This version of the course guide is provisional until the period for editing the new course guides ends.

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2022/2023

Research Trends and Focus in the Planning and Management of Educational Institutions

Code: 43215 ECTS Credits: 6
Degree Type Year Semester
4313815 Research in Education OT 0 1

Contact

Name:
David Rodriguez Gomez
Email:
david.rodriguez.gomez@uab.cat

Use of Languages

Principal working language:
spanish (spa)

Teachers

José Luís Muñoz Moreno

Prerequisites

-

Objectives and Contextualisation

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:

  1. - To analyse the meaning and usefulness of the organizations in the knowledge society.
  2. - To understand the factors and dynamics that influence on the change and improvement of organizations.
  3. - Identify strategies and resources related to leadership and management of change processes.
  4. - To recognize methodologies and research results in the field of planning and organizational change management.
  5. - To plan specific studies related to the organization and management of training institutions for improvement.

Competences

  • Analyse data according to its nature and present results in accorance with the research proposals.
  • Analyse projects for changes and improvement in organisations.
  • Collect research data coherently in accordance with the chosen method.
  • Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  • Communicate the research results, knowledge acquired and the implications for practice, and adapt the register to the public and formal protocols.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Plan research according to practice-related problems, taking into account theoretical advances in the field of knowledge.
  • Recognise and relate the theoretical, empirical and social aspecys of the specific field of research.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in teams and with teams in the same or interdisciplinary fields.

Learning Outcomes

  1. Analyse projects to improve the organisational context from existing research results.
  2. Analyse the states of development and institutional changes from the research contributions space for diagnoses, programmes for change, evaluation of change and research.
  3. Analyse theoretical frameworks of reference to establish those that orientate research in the area of planning and management of educational institutions.
  4. Audit and evaluate research processes in organisational innovation.
  5. Communicate and justify conclusions clearly and unambiguously to both specialist and non-specialist audiences.
  6. Continue the learning process, to a large extent autonomously.
  7. Decide on appropriate methodologies for the analysis and impact of innovations in schools.
  8. Decide on the information and the subjects involved in the study in the area of planning and management of educational institutions.
  9. Develop professional values including ethics in educational research, in particular with respect to diversity of opinion and ways of being and doing.
  10. Identify educational problems related to the research, planning and management of educational institutions and the bases and foundations of the processes of institutional planning for change.
  11. Identify problems in practice related to the planning and management of educational institutions.
  12. Identify theoretical references and evaluate the trends and focuses on organisational change.
  13. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  14. Judge the theoretical and social importance of a research problem related to the planning and management of educational institutions.
  15. Negotiate the collection of information with people and/or institutions (permission, protocols, timescale).
  16. Produce conclusions taking into reference the research objectives and questions and the theoretical references.
  17. Relate results in accordance with their origin (sources and instruments).
  18. Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  19. Understand the main aspects in specific contexts of research in the area of the planning and management of educational institutions and analyse them as objects of research.
  20. Use ICT in the research process, information search and management, data analysis and the dissemination and communication of results.
  21. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  22. Work in teams and with teams in the same or interdisciplinary fields.
  23. Write scientific summaries to be presented to different audiences.

Content

The following topics will be treated:

  • Trends and approaches to organizational change.
  • Bases and foundations of the processes of institutional planning oriented to a change.
  • The variables of success in institutional innovations: research results (techniques, resources and methodologies of change)
  • Change management in the organizations: research models.
  • Methodologies for the analysis and the impact of innovations.
  • Stages of development and institutional change: space for diagnosis, programs of change, assessment of the change and research.
  • Leaders as a promoters and agents of change.

Methodology

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.

Activities

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

Assessment

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

Assessment Activities

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

Bibliography

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.

Chavarría, X., & Borrell, E. (2013). Evaluación de centros para la mejora de la calidad. Horsori.

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.

Freedman, A. M. (2016). The Wiley-Blackwell handbook of the psychology of leadership, change, and organizational development. John Wiley & Sons.

French, W. L., & Bell, C. H. (1996). Desarrollo organizacional: aportaciones de las ciencias de la conducta para el mejoramiento de la organización. Prentice-Hall.

Fullan, M (2007). Las fuerzas del cambio con creces. Akal.

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.

Kools, M., & Stoll L. (2016). What Makes a School a Learning Organisation?. OECD Education Working Papers, 137. Paris: OECD. Recuperado de: https://goo.gl/B59Bdx

Laloux, F. (2014). Reinventing organizations: A guide to creating organizations inspired by the next stage in human consciousness. Nelson Parker.

Lewis, S., Passmore, J., & Cantore, S. (2016). Appreciative inquiry for change management: Using AI to facilitate organizational development.  Kogan Page Publishers.

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.

Lockwood, T., & Papke, E. (2018). Innovation by Design: How Any Organization Can Leverage Design Thinking to Produce Change, Drive New Ideas, and Deliver Meaningful Solutions. Career Press.

Malloc, M., Cairns, L., Evans, K., & O’Connor, B. (2010). The SAGE handbook of workplace learning. SAGE Publications.

Marion, T., & Fixson, S. (2018). The Innovation Navigator: Transforming Your Organizationin the Era of Digital Design and Collaborative Culture. Rotman-UTP Publishing.

Navajo, P. (2009). Planificación estratégica en organizaciones no lucrativas: Guía participativa basada en valores. Narcea Ediciones.

Nonaka, I., & Takeuchi, H. (1999). La organización creadora de conocimiento. México: Oxford University Press.

North, K., & Kumta, G. (2018). Knowledge management: Value creation through organizational learning. Springer.

Mayo, A., & Lank, E. (1994). Las organizaciones que aprenden. Madrid: Edipe-Gestión 2000.

Monarca, H. (Ed.). (2015). Evaluaciones externas: mecanismos para la configuración de representaciones y prácticas en educación. Miño y Dávila.

Mumford, M. D. (Ed.). (2011). Handbook of organizational creativity. Academic Press.

OECD (2000). Knowledge Management in the Learning Society. OECD.

OECD (2003). Measuring Knowledge Management in the Business Sector: First Steps. Recuperado de http://213.253.134.29/oecd/pdfs/browseit/9603021E.PDF

OECD (2004a). The Significance of Knowledge Management in the Business Sector. Police Brief.  Recuperado de http://www.oecd.org/dataoecd/53/40/33641372.pdf

OECD (2004b). Knowledge Management. Innovation in the Knowledge Economy. Implications for Education and Learning. Recuperado de http://213.253.134.29/oecd/pdfs/browseit/9604041E.pdf

OECD (2018). Developing Schools as Learning Organisations in Wales. OECD Publishing. Recuperado de https://goo.gl/HG6DL7

Popham, W. J. (2013). Evaluación trans-formativa: el poder transformador de la evaluación formativa. Narcea Ediciones.

Renz, D. O. (2016). The Jossey-Bass handbook of nonprofit leadership and management. John Wiley & Sons.

Robbins, P. y Coulter, M. (2010). Administración. 10ª Edición. México: Pearson.

Robbins, S. P., Judge, T.A., Vohra, N. (2018). Organizational Behavior. Pearson.

Rønning, R., Enquist, B., & Fuglsang, L. (2014). Framing innovation in public service sectors. Routledge.

Sallis, E., & Jones, G. (2002). Knowledge Management in Education: enchancing leaning and education. Kogan Page Limited.

Schein, E.H., & Bennis, W.G. (1980). El cambio personal y organizacional a través de los métodos grupales. Herder.

Scott, A. (2006). Knowledge Management and Higher Education. A critical analysis. Idea Group Inc.

Senge, P. (1992). La quinta disciplina. El arte y la práctica de la organización abierta al aprendizaje. Granica.

Senge, P. (2000). La danza del cambio. ¿Cómo crear organizaciones abiertas al aprendizaje?. Gestión 2000.

Smither, R., Houston, J., & McIntire, S.(2016). Organization development: Strategies for changing environments. Routledge.

Standford, N. (2005). Organization design: the collaborative approach. Elsevier.

Szulanski, G. (2003). Sticky Knowledge: barriers to knowing in the firm. SAGE Publications Ltd.

Torfing, J. (2016). Collaborative innovation in the public sector. Georgetown University Press.

Vince, R. (2017). The Learning Organisation as Paradox: You cannot be for the Learning Organisation unless you are also against it. The Learning Organization, 25 (4), 273-280.

Ward, J. D. (Ed.). (2017). Leadership and change in public sector organizations: Beyond reform. Taylor & Francis.

Wenger, E., McDermott, R. & Snyder, W. (2002). Cultivating communities of practice. Harvard Business School Press.

Software

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