EDU8318 Organisational Transformation Through Learning
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Further Education and Training|
|Version produced :||30 December 2013|
Examiner: Marian Lewis
Moderator: Dorothy Andrews
Organisational transformation through learning is of fundamental importance to educational institutions in the 21st Century. Meeting the challenges posed by the transition from the industrial age to the knowledge age, against a background of discontinuous change, requires a re-imaging of the organisation and a redefinition of the meaning of professionalism. This course outlines how such a transformation may be achieved. It is clear from research and experience that schools can engage in a process of organisational transformation with positive outcomes. This course explores processes of organisational transformation that centres on the work of teachers. Moving schools from an industrial age to a knowledge age requires a change of paradigm, and while highly unlikely that such a transformation could successfully be imposed, it can be achieved from within the organisation through learning.
The first module sets the context for the course, critically considering why organisational transformation through learning is of fundamental importance to educational institutions in the 21st Century. Different approaches to organisational transformation are introduced and their underpinning concepts explored. The first three modules serve as an orientation and theoretical preparation for the fourth module which gives detailed consideration to a particular process, IDEAS, that has the demonstrated capacity to transform schools. IDEAS is used as a practical example a way that organisational transformation through learning may be achieved in schools. The main components: the Research-based Framework, an implementation process and the notion of parallel leadership are considered in depth and their practical application explored. For this course, it is desirable (though not essential) to have access to a workplace setting where aspects of IDEAS may be trialled and/or its key concepts explored in context.
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 completion of this course students will be able to:
- demonstrate an understanding of challenges currently confronting educational organisations and the importance of educators re-imaging their work; (Assignment 1)
- demonstrate an understanding of different approaches to organisational transformation; (Assignment 1, Assignment 2 (option 2)
- demonstrate knowledge of the basic concepts underpinning organisational transformation through learning; (Assignments 1 and 2)
- apply key spects of IDEAS in a specific workplace context; (Assignment 2)
- contextualise and critically analyse issues relating to organisational transformation. (Assignments 1 and 2)
|1.||The challenge to change - why organisations need to transform themselves.||15.00|
|2.||Approaches to organisational transformation.||20.00|
|3.||Concepts of organisational transformation.||20.00|
|4.||An exploration of IDEAS: 'Innovative Designs for Enhancing Achievement in Schools'. An explanation of the key components of IDEAS and its practical application.||45.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=02&subject1=EDU8318)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
No set text for this course.
Beare, H 2001, Creating the future school, Routledge Falmer, London.
Collinson, V., & Cook, T 2007, Organizational learning: improving learning, teaching and leading in school systems, Sage Publications, Thousand Oaks.
Crowther, F., Ferguson, M., & Hann, L 2008, Developing teacher leaders: how teacher leadership enhances school success, 2nd edn, Corwin Press, Thousand Oaks, CA.
Day, C., & Leithwood, K. (eds) 2007, Successful principal leadership in times of change: an international perspective, Springer, Dordrecht, The Netherlands.
Ellinor, L., & Gerard, G 1998, Dialogue: rediscover the transforming power of conversation, John Wiley & Sons, New York.
Ichijo, K., & Nonaka, I. (eds) 2007, Knowledge creation and management: new challenges for managers, Oxford University Press, Oxford.
Limerick, D., Cunnington, B., & Crowther, F 2002, Managing the new organisation: collaboration and sustainability in the postcorporate world, 2nd edn, Allen & Unwin, St Leonards, NSW.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1 PORTFOLIO||50||50||19 Sep 2012|
|ASSIGNMENT 2 PROJECT||50||50||31 Oct 2012|
Important assessment information
ONC: It is the students' responsibility to attend and participate appropriately in all activities scheduled for them including discussion fora, and 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. WEB There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and 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 satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
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 aggregate of the weighted marks obtained for each of the summative assessment items in the course.
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 Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Access to e-mail and Internet access to UConnect is recommended.