88051 CONCEPTS AND THEORIES IN EDUCATIONAL MANAGEMENT

Year	No.	Offer	Mode	Description			Cred. Pts
99	88051 	S1  	X 	C'CPTS & THEOR: EDUC MANAG	1.00

Contents


STAFFING:

Examiner: P. WILKES
Moderator: F. CROWTHER
Instructional design: M. DORMAN

RATIONALE:

This unit 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 unit 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 units 88052 and 88053, the remaining units in the educational administration core specialisation of the Master of Education. Underlying the unit 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. This complexity, moreover, has increased in recent years as the context in which educational administrators function has undergone extensive change. Through introducing students to basic theoretical frameworks, concepts and ideas, the unit is intended to help students organise their own thinking about the nature of educational administration. Students are encouraged to reflect on their own experience in the light of the theoretical knowledge to which they are introduced. Thus the unit 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 unit introduces the field of educational administration largely through perspectives drawn from the field of organisation theory. The first of four modules focuses upon the development of thought in the field of educational administration. Modules 2 and 3 introduce two major paradigms, the functionalist and interpretive paradigms. Module 4 introduces the concept of a post-modern organisation and discusses the postmodernist perspective on organisation theory.


OBJECTIVES:

On successful completion of this unit students will be able
to:

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

TOPICS:

 Description                                                    Weighting(%)
  1. Module 1: THE DEVELOPMENT OF THOUGHT IN EDUCATIONAL 25.00 ADMINISTRATION: + Making sense of Educational Admin through theory; + Theory about theory; + Historical overview of Educational Administration.

  2. MODULE 2: THE FUCTIONALIST PARADIGM: 25.00 + An introduction to the functionalist paradigm; + Rational -technical approaches; + Organic Approaches; + Political Science Approaches; some emergent approaches.

  3. MODULE 3: THE INTERPRETIVE PARADIGM 25.00 + Introducing the Interpretive Paradigm + The interpretive paradigm in the study of organisation + Approaches within the interpretive paradigm

  4. MODULE: 4 THE NEW SOCIAL THEORY WITH SPECIFIC 25.00 REFERENCE TO POST-MODERNISM: + The post-industrial society + Postmodernism and the work of Jean-Francois Lyotard + Postmodernism and organisational analysis


TEXT and MATERIALS to be PURCHASED:

Beare, Hedley 1989, Educational Administration in the 1990's,
Launceston (T.S.I.T.): Australian Council for Educational
Administration.

Bolman, Lee G. & Deal, T.E. 1997, Reframing Organizations, 2nd edn,
Jossey Bass, San Francisco.

Morgan, Gareth 1997, Images of Organization, 2nd edn, Sage, Thousand
Oaks, California.


RECOMMENDED REFERENCE MATERIALS:

Boyan, Norma "Handbook of Research on Educational Administration" New
York: Longman 1988.

Campbell, Ronald and Gregg, Russell (eds) "Administrative Behaviour in
Education" New York Harper and Row 1957.

Cunningham, Luvern L, Heck, Walter G and Mystrand, Raphael D
"Educational Administration: The Developing Decades" Berkeley:
McCutchan 1977.

Hasenfeld Yeheskel (1983) "Human Service Organisations", Englewood
Cliffs, Prentice Hall.

Hodgkinson, Christopher (1978). "Towards a Philosophy of
Administration". Oxford. Basic Blackwell.

Mintzberg, Henry (1983). "Structure in Fives: Designing Effective
Organisations. Englewood-Cliffs: Prentice-Hall.

Silver. Paula (1983). "Educational Administration: Theoretical
Perspectives on Practice and Research". New York: Harper and Row
Publishers.


STUDENT WORKLOAD REQUIREMENTS:

	ACTIVITY				HOURS
Directed Study                                	85
Private Study                                 	20
Assessments                                   	60

ASSESSMENT DETAILS:

No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S              16/04/99  ESSAY - 4000 WORDS                        50.00     Y   N
2   S              18/06/99  ESSAY - 4000 WORDS                        50.00     Y   N

*F=Formative, S=Summative

OTHER REQUIREMENTS:

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  unit  material   as   mark
     sheets/guides or as part of assignment specifications.
3    Summative assessment items will be given a numerical score.
4    Unit Grades will be calculated by aggregating the weighted result
     or  numerical  score  for  each summative  assessment  item.  Any
     ungraded  assessment requirement will receive  a  Pass,  Fail  or
     Incomplete.
5    All assessment items must be attempted/submitted. Each Assessment
     item must be passed.
6    If  assignments  are  submitted after the  due  date  without  an
     approved extension of time, a penalty of 10% of the mark  awarded
     by  the examiner for the assessment item will apply for each  day
     late.

This information is accurate as at 17/11/99