Year No. Offer Mode Description Cred. Pts 99 88051 S1 X C'CPTS & THEOR: EDUC MANAG 1.00
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.
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.
On successful completion of this unit students will be able
- 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
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
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:
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
ACTIVITY HOURS Directed Study 85 Private Study 20 Assessments 60
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
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.