EDU8311 Concepts and Theories in Educational Management

EDU	8311	74480	1, 2008	EXT	Concepts and Theories in Educational Management	1.00	Toowoomba
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE003
Student contribution band:	National Priority Teaching
ASCED code:	070303

Staffing
Other requisites
Rationale
Synopsis
Objectives
Topics
Texts
Reference materials
Student workload
Assessment details
Important assessment information
Assessment notes
Other requirements
Production date
PDF version

STAFFING

Examiner: Dorothy Andrews
Moderator: Joan Conway

OTHER REQUISITES

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html

RATIONALE

This course provides a critical introduction to some major paradigms and theoretical concepts in the field of educational administration and examines their relevance to the administration of educational institutions. The course is intended to serve a double function. It stands in its own right as a treatment of basic theoretical ideas and frameworks in educational administration. In addition, it serves as a backdrop to courses such as EDU8312 and EDU8314, other courses in the educational administration core specialisation of the Master of Education. Underlying the course is the assumption that an understanding of theoretical knowledge in the field of educational administration will assist administrators to become more effective in their roles. The complexity of the administrative role is such that practical experience needs to be augmented by an understanding of educational administration as a field of study. Students are encouraged to reflect on their own experience in the light of the theoretical knowledge to which they are introduced. Thus the course is intended to assist them achieve an integration of their experience with formal knowledge about educational administration. Such an approach, it is believed, will provide students with a firm foundation for their future professional development as educational administrators.

SYNOPSIS

This course introduces the field of educational administration largely through perspectives drawn from the field of organisation theory. Students are introduced to the development of thought in the field of educational administration and to a study of the two major paradigms; the functionalist and interpretive paradigms. Students are then introduced to the concept of a post-modern organisation and explore the post-modernist perspective on organisation theory.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:

understand the historical evolution of educational administration (Assignment 1)
understand the theoretical frameworks that have significantly influenced the evolution of educational administration (Assignments 1 and 2)
assess the nature of the relationship between theories of educational administration and administrative practice (Assignments 1 and 2)
appreciate the significance of educational administration as a field of academic study and professional preparation. (Assignments 1 and 2)

TOPICS

	Description	Weighting (%)
1.	Development of Thought in Educational Administration	25.00
2.	The functionalist paradigm	25.00
3.	The interpretive paradigm	25.00
4.	Social theory with specific reference to post-modernism	25.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

Beare, H 1989, Educational administration in the 1990's, Australian Council for Education, Launceston.
(T.S.I.T.)

Bolman, LG & Deal, TE 2003, Reframing organizations: artistry, choice and leadership, 3rd edn, Jossey Bass, San Francisco.

Morgan, G 2006, Images of organization, Sage, Thousand Oaks, California.
(updated edn)

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/. The gateway to education resources is here: http://use.edu.au/library/faculties/education/default.htm

Campbell, R & Gregg, R (eds) 1957, Administrative behavior in education, Harper & Row, New York.

Cunningham, LL, Hack, WG & Nystrand, RD 1977, Educational administration: the developing decades, McCutchan, Berkeley.
(Proceedings of a Career Development Conference)

Hasenfeld, Y 1983, Human service organizations, Prentice Hall, Englewood Cliffs.

Hasenfeld, Y (ed) 1992, Human services as complex organizations, Sage Publications, Newbury Park.

Hodgkinson, C 1978, Towards a philosophy of administration, Basil Blackwell, Oxford.

Limerick, D, Cunnington, B & Crowther, F 2002, Managing the new organisation, Allen & Unwin, St Leonard's N.S.W.

Mintzberg, H 1983, Structure in fives: designing effective organizations, Prentice-Hall, Englewood Cliffs.

Murphy, J & Seashore, K (ed) 1999, Handbook of research on educational administration, Longman, New York.

Owens, RG 2007, Organizational behavior in education, 9th edn, Pearson, Boston.

Sergiovanni, TJ 2001, The principalship: a reflective practice perspective, 4th edn, Allyn & Bacon, Boston.

Silver, P 1983, Educational administration: theoretical perspectives on practice and research, Harper & Row Publishers, New York.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	60.00
Directed Study	85.00
Private Study	20.00

ASSESSMENT DETAILS

Description		Marks out of	Wtg(%)	Due date
ASSIGNMENT 1 - 3000 WORDS		50.00	50.00	24 Apr 2008
ASSIGNMENT 2 - 3000 WORDS		50.00	50.00	20 Jun 2008

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
Examination information:
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

ASSESSMENT NOTES

1.	When there is more than one marker for a single item of assessment, the distribution patterns and means for the different markers will be compared and marks adjusted if necessary.
2.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
3.	Students must retain a copy of each item submitted for assessment. This must be produced within five days if required by the Examiner.
4.	The examiner may grant an extension of the due date of an assignment in extenuating circumstances.

OTHER REQUIREMENTS

IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc..) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html. *If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.

This version produced 27 May 2008.