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
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Recommended References
• Student Workload
• Assessment Details
• Other Requirements

STAFFING:

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(%)

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.

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

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

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:

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

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.