EDUC 7013 - Educational Leadership in Diverse Contexts

North Terrace Campus - Semester 1 - 2017

This course will develop students? understanding of contemporary issues in leadership in diverse global contexts, the factors that contribute to educational policy and practices and the changing role of leadership in educational contexts. Students will evaluate leadership models and strategies and their impact on teacher and student capacity, and develop skills to effectively lead and manage within diverse contexts, both locally and internationally.

  • General Course Information
    Course Details
    Course Code EDUC 7013
    Course Educational Leadership in Diverse Contexts
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Assessment PowerPoint presentation 30%, Essay 50%, Reflective writing 20%
    Course Staff

    Course Coordinator: Dr Lynda MacLeod

    Dr Lynda MacLeod

    Jan Keightley
    School of Education
    The University of Adelaide
    Level 8, Room 8.43
    Nexus 10 Building, 10 Pulteney St
    Adelaide, 5005 SA
    Ph: +61 8 8313 5692
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Demonstrate knowledge and understanding of the complexities of educational leadership in diverse contexts
    2 Demonstrate an understanding of factors that contribute to educational policy and practices
    3 Demonstrate knowledge of the complexities and challenges of educational leadership
    4 Evaluate models and strategies of educational leadership and their impact on teacher and student capacity
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary
    Week Lecture Topic
    1 Complexities of Educational leadership
    2 International developments and the impact on Student Learning Outcomes
    3 Educational Leadership themes and challenges
    4 Contextual Educational leadership
    5 Leadership and Student Learning
    6 Leading teachers learning and teachers leading
    7 Organisational Learning
    8 Inspirational developments in leading learning
    9 Educational leadership and key stakeholders
    10 Forging links between leadership and learning
    11 Values in Education
    12 Review of Educational Leadership Theory and Practice
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Solo presentation Summative 30% 1, 3, 4
    Essay Summative 50% 1, 2, 3, 4
    Reflective writing Summative 20% 1, 2, 3, 4
    Assessment Related Requirements
    Students are required to attend all sessions.

    Criteria used to assess students’ work will be distributed and discussed in class.
    To gain a pass, a mark of at least 50% must be obtained on ALL assessed component as well as a total of at least 50% overall.
    Assessment Detail
    Choose a topic related to Educational Leadership.
    Explain how your chosen topic effects student outcomes. Demonstrate an understanding of your topic as it applies to one particular educational context, making some comparisons with other contexts (other educational sectors or other jurisdictions or other countries).
    You may make recommendations for leadership development or organisational change.

    You should submit a topic to your lecturer for approval by Week 4.

    Solo presentation: A presentation using PowerPoint.
    The seminar is expected to take 20 minutes with the student introducing your chosen topic, outlining the major issues and drawing some conclusions.
    Students are then expected to lead the group in a discussion of the issues raised and to answer questions. Discussion and question time may take another 10 minutes.

    Your essay should be 3000 words (± 10%) not including footnotes and/or citing of references. Submission is electronic (email or on MyUni) on or before 12pm of the due date and further instructions will be provided in class.
    Assessment Summary
    This course follows criterion-based assessment. This means that student grades are determined by the standard of work in terms of meeting a number of criteria that represent the requirements for a particular course. In other words, work is judged according to a pre-determined standard of task completion rather than by comparing it to the work of other students undertaking the same course.

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.