EDED29449 - Educational Change and Improvement. An International Perspective

General Information

Unit Synopsis

In an increasingly complex and dynamic environment, educational leaders must manage change effectively and capitalise on opportunities to innovate. In this unit, you will engage with the theory and practice of implementing and evaluating change in complex educational settings. You will review current educational improvement agendas, evaluate them against contemporary educational leadership research and make recommendations about, or justifications for, those agendas. You will evaluate educational governance structures and the implications of these on your role as a leader. You will also analyse, critically, reflect on and synthesise approaches to decision making and innovation for jurisdictional and/or school-specific and other education contexts. Educational policy makers and practitioners with well-developed leadership skills and understandings of the global context are central to navigating social complexities and sustaining positive learning outcomes for education authorities, students and their communities. The focus of this unit is consistent with contemporary international perspectives to build educational evironments that are inclusive, empowering and sustainable.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

The pre-requisite requirement is Orientation to Educational Leadership  (International)      (this unit is currently being considered for approval)

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

There are no availabilities for this unit on or after Term 1 - 2024

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 50%
2. Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Evaluate a range of change processes and educational governance structures and their implications for leadership roles in complex settings
  2. Analyse and evaluate a range of data that inform a change agenda and innovative approaches to educational decision making and improvement
  3. Analyse critically, reflect on and synthesise approaches to policy development, decision making and innovation for jurisdictional and/or school and other education contexts.

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Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment • •
2 - Written Assessment • •
Alignment of Graduate Attributes to Learning Outcomes
• Advanced Level
• Professional Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Knowledge • • •
2 - Communication •
3 - Cognitive, technical and creative skills • • •
4 - Research •
5 - Self-management •
6 - Ethical and Professional Responsibility •
7 - Leadership • •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8