be able to:

• Review literature in groups, related to future educational leadership trends and digital leadership skills.
• Review and evaluate research methodology used in educational leadership research.
• Analyse a secondary data set and contextualise their findings within a wider understanding of current and future educational leadership theory and research.

Teaching Rationale And Relationship

The lecture / workshop input will provide the students with the necessary background theory, both of future educational leadership trends and research methodology.
The process of enquiry is supported through workshops to encourage individual and group learning, to promote critical engagement with the literature and evidence collected.
Supported self-study materials will be provided, together with guidance on research practice in educational contexts. Individual tutorials, and electronic support, will address the individual needs of students.

Assessment Rationale And Relationship

Students will be submitting a portfolio of evidence consisting of the following components:

- Group poster presentation on Future of Educational Leadership (1000 words equivalent) (30% of portfolio);

- Written portfolio assignment tasks (i.e., Positioning paper) focusing on secondary data analysis and research methodology in the context of educational leadership in the UK and globally (3000 words) (70% of portfolio).

General Notes

N/A