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Educational Centres as Organisations

Code: 44242 ECTS Credits: 10
Degree Type Year Semester
4317141 School Leadership for Educational Innovation OB 0 1


Maria Carme Armengol Asparo

Use of Languages

Principal working language:
catalan (cat)

Other comments on languages

The language of communication can be in Catalan or Spanish in function of the personal situation of each one. The materials are in the two languages


Joaquín Gairin Sallan
Diego Castro Ceacero


No prerequisites have been established to study this subject

Objectives and Contextualisation

Knowing, understanding, and analyzing the components of educational organizations, as well as the different existing organizational models


  • Analyse formal and non-formal educational organisations to discover areas of possible weakness.
  • Identify and critically evaluate alternatives for improving the organisation of educational institutions from a state and international perspective.
  • Promote safe, healthy and sustainable educational institutions.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Apply specific diagnostic tools for educational institutions.
  2. Contrast ideas and arguments in working groups to generate creative ideas.
  3. Identify the possibilities of intervention by senior management in complex situations.
  4. Incorporate institutional protocols to foster safe, healthy and sustainable organisations.
  5. Integrate different alternatives to seek out the best possible solution in highly complex educational contexts.
  6. Locate information sources and databases specific to the discipline.
  7. Promote and evaluate action plans to develop organisations that are safe, healthy and sustainable.
  8. Understand the functioning of organisational components and dynamics.


  1. Change as a need and opportunity, the purpose of the change and the factors that influence successful changes
  2. Basic aspects to consider in the educational centers’ organization
  3. Organizational structures of educational centers
  4. Dynamics in the educational centers’ organization
  5. Working in teaching teams. The departmental structure
  6. Organizational and management models for formal and non-formal education: approaches and views of organizations, quality models, emerging models



This is a blended study with a high percentage of autonomous and supervised work. Each unit lasts for 3 weeks, at this time the student must participate in the discussion forums and solve the activities that are proposed.

The reports of the activities delivered by the students, one per unit, consist of different activities defined by the teacher in charge of each unit. At the beginning of each unit, the student receives a rubric with the evaluation criteria and the percentage of its value in the total evaluation of the unit.

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      
Conference 4 0.16 8, 2, 6
Type: Supervised      
Case studies, exercises and problem solving virtually 120 4.8 1, 8, 2, 3, 4, 5, 6, 7
Discussion forum 5 0.2 1, 8, 2, 3, 4, 5, 6, 7
Tutoring / Guidance on how to approach personal study 5 0.2 1, 8, 2, 3, 4, 5, 6, 7
Type: Autonomous      
Case studies, exercises and problem solving virtually 46 1.84 1, 8, 2, 3, 4, 5, 6, 7
Reading papers and reports 60 2.4 1, 8, 2, 3, 4, 5, 6, 7


In the evaluation of the module, the following criteria will be taken into consideration: the quality of the activities carried out, participation in the forums, the learning achieved, the link between the responses and professional practice, and their relevance to the purposes and content of the master's degree.

The average of the final evaluation of the five modules (15% each module) will mean 75% of the final grade and the Master's Final Project the remaining 25%. In order to pass to the presentation and evaluation of the TFM, it is necessary to obtain an average of the modules greater than 5 and have passed more than 80% of the unit. The works must be delivered in the moodle classroom in the established time. The head of the unit must report the result of their correction within a period not exceeding fifteen days after the delivery of the work. At the end of the modules they will be given the opportunity to recover, if necessary, the failed modules.

 Copying or plagiarism, in any type of evaluative test, constitutes a crime and will be penalized with a 0 as a grade for the course, losing the possibility of recovering it.

A work or activity will be considered "copied" when it reproduces all or a significant part of the work of another partner. A work or activity will be considered "plagiarized" when a part of an author's text is presented as its own without citing the sources, regardless of whether the original sources are on paper or in digital format. http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html

 To pass this course, the student must show good general communicative competence, both orally and in writing, and a good command of the language or the vehicular languages that appear in the teaching guide. Linguistic correction, writing and formal presentation aspects will be taken into account in all activities. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Participation and implication in the forums posed and in the sessions of follow-up of the units 10% 1 0.04 8, 2, 6
Personal reflection regarding the learning done in the module. Reflective Practice 10% 1 0.04 2
Preparation and development of the activities of application 40% 4 0.16 1, 3
Preparation and development of the activities of development 40% 4 0.16 1, 8, 3, 4, 5, 7


Anderson, D.L. (2019). Organization design: creating strategic & agile organizations. Los Angeles: Sage. 

Calatayud, A. (2010). Entresijos de los centros escolares. Málaga: Ediciones Aljibe.

Cantón, I. y Pino, M. (2014). Organización de centros educativos en la sociedad del conocimiento. Madrid: Alianza Editorial.

Cantón, I. y Pino, M. (2014). Organización de centros educativos en la sociedad del conocimiento. Madrid: Alianza Editorial.

Del Arco, I. y Silva, P. (Eds.) (2018). Tendencias nacionales e internaciones en organización educativa: entre la estabilidad y el cambio. Madrid: Wolters Kluwer. 

Gairín, J. (2000). Cambio de cultura y Organizaciones que Aprenden. Educar,27, 31 – 85.

Gairín, J. (2005).Retos y perspectivas en administración y gestión de la educación.En RUIZ BERRIO, J.; VÁZQUEZ GÓMEZ, G. y Otros. Pedagogía y Educación en el siglo XXIMadrid: Universidad Complutense, 409-448.

Gairín, J. (2010). Innovación y cambio en las instituciones educativas. En Medina, A. y otros: Diseño, desarrollo e innovación del currículo en las instituciones educativas. Madrid: Universitas.

Gairín, J. (2013). La gestión de los centros educativos: retos y alternativas. Actas del VI Congreso Internacional sobre Dirección de Centros Educativos. San Sebastián: ICE U. de Deusto.

Gairín, J. (2015). Estrategias e instrumentos para el cambio organizacional. Curso de directivos. Madrid: INAP.

Gairín, J. (2016). Aprendizaje situado y aprendizaje conectado. Implicaciones para el trabajo. Madrid: Wolters Kluwer.

Gairín, J. y Antúnez, S. (2009). Organizaciones educativas al servicio de la sociedad. Madrid: Wolters Kluwer.

Gairín, J. y Barrera-Coromines, A. (Eds.) (2014). Organizaciones que aprenden y generan conocimiento.Madrid: Wolters Kluwer.

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. (2020). El contexto organizativo como espacio de intervención. Madrid: Editorial Síntesis. 

Gairín, J. y Castro, D. (2020). El contexto organizativo como espacio de intervención. Madrid: Editorial Síntesis. 

Gairín, J. y Mercader, C. (2018) (Coord.). Liderazgo y gestión del talento en las organizaciones. Madrid: Wolters Kluwer.

Gairín, J., Díaz-Vicario y Suárez, C.I. (2020) (Coord.). La nueva gestión del conocimiento. Madrid: Wolters Kluwer.

Gordó, G.(2010). Centros educativos, ¿islas o nodos? Los centros como organizaciones-red. Barcelona(España): Graó.

Lorenzo, M. (2011). Organización de centros educativos. Modelos emergen-tes. Madrid: La Muralla.

Marchesi, A., Tedesco, J. C. y Coll, C. (2011) (Ed.). Calidad, equidad y reformas en la enseñanza. Madrid: OEI- Fundación Santillana.

Molina-García, S. (2018). La escuela organizada sobre mitos. Orientaciones para superarlos. Madrid: La Muralla.

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


It does not require of a specific software