EDU8602 - Exploring Educational Leadership
- Offered for Year: 2026/27
- Module Leader: Dr LSA Ramshaw
- Owning School: School of Education, Communication and Language Sciences
- Teaching Location: Online
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS: | 10.0 |
Aims
This module identifies the key role of leadership within and across a variety of educational institutions and contexts.
It is designed for educators that aim to professionally develop their leadership and progress in their careers.
Closely linked to this role is the need for a critical awareness of the leadership theories, styles and approaches that are being adopted as a means by which vision, goals and values can be achieved, through effective team and culture development. The module makes use of a collaborative teamwork approach that allows students to engage with leadership case studies and scenarios.
Drawing directly from the programme aims, this module specifically aligns to:
1. Interpret, analyse and exercise critical judgement in the evaluation of educational leadership theories, concepts, and global perspectives.
4. Promote approaches to leadership that support equity, diversity, and ethical decision-making in education.
5. Drive transformation and positive change in diverse educational settings.
Outline Of Syllabus
Within this module, the syllabus will cover a range of educational theories, models and concepts. We will debate the leadership versus management concepts, whilst also considering their presence within various educational models, such as formal and collegial. Specific characteristics of effective leaders will be discussed, whilst also reflecting on our own values and leadership positions. Drawing on such characteristics and values, specific leadership styles and approaches will be covered, whilst we also consider the situations, both short-term and long-terms, where these are best applied.
Given that leadership is ultimately about people, team dynamics, leadership and collaboration will be focused on whereby we cover how teams develop and also how we overcome the challenging aspects of working in teams. This then leads to the wider cultural aspects of leading in organisations and how to develop effective learning cultures.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Distance Learning Advance Preparation | 1 | 5 | 5 | Preparatory work before online study |
| Structured Guided Learning | Lecture materials | 9 | 3 | 27 | Delivered online. Weekly programmes comprising video presentations, online discussion and reading. |
| Structured Guided Learning | Structured research and reading activities | 8 | 3 | 24 | Delivered online. Essential and recommended reading and research. |
| Structured Guided Learning | Structured non-synchronous discussion | 6 | 2 | 12 | Delivered online. Compulsory discussion forum engagement. |
| Guided Independent Study | Directed research and reading | 8 | 2:30 | 20 | Student directed literature and resource searching. |
| Guided Independent Study | Reflective learning activity | 8 | 6 | 48 | Self-study to complete session tasks, reading and preparation for learning |
| Guided Independent Study | Reflective learning activity | 1 | 8 | 8 | Reflection tasks after each session |
| Guided Independent Study | Student-led group activity | 4 | 3 | 12 | Paired or grouped tasks to discuss session learning and learn interdependently |
| Guided Independent Study | Assessment preparation and completion | 2 | 20 | 40 | Preparation and writing of assignments. |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 4 | 1 | 4 | Office hours provided for student advice and guidance. |
| Total | 200 | ||||
Teaching Rationale And Relationship
The teaching methods are all at distance learning, online. In line with the new Education Strategy, active learning will be utilised on this module and so the learning tasks will require the students to deeply engage with the materials. Asynchronous tasks are therefore structured to promote engagement with online material in a variety of ways – from students reading shared material and research, to sourcing their own literature, aligned to their own contexts. Each learning session will be designed to sequentially take students through a series of compounding activities, which will subsequently lead to their assessment writing and foci. Students will be prompted to think for themselves before receiving expert explanations and have spaced opportunities to practice and improve key skills. This will also include working with peers in group tasks, that they can arrange synchronously themselves. Explanatory text will be divided into short sections with graphics and video/animation to highlight key concepts, and frequent prompts to pause for reflection, practice and questions. The use of real-world case studies will also help students to better understand concepts and how to apply them to varied contexts, as well as modelling how to analyse and solve problems in this field. The use of discussion forums will allow students more time to reflect before articulating their ideas or responding to others. Personalised feedback will also be used to motivate students to complete formative activities and assignments. Access to model answers and additional tips and explanations will also be used to incentivise activity completion. The benefits of active learning will be continuously reinforced throughout the module and the purpose of individual activities will be made clear.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise 1 | 2 | M | 20 | Students will engage with Discussion forums throughout the module and be expected to comment on their peers' posts. |
| Reflective log 1 | 2 | M | 40 | Students will write a reflective log, identifying their own approach to leadership, whilst specifically reflecting on their current (or most recent) context. |
| Essay 1 | 2 | M | 40 | This will involve the creation of a concept map, whereby the essay will explain the relationship between two chosen topics within the concept map and how this applied to their educational context. |
Assessment Rationale And Relationship
A 2,000 word reflective log, drawing on the key literature regarding leadership theories, styles and approaches to identify and explain their own current or preferred approaches to leadership in their current (or previous) contexts. Students will reflect deeply about their current values and how these can or do influence their leadership behaviours. Students are required to authentically reflect on their current context regarding their own leadership journey. To increase authenticity of this assessment, a referenced authentication measure, whereby, a leader in the context that the student works (or has worked) verifies their reflection.
A 2,000 word assignment (+/-10%) assesses the student’s knowledge and understanding of the theories, current thinking and key issues as they relate to leadership of educational institutions. In addition, the assignment explores the extent to which the student has a critical grasp of relevant research literature and knowledge of the policy framework that relates to educational institutions and their own practice/experience of leadership.
This assignment involves two elements:
A concept map/model to demonstrate the relationship between at least two topics selected from the 6 taught sessions in this module (500 word equivalent). Basic AI tools are not able to do this to a complex level as yet, and I would also stipulate specific tools that students are to use, so that it is their own work.
Explanation and justification of your concept map/model (1500 words), critically reviewing key literature.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/