Registry
Module Specifications
Current Academic Year 2012 - 2013
Please note that this information is subject to change.
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| Description | |||||||||||||||||||||||||||||||||||||||||
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This module is aimed at developing a critical understanding of selected aspects of the theory and practice of leaders and leadership in educational and other settings. It provides an opportunity to use an observation /interview approach in undertaking a small scale field study while considering the possibilities of this method of social research in understanding leadership. Students are presented with background theory and evidence against in order to analyse their lives and careers in leadership, their managerial practice, their work organisation and that of others with a view to identifying and refining possible issues to be researched for their final thesis. | |||||||||||||||||||||||||||||||||||||||||
| Learning Outcomes | |||||||||||||||||||||||||||||||||||||||||
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1. Demonstrate a critical appreciation of key areas in contemporary theory and practice of leadership 2. Explore typical patterns in the lives and careers of leaders 3. Analyse the role and responsibility of leaders in education 4. Understand the concepts of vision and mission in an educational context 5. Demonstrate an understanding of power, authority and influence as exercised by leaders 6. Evaluate leadership performance in different contexts and circumstances 7. Identify the four key stages of leadership developmen 8. Study and reflect on the lives of leaders and their experiences in building leadership capacity 9. Describe and analyse the impact of leaders on their institutions 10. Articulate how values influence and impact on leadership performance 11. Develop an appreciation of possibilities and problems using an interview based approach to the study of leaders, leading and leadership 12. Develop an awareness of issues presented in developing leadership skills in education 13. Articulate an understanding of changes in managing educational institutions 14. Demonstrate an awareness of the challenges confronting leaders in different school categories 15. Case study leaders in different contexts and workplaces 16. Understand contribution of education in achieving global competitiveness | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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| Indicative Content and Learning Activities | |||||||||||||||||||||||||||||||||||||||||
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Educational Theory. Role and expectation of leader in the education system<br />Performance of leaders in education system<br />Leadership qualities, principles and concepts<br />Emerging issues in education that shape and challenge the leader <br />Education evaluation systems and leadership responsibility<br />Use of observation and interview as research tools<br />Reforming the educational system in response to economic and societal requirements<br />Leading a complex stakeholder group in achieving optimum performance<br />Effective relationships in student centred learning context<br />Challenge of diversity in educational settings<br />Teacher, manager and leader operate in complex environments<br />Building a culture of lifelong learning for teacher and student<br />Highlighting responsibility and accountability in education <br />Changing emphases of evaluation in assessing school performance<br />Many stakeholders with heightened expectations of leaders in education<br />International experiences and trends in educational leadership<br />Understanding policy formation and development in education<br />Education as a key factor underpinning a high value, smart economy<br />The challenge of educational relevance in a high technology, knowledge based economy<br />National recovery, educational reforms and leadership development <br />Contradictions and complementarities in comparing education and business leadership styles<br />The different types of leaders that operate in education. | |||||||||||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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| Other Resources | |||||||||||||||||||||||||||||||||||||||||
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| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||||||
| PDPE | Doctor of Education | ||||||||||||||||||||||||||||||||||||||||
| Timetable this semester: Timetable for ES603 | |||||||||||||||||||||||||||||||||||||||||
| Date of Last Revision | 11-OCT-06 | ||||||||||||||||||||||||||||||||||||||||
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