Course coordinator
Dr Suraiya Abdul Hameed
I am available on Monday 10-12pm and 2pm -4pm for consultation
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course focuses on the key challenges in developing leadership capabilities - both for those in designated leadership roles in schools and those aspiring to such positions. The unit is oriented to the practice of leadership based on and informed by a theoretical base. Using international and national resources, case-studies and scenarios, students will be challenged to both reflect on current and likely future issues facing public schooling and public school leaders as well as identifying their own individual (and where appropriate their team) leadership development needs.
This course may not be offered in person if the enrolment is less than 10 students.
This course focuses on some of the key challenges in developing leadership capabilities – both for those in designated leadership roles in schools already and those aspiring to such positions. The course interrogates leadership theory in the context of professional practice.ﾠUsing the OECD Schooling for Tomorrow scenarios for future schooling as well as a variety of case studies, students will be challenged to both reflect on current and likely future issues facingﾠschooling and school leaders as well as identifying their own individual (and where appropriate their team) leadership development needs.ﾠ
The course will be of interestﾠto those working in both state (government/public) and non-state (catholic/independent/private) school settings and also those working in corporate settings.
Course requirements
Assumed background
There is no assumed background for this course. However, students are encouraged to bring their own practical experiences and backgrounds in leadership (or those they aspire to) to the course and endeavour to locate their studies in both theoretical and "real world" contexts.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This is an external course and all workshops are conducted on online
Course contact
Lecturer
Dr Suraiya Abdul Hameed
I am available on Monday 10-12pm and 2pm -4pm for consultation
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This is an external course and all workshops are conducted online.ﾠ
Aims and outcomes
This course focuses on some of the key challenges in developing leadership capabilities – both for those in designated leadership roles in schools already and those aspiring to such positions. The course balancesﾠa strong theoretical base with practical components, which enablesﾠstudents to view and understand leadership in context. The knowledge of leadership theories would be useful in unpacking some of the contextual situations in schools/organisation. Organisation and schools in general are complex and dynamic and educators are better able to understand the complexity by having a firmer understanding of the fine grained concepts that builds practice. Using the OECD Schooling for Tomorrow scenarios for future schooling, students will be challenged to both reflect on current and likely future issues facingﾠschooling andﾠschool leaders as well as identifying their own individual (and where appropriate their team) leadership development needs. The course is designed not as an end-point for leadership capability development, rather as a catalyst for facilitating on-going learning among participants. Discussions will also be centred around the current educational landscape as the world is managing the current global crisis-in terms of race equality and managing pandemic situations and its impact on schooling and education.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Articulate the significant issues and key elements that shape professional development for leaders.
LO2.
Describe the major challenges facing education broadly and in the school context. Develop informed views about leading schools now and into the future.
LO3.
Analyse the capacity of cases (and related problem-based learning strategies) as effective professional development tools for school leaders. Detail how school leaders use these to facilitate their own leadership development.
LO4.
Discover and document the critical role school leaders have in the development of others, particularly in the development of other leaders.
LO5.
Explore and evaluate personal and/or team leadership development needs. Design appropriate plans for addressing these needs.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique |
Critical Review: Nurturing Workplace Culture
|
40% 2000 words |
11/09/2024 2:00 pm |
| Paper/ Report/ Annotation |
Critical Analysis: leadership & workplace culture
|
60% 3000 words |
4/11/2024 2:00 pm |
Assessment details
Critical Review: Nurturing Workplace Culture
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
11/09/2024 2:00 pm
- Other conditions
- Time limited.
Task description
Assessment Task 1
(Critical Review: Nurturing Workplace Culture)
Type: Literature Review
Learning Objectives Assessed: 1, 2, 3
Weight: 40%
2000 words
Task Description: Critical Review: Nurturing Workplace Culture
This assignment encourages students to explore the contexts in which workplace culture is nurtured. It is designed to foster an in-depth inquiry into the factors that contribute to the creation and maintenance of workplace cultures. This will be done by contextualising workplace culture through a critical literature review. You will explore workplace culture through a leadership lens. It is thus essential for you to engage with the relevant aspects of Themes 1 and 2 for the assignment. Note that it is appropriate and highly-encouraged to draw on material from outside the school/educational leadership domain for this paper. It is expected that you select at least five relevant sources for this task.
Use the following question to provide a focus for your essay:
How has globalisation impacted the creation and maintenance of workplace cultures in your context (or one you are familiar with) in recent times?
Some suggestions on the topics that you can cover are as follows (these are suggestions and not compulsory options):
- Globalisation has brought about rapid developments in technology and communications and how has this impacted your organization?
- Globalisation has brought about changes within learning systems (ideas, values and knowledge with the changing roles of students and teachers). Do you see that in your
- organization and has that impacted workplace culture?
- Globalisation has impacted the way school leaders lead organisation and plan professional development opportunities for their teachers- perhaps more networked opportunities?
- Globalisation has encouraged a more competitive working environment, where there is a distinct focus on accountability. Has this affected work place culture?
- Globalisation has resulted in a borderless society and has that impacted workplace culture?
- Global education has resulted in cross national boundaries, and interconnected systems on ecological, cultural, economical, political and technological grounds. Has this impacted
your organization?
Submission guidelines
Criteria & Marking:
UQ Students: Please access the prole from Learn.UQ or mySI-net to access marking criteria held in this prole.
More Information:
UQ Students: Please access the prole from Learn.UQ or mySI-net to access more information on this assessment held in this prole.
Submission:
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a conrmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
To request approval for an extension, complete Applying for an extension.
All applications for extension must be accompanied by a medical certificate or other statutory documentation (e.g., counsellor’s letter) considered by the university to be acceptable evidence for extensions to due dates as outlined here.
Applications for extension received on the due date may only be approved due to unforeseen and exceptional circumstances that need to be explained clearly on the online application.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
All assessment tasks are due by 2:00 pm on the due date. Late submission of assessment tasks without approved extension request via my Requests in myUQ will result in penalties being applied. (See Penalties for Late Submission below)
Penalties for Late Submission
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Critical Analysis: leadership & workplace culture
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60% 3000 words
- Due date
4/11/2024 2:00 pm
- Other conditions
- Time limited.
Task description
Assessment Task Two Critical analysis of leadership -- Applying Theory into Practice-- and its impact on workplace culture
Type: Case Study
Learning Objectives Assessed: 1, 2, 3, 4
Weight: 60%
3000 words
Task Description: Critical analysis of leadership -- applying Theory into Practice-- and its impact on workplace culture
This assignment is intended as an opportunity to undertake an analysis of how leadership makes and impact on on your workplace culture (or one that you know well) in light of the literature covered in the course.
Your essay should draw upon the learning resources and the required readings and a variety of relevant literature related to educational change processes.
To successfully complete assignment 2, you need to select one (1) topic only from the following three options. Clearly indicate the chosen option (A, B or C).
Task Option A
Interview three (3) to five (5) educators/professionals about how leadership impacts workplace culture/s that they have experienced in recent years in their workplace. (All educators should be members of the same workplace). The focus of the interviews should be upon eliciting participants' perspectives on the extent to which the leadership has contributed to and/or inhibited to the rise of workplace culture. You will need to analyse these comments in light of relevant literature covered in the course and related material as part of your wider reading.
The final research report should include the following sections (word limits are indicative only):
i. Introduction (approximately 400 words)
In the introduction, describe the change initiative and why it was introduced. Provide sufficient contextual material to ensure the report is readily understandable to a reader without experience of the particular case.
ii. Methods (approximately 400 words)
In the methods section, describe how the interviews were conducted. Provide a brief account of how questions were structured (e.g. open ended or closed) and why. A basic text on qualitative approaches to data collection (particularly interviews) will prove helpful.
iii. Analysis (approximately 2,000 words)
The analysis section is the principal part of the report. In the analysis, present and interpret interviewees' responses in light of relevant literature. The subject provides considerable relevant literature, but this needs to be supplemented with other relevant sources.
iv. Conclusion (approximately 200 words)
The conclusion summarises the main findings of the study and makes an assessment of the educational change in light of interviewees' responses and relevant literature.
OR
Task Option B
As for task option A, but based on an interview with two (2) principal/senior administrator rather than three to five educators.
OR
Task Option C
Develop your own topic in conjunction with the lecturer. The topic must reflect the aims of the course, have a research component, and be conducive to the application of readings from the course, as well as relevant supplementary materials.
Submission guidelines
Criteria & Marking:
UQ Students: Please access the prole from Learn.UQ or mySI-net to access marking criteria held in this prole.
More Information:
UQ Students: Please access the prole from Learn.UQ or mySI-net to access more information on this assessment held in this prole.
Submission:
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
To request approval for an extension, complete Applying for an extension.
All applications for extension must be accompanied by a medical certificate or other statutory documentation (e.g., counsellor’s letter) considered by the university to be acceptable evidence for extensions to due dates as outlined here.
Applications for extension received on the due date may only be approved due to unforeseen and exceptional circumstances that need to be explained clearly on the online application.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
All assessment tasks are due by 2:00 pm on the due date. Late submission of assessment tasks without approved extension request via my Requests in myUQ will result in penalties being applied. (See Penalties for Late Submission below)
Penalties for Late Submission
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24 hour block is recorded from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Little evidence of an attempt to engage appropriately with the task. No evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Consistently inadequate understanding or seriously flawed in terms of organisation or completeness. Very minimal evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Paper is weak in several significant aspects, but demonstrates understanding of at least some issues and concepts. Poor evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates an attempt at critical discussion, but argument needs more structure and clarity. Satisfactory evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Offers a logical discussion and critical evaluation of key points. Very sound evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Offers insightful discussion and critical evaluation in a well-constructed argument. High level evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates a sophisticated understanding and cogent argument. Technical aspects of presentation are handled at a professional standard. Superior evidence of quality engagement with relevant literature, level of synthesis and critical analysis and writing/presentation evident. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following grades:
Assignmentﾠ 1 (A1) : grade of 6 at 40% weighting
Assignment 2 (A2) : grade of 5 at 60% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠ ﾠ ﾠ
ﾠ(0.4ﾠx 6) + (0.6ﾠx 5)ﾠ = 2.4ﾠ+ 3.0ﾠ= 5.40
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Assignments must be submitted by the due date - refer policies about late submission and requests for extensions. Contact the Course Coordinator for any issues/questions regarding extensions for assignments!
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:ﾠ
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
The library has holdings of a number of journals that may be useful for this course and these are mostly available electronically.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Week 1: Roots of leadership capacity THEME ONE: Building Leadership Capacity Learning outcomes: L01, L02 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Week 2: Defining Leadership Capacity In the second week, our focus will be on building and sustaining leadership capacity for school improvement.You will be provided with updated classic content that forms the basis of our current understanding of leadership study and practice and it addresses topics important for today and tomorrow's leaders in diverse organizations to promote innovation and purpose. You will explore both the extensive scientific evidence and practical examples important in understanding what leaders need to "do," how leaders develop the skills and abilities to "do what they must do", and also for identifying ways to assess the effectiveness of that "doing." Learning outcomes: L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Week 3:Leadership capacity in schools This week's focus is on exploring the journey of school improvement. It will include an analysis of patterns of change in school improvement processes and learning outcomes.There is a rich and extensive examination of what leadership is, how it happens, and why it matters.Guest lecturer: Mr Norman Hunter Learning outcomes: L01, L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Week 4: Teacher leadership capacity Studying the impact of leadership on student outcomes: An analysis of the differential effects of leadership types. In this session, we will explore "The Principals' Standard and the Teachers' Standards at the Highly Accomplished and Lead Teacher stages. This will detail what effective school leaders should know, understand and do at a range of career stages.This session will help to recognise the breadth and complexity of school leadership and teacher leadership, and are important resources when considering the leadership capabilities required at different career stages and across different contexts.There will also be discussions based on other international standards of leadership as a comparison. Learning outcomes: L01, L02, L03, L04 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Week 5: Organisational culture and the workplace THEME TWO: Discovering relationships between Leadership and Workplace . Learning outcomes: L01, L03, L04, L05 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
Week 6: Emotional Intelligence and the workplace Emotional intelligence: Implications for personal, social, academic, and workplace success.We will examine "Why EQ Is Important for Success?" and "Why EQ Matters in the Workplace?". Learning outcomes: L02, L03, L04, L05 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Week 7: Culture, leadership and the workplace The focus for this week is on Principal as cultural leaders. We will examine the impact of school culture and leadership on teachers' learning in the workplace. Learning outcomes: L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
Case-based learning |
Week 8: Theory policy, practice: Workplace Leader THEME THREE: Critique of the Theory and Practice of Leadership and Workplace The focus for this week is on leading and managing people in education. There are disconnects between theory and practice, resulting in disengaged employees, ruined careers, and lower organisational performance. This session will examine and discuss what can be done to mitigate poor leadership s negative effect on organisations and careers. This session will look at some case analysis forcing students to confront the differences between what should be done and what is actually done. This session will be a ipped classroom session and students will engage in independent case analysis online. Learning outcomes: L03, L04, L05 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Week 9:Supervision and leadership in the workplace This week, we will be exploring the role of supervision and leadership.It will introduce students to the essential elements of leading people at work. This includes both the practical exploration of tools and techniques that every leader needs, as well as the critical aspects of being a leader. Here, participants will be asked to reflect on their own behaviours, and in doing so, establish a level of self-awareness needed to be successful in any managerial capacity. Learning outcomes: L01, L02, L03, L04 |
Mid Sem break (23 Sep - 29 Sep) |
Lecture |
Mid-Semester Break |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Week 10: Theory and practice of leadership We will focus on the role of leadership in the pursuit of Indigenous excellence in educational settings. Information will be shared on a pilot study, Doing things right way: Dimensions of excellence in Indigenous education in Queensland secondary schools . This study explores what Indigenous excellence is or could be in Indigenous education. This is intended to inform a model of leadership that is grounded in concepts underpinned by excellence. Learning outcomes: L02, L03, L04, L05 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Week 11: Reflections:Theory & Practice Leadership We will continue to examine some case study analysis. This is a unique time in our history as the world is currently engaged with a challenging global crisis that requires solidarity in action to overcome. We are mindful amidst this challenging landscape and context that education and educational research is critical in its ever present role to challenge the norm. We have an opportunity to think deeply and to reflect on unique approaches for navigating, and possibly generating new resources as well as considering new ways to address fractures that have emerged in communities. This is a critical moment in time to consider a way forward. Students are invited to interrogate the challenges within education and examine the potential of educational research to reconnect communities globally. Guest lecturer Ms Liz Foster -ACEL QLD Branch President Learning outcomes: L02, L03, L04, L05 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Week 12: Theory & practice of Leadership Lecture will focus on discussions on Assessment 2- How to go about doing the task and tips for navigating through the set task. Learning outcomes: L02, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
Not Timetabled |
Week 13: Independent Study/Preparation for Ass 2. Students will use this time for independent work to prepare for assessment 2. They can also arrange for consultation sessions with their tutors. Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.