This module is foundational and designed to provide students with an overview of key leadership theories that will be applied and developed across the programme. The module takes the perspective that leadership is a process of influence that involves individuals and or groups seeking to achieve common goals. Leaders can be formally assigned but can also occupy less-formal positions where expertise, knowledge and interaction with others can also constitute leadership. The module will examine the development of leadership theory over time, exploring both traditional and more contemporary models. Theoretical models explored include: trait theory, situational leadership, transformational and pseudo-transformational leadership, servant leadership and adaptive leadership. The module is aimed at all types of educational professionals, whether they hold an official leadership position or not. In terms of applying theory, module assignments have been designed to examine leadership in workplace settings and there are clear links between this module and each of the modules on the MSc Leadership Programme.
This module is designed to explore the role that leaders play in managing change processes in educational contexts and beyond. There is a constant pressure on schools and other educational settings to demonstrate improvement and effectiveness and as such schools are frequently involved in various and often overlapping change or improvement initiatives. This module examines the role that leaders play in this process. The module begins by examining the purposes of education and argues that these are not agreed upon and as such has implications for the way that school performance and effectiveness is measured and researched. The module also examines the school effectiveness and school improvement research traditions that have developed over time and what might constitute effective practice in schools based on the available evidence – which positions leadership and teachers as key drivers of improvement. The module is also underpinned by two broad theories of change whereby change is a process that occurs in stages or increments or that change is a complex, emergent process. When applied to the work place, these provide lenses to consider how leaders manage change processes, how followers experience and contribute to change; how leaders respond to resistance to change and how leaders can promote collaborative, adaptive and innovative cultures to help followers cope with change.
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.