EDUC 7068 - Leading Positive Change
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code EDUC 7068 Course Leading Positive Change Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 36 hours blended intensive Available for Study Abroad and Exchange Y Course Description In this course, students will explore positive leadership theory. This approach focuses on the process of creating pathways for positive leadership and is illustrated by examples of outcomes that far exceed what is expected in education. The course examines evidence-based principles, including appreciative inquiry, which aims to promote educational outcomes including exceptional performance, better interpersonal skills, and positive emotions. Finally, students in this course will examine the process required to develop the best of humanity or virtuousness in education and what that means for leadership in general.
Course Coordinator: Associate Professor Mathew WhiteA/Prof 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 8313 5706
View Associate Professor White's Researcher Profile here
The full timetable of all activities for this course can be accessed from Course Planner.Please note this course is taught in blended-intensive mode at Prince Alfred College 23 Dequetteville Terrace, Kent Town SA 5067.
It is not taught onsite at the University of Adelaide.
There will be two face-to-face Intensives, each with two days of activity. There are preparatory activities to complete before each Intensive period. You are also expected to contribute to online discussion boards to support your learning.
Intensive Teaching Dates and expectations *
Intensive One (9am - 5pm)
Friday 16 August 2019
Saturday 17 August 2019
Intensive Two (9am - 5pm)
Friday 20 September 2019
Saturday 21 September 2019
* A total of 80% attendance at both intensives is a requirement for students to pass this course. Attendance at Intensives is a coursework requirement.
Course Learning Outcomes
On successful completion of this course students will be able to: APST* 1 Appraise positive leadership theory for leading change. 2 Critique positive leadership practice and processes. 3 Construct your vision of positive leadership to create change.
*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
1,2,3 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
Required ResourcesA reader is not required for this course as readings, along with resources, will be provided online via MyUni.
Recommended ResourcesAdditional resources may be uploaded on MyUni during the course.
Online LearningThis course is delivered in blended mode and MyUni will be used extensively in this course for announcements, resources, and assessment. Students are expected to be actively checking the MyUni course page regularly for announcements, lecture slides, general course information, assessment details, intensives preparation, additional readings and suggested links. Please ensure you access the MyUni course page before the start of semester. This is your responsibility.
Learning & Teaching Activities
Learning & Teaching ModesThis is a blended course delivered in two two-day face-to-face intensives on Fridays and Saturdays (9 – 5pm) with regular online activities to support student learning. Before and after each intensive, weekly discussion forums will strengthen your critical thinking skills and create class community. Intensives are highly interactive and may include expert guest speakers.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Delivery or Engagement Mode Hours Face-to-face intensive workshops (4 full days)* 30-32 hours Online discussion 6-8 hours Assignments, reading and research (Approx 12 hours per week) 120 hours TOTAL 156 hours
Learning Activities Summary
Interactive Online Activities: Discussion Boards on MyUni Module* Topic 1 What is positive change? 2 Culture, context, values and building sustainable change
Intensive 1: 16-17 August 2019 (Prince Alfred College) Module* Topic 3 Defining positive change: influencers and motivators 4 Culture, context, values and building sustainable change 5 Evidence-based and research informed approaches to positive change 6 Leading positive change: competing values of leadership and effectiveness
Interactive Online Activities: Discussion Boards on MyUni Module* Topic 7 Reflecting on Intensive 1 8 Appreciative Inquiry Discovery: What gives life? 9 Appreciative Inquiry Dream: What might be? 10 Appreciative Inquiry Design: How can it be? 11 Appreciative Inquiry Destiny: What will it be?
Intensive 2: 20-21 Sept 2019 (Prince Alfred College) Module* Topic 12 Positive change processes: SOAR 13 Positive change processes: intergenerational learning leadership 14 Theory into Practice and Practice into Theory: International Case Studies 15 Theory into Practice and Practice into Theory: International Case Studies
* PLEASE NOTE: Modules are not weeks
Interactive Online Activities: Discussion Boards on MyUni Module* Topic 16 Reflecting on Intensive 2 17 Learning application 18 Course Wrap-up & Reflection
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome APST 2000-word Literature Review Summative 35% 1,2,3 2000-word Research Essay Summative 45% 1, 2, 3 Discussion Forum (x4) Summative 20% 1, 2
Assessment Related RequirementsStudents 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 Task Description Due Date Literature Review
(2000 words; 35%)
After reflecting on the many discussions during the first intensive choose a topic from the field of education leadership that interests you in consultation with your lecturer. Contemporary refers to within the past 10 years. For example, topics could include the impact of organizational vision and mission; leading curriculum, instruction and assessment, leading school climate, culture; and approaches leading change.Write a literature review of peer-reviewed articles published over the past ten years.
Your review should:
- Determine what has already been written on a topic
- Provide an overview of critical concepts
- Identify major relationships or patterns
- Identify strengths and weaknesses
- Identify any gaps in the research
- Identify any conflicting evidence
Word count: The word count is + or - 10% of the word count. The word count does not include tables, figures and references.
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.
Word count: The word count is + or - 10% of the word count. The word count does not include tables, figures and references.
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
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. Refer to MyUni
SubmissionYou must submit an assessment task in accordance with the specified deadline, format and lodgement instructions, except as provided in the Modified Arrangements for Coursework Assessment Policy. All submissions will be via MyUni. Specific information will be provided in the Assessment instructions for each item online. Students will be required to upload all written Assignment via Internet-based plagiarism detection service turnitin on MyUni.
Faculty of Arts Late Assignment Policy
Lateness Penalties: For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the workis 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.
Cut-off 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.
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.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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