Course coordinator
Ms Elizabeth Allotta
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course examines contemporary theories about educational leadership within the rapidly changing and challenging contexts within which leadership is practised. Global, national and state influences on leadership practices are examined and critiqued. It provides critical understandings about leadership for those working in schools, educational and non-educational contexts.
This course may not be offered in person if the enrolment is less than 10 students.
This is one of four core leadership courses in the Master of Educational Studies (Leadership). It serves as an important introduction to the study of leadership, challenging students to consider current and emerging thinking in the leadership field. The course also provides an extensive overview on the research withinﾠleadership in the 21st century.ﾠMuch of the course deals withﾠschools and otherﾠeducational organisations,ﾠbut many ofﾠthe concepts, theories and trends consideredﾠapply to otherﾠorganisations, particularlyﾠthose in social service sectors.
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.
Restrictions
Entry to the Graduate Certificate and Master of Educational Studies (32 unit) programs.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course is jointly-taught with:
- Another instance of the same course
This is an internal course and all workshops are conducted on campus
Course contact
Course staff
Lecturer
Ms Elizabeth Allotta
Tutor
Ms Elizabeth Allotta
Ms Laura Rueda Rueda
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A semester lecture/tutorial plan will be distributed at the first on-campus lecture and via Blackboard.ﾠ
Aims and outcomes
This course interrogates seminal as well as contemporary theories about educational leadership within rapidly changing and challenging contexts. Global, national and state influences on leadership policies and practices are examined and critiqued. The courseﾠprovides critical understandings about leadership particularly for those in schools as well as for those who are engaged with professional education and training contexts.ﾠStudents are challenged to make theory-practice links by relating the theoretical aspects of the course to their own workplaces and/or those with which they are familiar with.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Develop a deep and continuous engagement with key theoretical debates about educational leadership and articulate how these impact practices in schools and other organizational contexts;
LO2.
Manifest an openness to actively contribute towards discovering how leadership impacts diverse policy and practice contexts demonstrated by the ability to participate in collaborative learning communities;
LO3.
Demonstrate an appreciation of the knowledge, skills and dispositions essential for leadership in contemporary times and in the foreseeable future; and, discover and document the critical role of school leaders in the 21st century.
LO4.
Critically reflect on the issues and challenges that confront educational leadership theory and practice -- in 21st century contexts and design appropriate plans to address the needs.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Critique of school leadership literature | 40% 2000 words |
14/04/2025 2:00 pm |
| Essay/ Critique | Critical analysis of leadership in action | 60% 3000 words |
2/06/2025 2:00 pm |
Assessment details
Critique of school leadership literature
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 2000 words
- Due date
14/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Literature Review – A critique of school leadership literature
This assignment is a literature review in which you need to demonstrate your knowledge of ONE of the theories or approaches discussed in Sections 1 and 2 of the course. You will need to develop a clear and explicit argument and provide a critical analysis of the ways the particular model(s) have been taken up and used in the literature. For example, some suggestions from the course include trait theories, transactional, and transformational leadership theories, or the ways that the terms ‘leadership’ and ‘management’ have been used and the impacts on schools or other educational institutions. Engage with the suggested readings.
It is essential for you to engage with the relevant aspects of the readings and Course Modules for the assignment - you are expected to draw on other readings as well. Additional suggestions for undertaking the paper will be provided during the semester.
Note that it is appropriate to draw on material from outside the school/educational leadership domain for this paper.
Submission guidelines
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.
.
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.
Critical analysis of leadership in action
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60% 3000 words
- Due date
2/06/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Case Study – A critical analysis of leadership in action
Critically analyse one aspect of leadership that is of significance to your school/organization (or one that you know well). Select one topic from the following three options: leading and/or managing, the impact of leadership and leadership in times of uncertainty and complexity. The aim of your case study is to show that the literature can (or can not) support a better critical understanding of challenges in leadership faced by your school/ organization. Therefore, show that you have a thorough understanding of the literature and theories of leadership relevant to your chosen topic. In turn, use those understandings as a lens to take a critical look at the school/ organization you are carefully examining. The focus of your assignment should be clearly captured in its title.
Please discuss with your lecturer if you are unsure of which particular option you would like to choose or if you would like to examine a different aspect of leadership that has been covered in the course but is not listed above.
It is essential for you to engage with the relevant sections of the text and Course Modules for the assignment -higher quality papers will also draw on other readings as well. [Additional suggestions for undertaking this assignment will be provided during the semester.]
Submission guidelines
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.
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.
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: 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: 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: 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: Satisfactoryﾠevidence 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: 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: 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: Superior evidenceﾠof 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.
Assignment 1 is weighted as 40%, Assignment 2 is weighted as 60%. The weighting formula is illustrated by the following examples
Student A
Grade for Assignment 1: 5
Grade for Assignment 2: 4
Calculation of final grade using weighting formula: (5 x .4 = 2) + (4 x .6 = 2.4) = 4.4 Final Grade 4
Student B
Grade for Assignment 1 : 4
Grade for Assignment 2: 5
Calculation of final grade using weighting formula: (4 x .4 = 1.6) + (5 x .6 = 3) = 4.6 Final Grade 5
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).
Supplementary assessment
Supplementary assessment is available for this course.
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
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.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT 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 generative AI or MT 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 and MT tools.
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
In addition, the library has holdings of a number of journals on educational leadership ﾖ many of these are available electronically through the library databases. These include: Educational Administration Quarterly, Educational Management and Administration, International Journal of Leadership in Education, Journal of Educational Administration, Journal of School Leadership, Leading & Managing, School Leadership and Management, and many others.
The Blackboard website for this course will also contain useful learning and assessment materials and guidelines from time-to-time ﾖ make sure you refer to it on a regular basis.
There are many relevant readings in the books and journals held by the University of Queenslandﾒs library. Please read as widely as you can.ﾠ You are encouraged to read outside the school/education sector if time permits.
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 (24 Feb - 02 Mar) |
Lecture |
Week 1: Introduction to the course/Leadership Dev Aim: - Introduction to the course (i.e. Objectives, Assignments and Expectations)/Leadership Development - An overview of leadership development over the years. Course Readings will be an important component of these sessions. Refer to Week 1 readings. Learning outcomes: L01, L02, L04 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2: Defining Leadership Defining Leadership Aim: To understand the different facets of leadership-Traits/Principles of leadership. Students will actively participate on sharing their leadership experiences/journey in the different context. Lecturer will give an overview on Singapore's leadership framework. Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03, L04 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3: Leaders vs Managers Aim: To better understand the difference between leadership and management. Interactive hands on activity to delve into the difference between the two components. Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4: Leadership Outcomes (Mr Norman Hunter) The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types. Aim: Case study on successful leadership in schools.Guest speaker, Mr Norman Hunter, a former school principal and leadership consultant will be invited to deliver this session. Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5: Relational Leadership This week focuses on the relational approach, where there is an emphasis on the ﾓconstructionistﾔ model. Leaders are actively engaging in everyday experiences of social construction, one that is actively developing, continually negotiated within relational interactions. Learning outcomes: L01, L02, L03, L04 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 6: Guest Lecturer-Antoinette Cole Culturally Responsive Leadership. Aim: To highlight the importance of building an inclusive culture in schools and this stems from an inclusive and supportive leadership that has made the enactment of excellence in schools possible. Case study: Indigenous Excellence Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03, L04 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7: 21st Century Leadership Aim: Leadership for 21st Century Schools. Learning outcomes: L01, L02, L03, L04 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8: Leadership Effectiveness Aim: How does leadership affect student effectiveness. Looking at some case study examples. Learning outcomes: L01, L02, L03, L04 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9: Guest Lecturer Global Education in the 21st century. Aim: Understanding the impact of globalisation on school leadership. Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03, L04 |
Week 10 (05 May - 11 May) |
Lecture |
Week 10: Impact of Leadership Aim: To understand how successful leaders use transformational and instructional leadership strategies to make a difference. Case study analysis. Individual/ Group: Readings, reflective, journaling, library/ skills development as necessary Learning outcomes: L01, L02, L03, L04 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11: Critical Reflection/Prep for Assignment 2 Lecture Series. Aim: The Philosopher Leader: On Relationalsim, Ethics and Reflexivity. Individual/ Group: Readings, reflective journaling, library/ skills development as necessary Learning outcomes: L01, L02, L03, L04 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12: Guest lecturer -Ms Cindy Tahal Leadership in Crisis/ Periods of Uncertainty Aim: Guest lecturer will be invited to discuss some of the key challenges in managing crisis and the importance of leadership in crisis management. Course Readings will be an important component of these sessions. Learning outcomes: L01, L02, L03, L04 |
Week 13 (26 May - 01 Jun) |
Not Timetabled |
Week 13: Independent Study/Preparation for Ass 2. Individual/ Group: Readings, reflective journaling, library/ skills development as necessary in preparation for final assessment task Learning outcomes: L01, L02, L03, L04 |
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.