EDUC 7550 - Educational Policy Studies

North Terrace Campus - Semester 1 - 2018

The history of education and educational philosophy will be analysed in terms of the impact on educational policy in schooling, training and/or higher education in contemporary times and in the future. Policy will be critiqued through a number of frameworks with a view to understanding the complex relationship between policy and practice and the implications for educators at the level of curriculum, pedagogy and assessment. The process of informing, shaping, implementing and evaluating educational policy will also be explored in the context of change and educational reform. The course will examine educational policy from ethical, sociological, cultural, international, comparative and historical perspectives.

  • General Course Information
    Course Details
    Course Code EDUC 7550
    Course Educational Policy Studies
    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
    Incompatible EDUC 6550
    Assessment Participation 10%, Solo Presentation 30%, Written assignment (3000 words) 60%
    Course Staff

    Course Coordinator: Associate Professor Mathew White


    Associate Professor Mathew A. White
    School of Education | Faculty of Arts
    The University of Adelaide
    Level 8.26, Nexus 10 Tower | Adelaide SA 5005
    T: +61 08 831 35706

    View Associate Professor White's Researcher Profile here

    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 Identify education policies and analyse the impact of these on education and practice and the role of effective leaders in informing, shaping and implementing educational policy.
    2 Identify education policies and analyse the impact of these on education and practice and the role of effective leaders in informing, shaping and implementing educational policy
    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)
    1, 2
    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
    1, 2
    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
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.


    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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
    Participation Formative 10% 1, 2
    Solo Presentation Formative and Summative 30% 1, 2
    3,000 Word Written Assignment Summative 60% 1, 2
    Assessment Related Requirements
    Poster or Presentation 30%, Essay 60%, Participation 10%
    Assessment Detail
    Assignment 1: Tutorial Presentation
    Weighting: 30%
    Due Date: Commencing 21 March 2018 (schedule to be confirmed)

    Students will give a 10-minute PowerPoint presentation analysing the strengths and limitations of a specific educational policy document of their choice. Students are required to confirm the selection of their policy document with their lecturer before the presentation. Students are required to provide a copy of their PowerPoint.

    The details of the Presentation and schedule will be outlined during Tutorials 1 - 2.

    Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen
    referencing style throughout your presentation.

    Assignment 2: Written Assignment (3000 words)
    Weighting: 60%
    Due Date: 15 June 2018

    Online submission will be via Turnitin on Canvas
    . Students are to choose one of the following topics and write an analytical piece:

    1. Analyse one or more education policies relating to a chosen area concerning relevant international and/or national standard-setting policy documents, and identify where the policy standards and values are/are not reflected.
    Compare and contrast the education policies relating to a chosen area with those in another State or country and analyse the possible reasons for the differences and potential consequences of such differences in each context.
    3. Negotiate a topic with your lecturer.

    Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper.


    Weighting: 10%
    Due Date
    : Ongoing during all tutorials

    Student will recieve a grade for class participation. You will be scored against a criterion that will be distributed in the first tutorial to help you know and understand how you can maximise your engagement on this subject.

    Assessment Summary
    This course uses criterion-based assessment. This means that the standard of work determines student grades 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.

    All assignments must be word-processed or typed.
    Illegibly written or badly presented assignments will be sent back for re-transcription.  Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.
    Assignments must have all pages numbered and your name on the header.
    Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
    Include a detailed reference list. Please note: Harvard, APA, Vancouver or Footnote style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. 
    Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.
    Online submission will be via Turnitin on Canvas.
    Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
    For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).  For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark. For work with a formal extension, these penalties will apply from the extended due date.
    There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date unless otherwise stipulated on MyUni. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.
    Applications for variations to the cut-off date can only be made by the Course Coordinator on pedagogical grounds and must approved by the relevant School Learning and Teaching Committee. If you are experiencing any difficulties understanding an assignment you are encouraged to make an appointment with your lecturer for early clarification.We understand that illness and family responsibilities usually affect everyone at some point.  If you discuss the difficulty with us promptly, we may be able to negotiate a solution.
    Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
    Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other 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.

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