EDUC 7067OL - Leading Wellbeing

Online - Semester 2 - 2021

Issues of wellbeing in education require a distinct approach to leadership. Many wellbeing initiatives have limited impact because leaders use strategies that are not aligned with wellbeing theory and objectives. This course focuses on best-practice approaches to positive wellbeing education. Students will interpret and evaluate evidence-based strategies and the processes to accelerate positive change. In this course, students will also create a plan for sustainable wellbeing initiatives in a diverse range of educational cultures and contexts, integrating theory into action.

  • General Course Information
    Course Details
    Course Code EDUC 7067OL
    Course Leading Wellbeing
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Course Description Issues of wellbeing in education require a distinct approach to leadership. Many wellbeing initiatives have limited impact because leaders use strategies that are not aligned with wellbeing theory and objectives. This course focuses on best-practice approaches to positive wellbeing education. Students will interpret and evaluate evidence-based strategies and the processes to accelerate positive change. In this course, students will also create a plan for sustainable wellbeing initiatives in a diverse range of educational cultures and contexts, integrating theory into action.
    Course Staff

    Course Coordinator: Associate Professor Mathew White

    School of Education
    Faculty of Arts
    The University of Adelaide
    Level 8.26, Nexus 10 Tower, Adelaide SA 5005
    T: +61 (0)8 831 35706
    E: mathew.white@adelaide.edu.au

    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.

    This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer. You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

    Please refer to MyUni for more details.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Lead)*
    1 Analyse and evaluate how to lead positive approaches to wellbeing in education.
    2 Interpret and evaluate wellbeing leadership theories to enable flourishing.
    3 Create a strategy to lead wellbeing in diverse educational contexts.
    * Australian Professional Standards for Teachers (APST): https://www.aitsl.edu.au/teach/standards
    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)
    1,2,3
    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
    1,2,3
    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
    1,2,3
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3
    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
    3
    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
    1,2,3
  • Learning Resources
    Required Resources
    All readings for this course will be made available upon enrolment via Leganto on the course's MyUni page.
    Recommended Resources


    All readings for this course will be made available upon enrolment via Leganto on the course's MyUni page.
    Online Learning
    This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer. You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

    Intensive 1
    31 July 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)
    1 August 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)

    Intensive 2
    11 September 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)
    12 September 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)

    Please refer to MyUni for more details.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is delivered totally online. It is a blended course offered with two two-day online zoom intensives on Fridays and Saturdays (9 – 5 pm) so you can connect directly with your lecturer. You will complete regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create a class community. You will be asked to participate in regular weekly online discussion boards, watch pre-recorded course material and participate in scheduled zoom conference calls with your lecturer on the following dates:

    Intensive 1
    31 July 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)
    1 August 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)

    Intensive 2
    11 September 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)
    12 September 2020 (3 x Zoom conference calls at 9am - 10am, 11.15 am - 12.15 am and 2.00 - 3.30pm)

    Please refer to MyUni for more details.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Delivery or Engagement Mode  Hours
    Online synchronous intensive workshops (4 days) 14 hours
    Asynchronous recorded material for intensives 14 hours
    Online discussion 6-8 hours
    Assignments, reading and research (Approx 12 hours per week)  120 hours
    Total 156 hours




     

    Learning Activities Summary
    Intensive 1

    Module Topic
    1 Introducing leading and wellbeing
    2 Critical discernment; ‘reading’ the educational ‘context’
    3 Leading with relational sensibilities
    4 Purpose-driven intentional engagement and practice

    Interactive Online Activities

    Modules 5-9 (Interactive discussions on MyUni)

    Topics include: Pioneering and improvising through challenges of change, the ideological context of education, contemporary understandings of relationships and leadership in education, relationships: the essence of leadership, relational leadership.

    Intensive 2

    Module Topic
    10 Ethical leadership: a relational way of being in leadership
    11 Relational approaches to the professional formation of leaders
    12 Leadership and the relational nature of organisational culture
    13 Critical leadership required in an ideological context

    Interactive Online Activities

    Modules 14-18 (Interactive discussions on MyUni)

    Topics include: Leadership within ideological challenges, leading for well-being in an ideological context, a qualitative approach for researching leadership and well-being, a leadership perspective, looking forward from looking back, course wrap-up and reflection.

    PLEASE NOTE: This course is taught in blended intensive mode. Modules are not weeks and may be subject to change. Refer to MyUni for the start date for the course.
  • 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 APST (Lead)
    2000-word Literature Review Summative 35% 1, 2
    2000-word Research Essay Summative 45% 1, 2, 3
    Discussion Forum (x4) Summative 20% 1, 2, 3
    Assessment Detail
    Assessment Task Description Due Date
    Literature Review
    (2000 words; 35%)
    After reflecting on the many discussions during the first intensive choose a contemporary topic from the field of wellbeing in education (schools and/or higher education) that interests you in consultation with your lecturer. Contemporary refers to within the past 5 - 10 years.  For example, topics could include defining wellbeing, measurement, use of technology, culture and context. Write a literature review of peer-reviewed articles published over the past five-ten years.

    Your review should:
    1. Determine what has already been written on a topic   
    2. Provide an overview of critical concepts
    3. Identify major relationships or patterns
    4. Identify strengths and weaknesses    
    5. Identify any gaps in the research
    6. Identify any conflicting evidence
    About the task: A literature review: provides an overview of information available on a subject identifies the main authors in the subject area evaluates the ideas in the sources included (rather than just describing them) includes your own interpretation of the findings.

    Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please
    refer to the University of Adelaide Referencing Guides for assistance.
    Refer to MyUni
    Research Essay
    (2000 words; 45%)
    A 2,000-word research essay chosen from three topics.

    About the tasks: A common form of university assessment is the essay. The purpose of essays is for you to demonstrate your understanding of certain key concepts associated with your course and communicate this understanding in a formal, structured way. Essays involve more than simply repeating information from your readings and lecture. They require analysis rather than description, as well as an evaluation of the material and the formation of an argument or interpretation of the set topic.

    Please note: APA, Harvard, Vancouver or style can be used for referencing. Ensure you are consistent with your chosen referencing style throughout your paper. Please refer to the University of Adelaide Referencing Guides for assistance.
    Refer to MyUni
    Discussion Forums
    (20%)
    There are eight (8) discussion forums for this course. Four (4) discussion boards will be assessed where your comments will be assessed using a marking rubric. Students will complete a total of 6 hours’ worth of discussion boards over the duration of the course.
    Submission

    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 (http://www.adelaide.edu.au/policies/101/) 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.