EDU8605 - Leading Educational Change in a Complex World
- Offered for Year: 2026/27
- Module Leaders: Dr JB Stanfield and 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 is designed to deepen students’ knowledge of change leadership within educational contexts, and will consider the different facets of change, from a range of different lenses (i.e., structural, human resources, symbolic and political).
The learning from the previous modules in this programme will provide the theoretical aspects of leadership trends and challenges, and solutions that the student may wish to change and implement.
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.
3. Innovate teaching, learning and curriculum processes by exploring emerging technologies, including AI, to enhance institutional effectiveness.
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.
6. Strategically inform policy, governance and practice in education
Outline Of Syllabus
This module will focus on change leadership models and processes, across a range of educational contexts. We will start by reviewing and creating vision and mission statements for change, considering the challenges of the current educational contexts, locally and globally. The key terminology and processes of strategic thinking, strategic planning, and strategic leadership and management will be investigated, whilst always drawing resonance back to the students’ own contexts. Students will also investigate practical and theoretical change and implementation models and consider the various lenses through which change is enacted (e.g. symbolic, human, structural, political). Students will critically review specific case studies of change across a variety of educational contexts, whilst also planning their own implementation of change, that is specific to their own personal context.
This planning and creating of personal change and implementation plans will form the main part of their assessment. Such proposals will then be peer reviewed, and feedback provided, leading to their assessment component and specific contextual response. This will also be verified by a leader in the context that the student works (or has worked).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Distance Learning Advance Preparation | 1 | 6 | 6 | Preparatory work before online study |
| Structured Guided Learning | Lecture materials | 7 | 3:30 | 24:30 | Delivered online. Weekly programmes comprising video presentations, online discussion and reading. |
| Structured Guided Learning | Structured research and reading activities | 7 | 3 | 21 | Delivered online. Essential and recommended reading and research. |
| Structured Guided Learning | Structured research and reading activities | 6 | 2 | 12 | Delivered online. Compulsory discussion forum engagement. |
| Guided Independent Study | Directed research and reading | 7 | 3 | 21 | Student directed literature and resource searching. |
| Guided Independent Study | Independent study | 7 | 6 | 42 | Self-study to complete session tasks, reading and preparation for learning |
| Guided Independent Study | Reflective learning activity | 7 | 1:30 | 10:30 | Reflection tasks after each session |
| Guided Independent Study | Student-led group activity | 6 | 3 | 18 | 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 | 5 | 1 | 5 | Office hours provided for student advice and guidance. |
| Total | 200 | ||||
Assessment Methods
The format of resits will be determined by the Board of Examiners
| Component | Semester | When Set | % | Comment |
|---|---|---|---|---|
| Written Exercise | 1 | M | 20 | Students will engage with Discussion forums throughout the module, and also be expected to comment on their peers posts also. |
| Case Study | 3 | M | 80 | Students will choose a change they wish to implement in their current or previous context and will use a specific model to demonstrate their planned change (4000 words). |
Assessment Rationale and Relationship
Problem solving exercise (4000 words, 100%)
Students will choose a change they wish to implement in their current or previous context and will use a specific model to demonstrate their planned change (4000 words).
This assessment has been created so as to incorporate authentic personal reflections and demonstrate a real change leadership scenario. To increase authenticity of this assessment, a referenced authentication measure, whereby, a leader in the context that the student works (or has worked) will verify their case study for leading change.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/