Course coordinator
Dr Stephen Heimans
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Organisations (including schools) everywhere today are experiencing ongoing and discontinuous change. Despite the ubiquitous nature of change - reforms, restructurings, innovations - many are not implemented as originally conceived. This course examines the drivers of many of the changes in education today, identifies facilitators and barriers to successful change, and seeks to help students better understand some of the complexities of change processes in organisations today.
This course may not be offered In Person if the enrolment is less than 10 students.
EDUC7101 Meeting the Challenges of Educational Change is one of five leadership courses in the Master of Educational Studiesﾠ(Leadership).ﾠMuch of the course is written from the perspective of schools and schooling systems, but many of the concepts, theories and debates which it draws upon may be applied to other settings as well. ﾠ
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 change and leadership in schools/organisations to the course.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
Students enrolled in this course in both in person and external offerings will attend a joint lecture/workshop offered in hybrid mode.
Course contact
Course staff
Lecturer
Dr Stephen Heimans
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
Educational change has now become ubiquitous. Questions of curriculum, school design, and teacher development and welfare, have all been impacted upon by the discourses that shape educational reform. As such, teachers, school leaders and even those who work in educational bureaucracies, as well as professional education and training contexts need to gain a firm understanding and appreciation of the various consequences that are brought forth by the demand to change. In this course, we will investigate the dynamics of policies, processes and practices that are implicated with change in education. Students are challenged to make links between theoretical aspects of the course to their own practices embedded in their own workplaces and/ or those with which they are familiar.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
appreciate how educational change is influenced by the broader social and political contexts in which it is undertaken;
LO2.
develop a clearer appreciation of how educational leadership practices contribute to educational change processes;
LO3.
understand the role and complexity of teachers work in relation to educational change;
LO4.
understand better the modalities of educational change at both system and institutional (e.g. school) levels.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Contextualising Educational Change | 40% 2000 words |
6/09/2024 2:00 pm |
| Paper/ Report/ Annotation | A Critical Analysis of Change in the Workplace | 60% 3000 words |
25/10/2024 2:00 pm |
Assessment details
Contextualising Educational Change
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
6/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Assessment Task One (Contextualising Educational Change)Type: Essay
Learning Objectives Assessed: 1, 2, 3
Weight: 40%
2000 words
Task Description: Contextualising Educational Change
This assignment encourages students to explore the contexts in which educational change occurs. It is designed to foster an in-depth inquiry into the circumstances which influence change processes. This will be done by contextualising educational change through a critical literature review. (1) You must choose, as a minimum, one of the required readings to begin your paper then (2) review two readings that this paper has cited, then (3) review two papers that have cited the chosen course reading. You must frame your review of all these papers through your experiences with/in educational change.
Use the following question to provide a focus for your essay:
How have “global” political and policy trends influenced educational change processes in your context (or in one that you are familiar with) in recent times?
Submission guidelines
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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
A Critical Analysis of Change in the Workplace
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60% 3000 words
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Assessment Task Two (Critical analysis of change in the workplace) Type: Report on a case study
Learning Objectives Assessed: 1, 2, 3, 4
Task Description: Case Study – Analysis of change in the workplace
This assignment is intended as an opportunity to undertake an analysis of educational change in your workplace (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 (at least two readings from the course and five other readings that are connected to the course materials) 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
Talk to three (3) to five (5) educators/professionals about the nature of a specific change they have experienced in recent years in their workplace. (All educators should be members of the same workplace). The focus of the discussion should be upon eliciting participants' perspectives on the extent to which the change has contributed to and/or inhibited a focus upon education. 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 assignment should include the following sections (word limits are indicative only):
i. Introduction (approximately 300 words)
In the introduction, describe the change initiative and why it was introduced. Provide sufficient contextual material to ensure it is readily understandable to a reader without experience of the particular case.
ii. Analysis (approximately 2,500 words)
The analysis section is the principal part of the assignment. In the analysis, present and interpret the educators’ responses in light of relevant literature. The subject provides considerable relevant literature, and this should be used and supplemented with other relevant sources.
iii. Conclusion (approximately 200 words)
The conclusion summarises the main findings of the study and makes an assessment of the educational change in light of the educators’ responses and relevant literature.
OR
Task Option B
As for task option A, but based on a discussion with two (2) principals/senior administrators 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
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 10% of the maximum possible mark will be deducted per 24 hours from time submission is due 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: 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)ﾠﾠﾠ
ﾠ(0.4 x 6) +ﾠ (0.6 x 5)ﾠ =ﾠ 2.4 + 3.0ﾠ =ﾠ 5.4
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:
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst 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.
Late submission penalty
10% of marks per day late.
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) |
Seminar |
What is educational change? Learning outcomes: L01, L02, L03, L04 |
Week 2 (29 Jul - 04 Aug) |
Seminar |
Resisting change? Learning outcomes: L01, L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
Seminar |
Thinking educationally about change? Learning outcomes: L01, L02, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
Seminar |
Research, policy and change Learning outcomes: L01, L02, L03, L04 |
Week 5 (19 Aug - 25 Aug) |
Seminar |
Alternatives in educational change Learning outcomes: L01, L02, L03, L04 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Educational Reform? Structure and Agency Learning outcomes: L01, L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
Seminar |
Educational change Learning outcomes: L01, L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
Seminar |
Leadership and global education reform Learning outcomes: L01, L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Seminar |
Leadership and education reform Learning outcomes: L01, L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Seminar |
Educational change in which direction? Learning outcomes: L01, L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
Seminar |
Democracy, education and change Learning outcomes: L01, L02, L03, L04 |
Week 13 (21 Oct - 27 Oct) |
Seminar |
Educational change 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.