Degree | Type | Year | Semester |
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4313815 Research in Education | OT | 0 | 1 |
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This module aims to introduce students to the knowledge and research on the key elements of the planning and management related to organizational development training institutions. Specifically, the objectives of this module are:
The following topics will be treated:
The methodology is consistent with the competences of the MURE, the learning outcomes linked to this module and the evaluation system designed.
It allows the implementation of different types of activities such as debates, research analysis, exhibitions, expert visits, case studies, etc.
Each of the sessions allows combining different types of activities to ensure a competency and global approach to the teaching and learning process.
The attendance of all the students in the group, involvement, good attitude and participation are elements that ensure a good methodological development.
The methodology and the evaluation can undergo adaptations depending on the presence restrictions indicated by the health authorities.
Teachers will allocate approximately 15 minutes of some session to allow the students to respond to the evaluation surveys of the teaching performance and evaluation of the subject.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Expository class sessions and analysis and articles discussion | 36 | 1.44 | 2, 1, 10, 12, 14, 17 |
Type: Supervised | |||
Tutorial orientation | 12 | 0.48 | 4, 16, 14 |
Virtual activities (forum,...) and work elaboration of the course | 24 | 0.96 | 2, 3, 16, 11, 10, 20, 14, 23 |
Type: Autonomous | |||
Articles reading and documentary sources and presentation presentations | 78 | 3.12 | 3, 4, 19, 16, 11, 12, 23 |
The evaluation of the module must allow the verification of the achievement of the identified competencies. It must also bear in mind the overall design of the subject and its methodological guidelines. The assessment carried out in this subject is continuous.
The date of delivery of the works will be indicated opportunely by the profesorado and, in case it is necessary, all the proofs of final evaluation will have of an opportunity of recovery.
In order to pass the subject, it is necessary to have an average equal to or higher than 5. In order to be able to do the average with the activities, it is necessary to get at least a 5 in each of the evidences that make up the evaluation system. Students who do not submit any of the evidence will be assessed with a non-submitted one.
Attendance is mandatory (receipts only serve to explain the absence, in no case are they exempt from attendance).
The grades obtained in each of the assessment activities will be given to the student by posting the results in moodle or in the classroom. Once the grades have been handed in, the student will be able to review the grade in the hours that the teacher has for tutoring.
The grades of each of the assessment evidence will be made public on the virtual campus within 20 days of submission. The student who wants to revise the note will have to do it in the 15 days subsequent to his publication in the schedule of tutorials that the profesorado has established for this asignatura and that consign in the program.
In order to pass this subject, in all the activities (individual and in group) the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity may be returned (not assessed) or suspended if the teacher considers that it does not meet these requirements.
Copying or plagiarism, both in the case of assignments and in the case of exams, constitute a crime that may involve suspending the subject:
A work, activity or exam is considered to be “copied” when it reproduces all or part of the work of another classmate.
A work or activity is considered "plagiarized" when a part of a text by an author is presented to oneself without citing the sources, regardless of whether the original sources are in paper or digital format. (more information on plagiarism at http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_0 1.html).
It is recommended to follow the APA regulations (2019, 7ª version): At the following link you will find a proposed regulation: https://bit.ly/3dNEd8E
For more information on the “General Evaluation Criteria and Guidelines of the Faculty of Education Sciences” approved by the COA on May 28, 2015 and amended at the Faculty Board on April 6, 2017, you can consult the following document: http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Classroom activities | 25 | 0 | 0 | 4, 19, 12, 5, 17 |
Presentation of the results of the analysis and discussion of articles | 25 | 0 | 0 | 2, 3, 1, 4, 19, 9, 7, 16, 12, 20, 23, 21, 22 |
Tesis report | 50 | 0 | 0 | 2, 3, 1, 4, 19, 9, 8, 16, 11, 10, 12, 20, 14, 15, 13, 18, 5, 6, 23, 17, 21, 22 |
BASIC
Anderson, D. L. (2019). Organization development: The process of leading organizational change (5ª Edició). Sage Publications.
Gairín, J., & Rodríguez-Gómez, D. (2020). Aprendizaje Organizativo e Informal en los Centros Educativos. Ediciones Pirámide.
Gairín, J. y Castro, D. (2010). Situación actual de la dirección y gestión de los centros de enseñanza obligatoria en España. Revista Española de Pedagogía, 247, 401-416.
Gairín, J. y Castro, D. (2021). El contexto organizativo como espacio de intervención. Madrid: Editorial Síntesis.
Rodríguez-Gómez, D. (2015). Gestión del Conocimiento: una estrategia para la mejora de las organizaciones educativas. La Muralla.
Wadell, D., Creed, A., Cummings, T. G., & Worley, C. (2019). Organisational change: development and transformation (6ª Edició). Cengage Learning.
COMPLEMENTARY
AA.VV. (2000). Gestión del Conocimiento. Harvard Business Review. Ediciones Deusto.
AL-Hawamdeh, S. (2003). Knowledge Management. Cultivating knowledge professionals. Chandos Publishing.
Anderson, M., & Jefferson, M. (2018). Transforming Organizations. Engaging the 4Cs for Powerful Organizational Learning and Change. Bloomsbury Business.
Apolo Buenaño, D., Aliaga Sáez, F., & González, E. H. (2015). Reflexiones y propuestas en torno a comunicación, estrategia y planificación en instituciones. Razón y Palabra, 19(91).
Argyris, C. (1993). ¿Cómo vencer las barreras organizativas?. Díaz de Santos.
Argyris, C. (1999). Conocimiento para la acción. Una guía para superar los obstáculos del cambio en la organización. Granica.
Argyris, C. (2001). Sobre el Aprendizaje organizacional. Oxford University Press.
Argyris, C., & Schön, D.A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
Arney, E. (2017). Learning for organizational development: How to design, deliver and evaluate effective L&D. Kogan Page Publishers.
Barbosa, E. F., & de Moura, D. G. (2013). Proyectos educativos y sociales: planificación, gestión, seguimiento y evaluación. Narcea Ediciones.
Beckford, J. (2015). The Intelligent Organisation: Realising the value of information. New York: Routledge.
Beckhard, R. (1969). Organization development: strategies and models. Reading, MA: Addison-Wesley.
Blossing U., Nyen T., Söderström Å., & Hagen Tønder A. (2015). Local Drivers for Improvement Capacity. Six Types of School Organisations. Springer.
Bradford, D.L., & Burke, W.W. (Eds.) (2005). Reinventing Organizational Development. Jossey-Bass.
Brenner, W., & Uebernickel, F. (2016). Design thinking for innovation. Research and Practice. Springer.
Brown, K., & Osborne, S. P. (2012). Managing change and innovation in public service organizations. Routledge.
Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. John Wiley & Sons.
Bolívar, A. (2000). Los centros educativos como organizaciones que aprenden. Promesas y realidades. La Muralla.
Canary, H. E., & McPhee, R. D. (Eds.). (2010). Communication and organizational knowledge: Contemporary issues for theory and practice. Routledge.
Carballo, R. (Ed.) (2006). Innovación y Gestión del Conocimiento. Díaz de Santos.
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Cross, J. (2006). Informal learning: rediscovering the natural pathways that inspire innovation and performance. John Wiley & Sons.
Cummings, T.G. & Worley, C.G. (2007). Desarrollo Organizacional y Cambio (8a Edición). Thomson Paraninfo.
Dalkir, K. (2005). Knowledge Management in Theory and Practice. Elsevier.
Davenport, T. & Prusak, L. (2001). Conocimiento en Acción. Cómo las organizaciones manejan lo que saben. Pearson Education.
Dixon, N. M. (2017). The organizational learning cycle: How we can learn collectively. Routledge.
Drucker, P. (2000). El management del siglo XXI. Edhasa.
Easterby-Smith, M., & M. A. Lyles (Eds.) (2011), Handbook or Organizational learning and knowledge management. Willey.
Fernández, T., & Ponce de León Romero, L. (2016). Planificación y actuación estratégica de proyectos Sociales. Ediciones Pirámide.
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Gairín, J. (2012). La gestión del conocimiento y el desarrollo organizativo: formación y formación corporativa. Wolters Kluwer.
Gairín, J., & Barrera-Corominas. A. (2014). Organizaciones que aprenden y generan conocimiento. Wolters Kluwer.
Gairín, J. (2016). Aprendizaje situado y aprendizaje conectado. Implicaciones para el trabajo. Madrid: Wolters Kluwer.
Gairín, J., Díaz-Vicario y Suárez, C.I. (2020) (Coord.). La nueva gestión del conocimiento. Madrid: Wolters Kluwer.
Gómez, P. N., & Navajo, P. (2009). Planificación estratégica en organizaciones no lucrativas: Guía participativa basada en valores (Vol. 6).Narcea Ediciones.
Guarro, A (2005). Los procesos de cambio educativo en una sociedad compleja. Pirámide.
Hayes, J. (2018). The theory and practice of change management (5th Edition). Palgrave.
Heras, P. (Coord.) (2008). La acción política desde la comunidad. Graó.
Hou, H.T. (Ed.) (2012). New Research on Knowledge Management Models and Methods. Rijeka: Intec. Recuperado de: http://www.intechopen.com/books/new-research-on-knowledge-management-models-and-methods
Kilduff, M., & Shipilov, A. V., (2011). Organizational Networks. Sage Publications Limited.
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Lindberg, O., & Olofsson, A. (Eds.) (2009). Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. IGI-Global Publishing.
Little, J. (2014). LeanChange Management: Innovative Practices for Managing Organizational Change. LeanPub: http://leanpub.com/leanchange.
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