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2023/2024

Direction and Leadership in Educational Institutions

Code: 103524 ECTS Credits: 6
Degree Type Year Semester
2500261 Education Studies OB 3 2

Contact

Name:
Maria del Mar Duran Bellonch
Email:
mariadelmar.duran@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.


Prerequisites

Management and leadership of educational institutions is part of a series of courses aimed at providing a minimum level of specialization in organization and management of educational organitzatins and training. Taught in 3rd year for which it is considered that students have already acquired a number of competencies related to knowledge of structures and the operation of organizations.


Objectives and Contextualisation

Its objectives are:
1. To analyze the nature and functions of management education.
2. Characterize the leadership and relationships with management education.
3. Apply strategies and tools related to the activity of educational administrators.
4. Design programs for managers personal development.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Administer and manage centres, institutions, services and educational and training resources.
  • Apply educational counselling, guidance, consultation and mediation strategies and techniques in professional fields and educational and training institutions and services.
  • Foster improvement process on the basis of the results of research or needs assessment processes.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  3. Communicate using language that is not sexist or discriminatory.
  4. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  5. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  6. Delineate strategies and instruments to promote social participation in schools.
  7. Describe the typical roles, functions and activities of management for change.
  8. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  9. Identifying and analysing models of participatory management.
  10. Produce and apply strategies to improve institutional management.
  11. Propose projects and actions that incorporate the gender perspective.
  12. Selecting the strategies and procedures for change according to the context.

Content

 

PART 1: The Management of schools

1. Conceptualizations and models on the management of educatioal institutions

2. Nature and functions of management

3. Participatory Management

PART 2: The leadership of educational organitzations

1. Theories of leadership

3. Discussions in relation to leadership. The feminization of the profession and leadership.

4. Managers as a change agents

PART 3 : Strategies and tools for managers

1. Self Management strategies

2. Management strategies


Methodology

The main person in the teaching-learning process is the student and it is under this premise that the methodology of the subject has been planned. 
The lecturer will offer summaries and analyzes of the content of the subject. She will also propose challenges, problems and cases to be solved by the students, according to the theory learned, and will facilitate discussions by objectives and learning through group techniques.

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      
Big group face to face 15 0.6 6, 10, 12
Seminars 30 1.2 6, 7, 9, 12
Type: Supervised      
Supervised activities 30 1.2 6, 9
Type: Autonomous      
Autonomous activities 75 3 10, 12

Assessment

The continuous evaluation of the subject will be carried out throughout the course with the activities shown in the grid.

To be able to apply the percentages that appear in the grid and pass the subject, each of the following three pieces of evaluation evidences must be passed with a score of 5 out of 10:

1. The exam on May 31st, or if you have failed it, the make-up exam on June 28th

2. The individual work of self-leadership (at the beginning of the subject the delivery date and, if applicable, the recovery date will be indicated).

3. Deeping work in team (at the beginning of the subject the delivery date and, if applicable, the recovery date will be indicated).

A student who has not presented any of the three-evaluation evidences cited above will be considered non-evaluable. In case of failing one of the pieces of evidence and passing the others, the score that will appear in the file will be that of the failed part. If more than one is failed, the resulting score will be the highest ones.

The scores of the evaluation evidences will be announced within three weeks after the delivery. The scores of the evaluation will be discussed in a large group and/or individually during the tutoring hours, if needed.

Students who take the single evaluation must hand in the evidence of assessment that the professor will explain at the beginning of the course, on May 31. These evidences will be:

- A theoretical deepening work on the contents of the subject (individual work) (20% of the final grade)

- A self-directed work (individual work) (20% of the final mark)

- A practical deepening work on the contents of the subject (individual work) (20% of the final mark)

- A written exam (individual assignment) (40% of the final grade)

The works will be presented in writing and orally on May 31 in a session in which the professor will ask questions about them, in order to ensure authorship. If some of the evidence is failed, they can be presented again to pass them on June 28.

To pass the subject, students must pass each of the evaluation evidences with a minimum score of 5. The review of the final qualification will follow the same procedure as for the continuous assessment. People who have not presented some of the evaluation evidences will be considered non-evaluable. In case of failing one piece of evidence and passing the others, the score that will appear in the file will be that of the failed part. If more than one is failed, the remaining score will be the highest of the failed ones.

For all registered students, regardless of the chosen assessment modality (continuous or one-off):

- in all activities (individual and group), linguistic correction, writing and formal aspects of presentation will be considered. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. Any activity can be failed if the teacher considers that these requirements are not met.

- In written tasks, sources must be cited within the text and the final bibliography must follow APA regulations (2010, 6th version or 2019, 7th version).

- In addition to all the above, to pass this subject it is essential to show behaviours compatible with the educational profession: active listening, respect, participation, cooperation, empathy, kindness, punctuality, non-judgement, debating, making appropriate use of devices electronic (mobile, computer, etc.), etc.

- Copying or plagiarism, in any type of evaluation test, as well as the use of artificial intelligence, constitute a crime and will be penalized with a 0 (zero) score, losing the possibility of recovering it, whether it is an individual type test or a group type test (in this case, all members of the group will get a 0 score). If, during the performance of an evaluation task in class, the teacher considers that a student is trying to copy or some type of unauthorized document or deviceis discovered, will be scored with a 0, with no recovery option, and therefore, the subject will be failed. A written task, activity or exam is "copied" when it reproduces all or a significant part of the work of another colleague or of another person outside the group. A written task or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Specialization work (teamwork) 30% 0 0 3, 6, 7, 10, 9, 11, 12, 4
Self-directed program (individual task) 30% 0 0 5, 1, 6, 10, 12
Written Test (individual task) 40% 0 0 2, 1, 6, 7, 10, 9, 8, 12, 4

Bibliography

MAIN REFERENCES

ARONSON, E. (2000). El animal social. Madrid: Alianza Editorial.

GAIRÍN, J. ANTÚNEZ, S. (Eds.) (2008): Organizaciones educativas al servicio de la sociedad. Madrid: Walters Kluwer.

GAIRÍN, J.; CASTRO, D. (2021). El contexto organizativo como espacio de intervención. Madrid: Síntesis

MANZANARES, A. (Ed) (2010): Organizar y dirigir en la complejidad. Madrid: Wolters Kluwer.

TOMÀS, M. (2012). El Lideratge Educatiu i Tècniques de Direcció. Bellaterra: UAB

YULK, G. (2008). Liderazgo en las organizaciones. 6ª ed. Pearson: Madrid.

 

COMPLEMENTARY REFERENCES

ACOSTA, J.M. (2019). Dirigir. Liderar, motivar, comunicar, delegar, dirigir reuniones... Madrid: ESIC

ALBERONI, F. (2003): L’art de liderar. Barcelona: Gedisa

ALONSO, M. (2004): Madera de líder. Claves para el desarrollo de las capacidades de liderazgo. 2ª ed.. Barcelona: Empresa activa.

ANTÚNEZ, S. y GÜELL, M. (2019). La dirección de sí mismo: Orientaciones para directores y directoras escolares. Barcelona: Horsori.

BATES, B. y BAILEY, A. (2018). Educational Leadership Simplified. A guide for existing and aspiring leaders. Thousand Oaks: SAGE Publications.

BAZARRA, L. y CASANOVA, O. (2021). El liderazgo humilde de los mandos intermedios: Los que consiguen que las cosas se hagan, cambien y sucedan. Madrid: Narcea.

BERKOVICH, I. y EYAL, O. (2020). A model of emotional leadership in schools. Effective leadership to support teachers’ emotional wellness. London: Routledge.

BLANCHARD, K. (1990): El poder ético del directivo. Barcelona: Grijalbo.

BLANCHARD, K. H. (2004): La píldora del liderazgo. Barcelona: Grijalbo.

BILLSON, S. (2021). Leadership for mental wellbeing in the secondary school. Implementing whole school strategies. London: Routledge

BOLÍVAR, A. (2019). Una dirección escolar con capacidad de liderazgo pedagógico. Madrid: La Muralla.

BOYLE, B. y CLARKE, P. (2019). The headteachers as effective leader. London: Routledge.

BROWNE, L. (2020). Effective School Leadership in Challenging Times. A practice-first, theory-informed approach. London: Routledge.

CARDONA HERRERO, S. (2019). Coaching para todos. Claves para el desarrollo personal y profesional. Pozuelo de Alarcon: ESIC

CASTRO, D. & TOMÀS, M.(2010).El gobierno y la gestión de la universidad: estudio de los órganos unipersonales. Estudios sobre Educación..(19).165-184.

COVEY, S. R. (1991): El liderazgo centrado en principios. Barcelona: Paidós.

DE TONI, A. y DE MARCHI, S. (2022). Self-organised schools. Educational leadership and innovative learning environments. London: Routledge.

DINHAM, S., ELLIOT, K., RENNIE, L. y STOKES, H. (2018). I’m the Principal. Madrid: A.C.E.R.

DRUKER, P. (2000): El management del siglo XXI. Barcelona: Edhasa.

DRUKER, P. F. (Ed.) (1996): El líder del futuro. Bilbao: Universidad de Deusto.

ESSOMBA, M. A. (2006): Liderar escuelas interculturales e inclusivas. Equipos directivos y profesorado ante la diversidad cultural y la immigración. Barcelona: Graó.

FARRELL, A. (2021). Exploring the affective dimensions of educational leadership. London: Routledge.

FLEMING, P. (2019). Successful middle leadership in secondary schools. A practical guide to subject and team effectiveness (2n edition). London: Routledge.

FULLAN, M. (2020). Liderar en una cultura de cambio. Madrid: Morata.

GAIRÍN, J. y MERCADER JUAN, C. (Eds.). (2018). Liderazgo y gestión del talento en las organizaciones. Madrid: Wolters Kluwer.

GARCÍA ARIAS, T. (2020). Cómo mejorar la calidad educativa del centro. De la dirección al aula. Madrid: Pirámide.

GOLEMAN, D.; BOYATZIS, R. i McKEE, A. (2002): El líder resonante crea más. El poder de la inteligencia emocional. Barcelona: Plaza y Janés.

GROOTENBOER, P., EDWARDS-GROVES, C. y RÖNNERMAN, K. (2020). Middle leadership in schools. A practical guide for leading learning. London: Routledge.

HERAS, J. (2003): El bastón del líder. Fundamentos para la práctica del liderazgo. Barcelona: Mtm.

HARLAND, J. (2020). Leading a school culture of learning. How to improve attainment, progress and wellbeing. London: Routledge.

HARPHAM, M. (2021). The school leader’s year. Month by month progress, every lesson, every day. London: Routledge.

HERNÁNDEZ FLORES, C. y MARTÍNEZ-VILANOVA MARTÍNEZ, R. (2019). Los 100 errores en el liderazgo. Pozuelo de Alarcon: ESIC.

HUNTER, J. C. (2005): La paradoja. Un relato sobre la verdadera esencia del liderazgo. 14ª ed. Barcelona: Urano.

JOHNSON, C.E. (2019). Meeting the ethical challenges of leadership. Casting light or shadow. Thousand Oaks, California: SAGE Publishing.

KAPSTO, S. (2006): Cuatro retos para un líder. Barcelona: RBA Integral.

KELLY, A. (2021). Dynamic management and leadership in education. High reliability techniques for schools and universities. London: Routledge.

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LANDRI, P. (2020). Educational leadership, management, and administration through actornetwork theory. London: Routledge.

LOWE, B. (2022). El liderazgo intermedio. Herramientas para una gestión competente en las escuelas del siglo XXI. Madrid: Narcea.

MENÉNDEZ, P. (2020). Escuelas que valgan la pena. Cómo liderar procesos de cambio en la escuela. Buenos Aires: Ediciones Paidós.

MIRAS, J. (2022). Claves para mejorar el papel de la dirección escolar y el liderazgo educativo. Sevilla: McGraw Hill.

MURPHY, C. y D’AURIA, J. (2020). The influential school leader. Inspiring teachers, students, and families through social and organizational psychology. London: Routledge.

NORTHOUSE, P.G. (2019). Introduction to Leadership. Concepts and practice (Fifth edition). Thousand Oaks, California: SAGE Publishing.

OECD. (2020). TALIS 2018 Results (Volume II). Teachers and school leaders as valued professionals. París: OECD Publishing.

O’NEILL, B. (2003): Cómo evaluar y mejorar su capacidad de liderazgo. Barcelona: Gestión 2000.

RICHARDS, G. y WHEATLEY, C. (Eds.). (2021). Innovative school leadership. Transforming practices. London: Routledge.

RICHARDSON, J., BATHON, J. y MCLEOD, S. (2021). Leadership for deeper learning. Facilitating school innovation and transformation. London: Routledge.

ROMAIN, S. (2019). Habilidades directivas. Transformando organizaciones. Liderar el cambio. Pozuelo de Alarcon: ESIC.

ROTH, J.C. (2022). School crisis response. Reflections of a team leader. London: Routledge.

SALA, M. (2006): El encanto de Hamelín. Secretos del liderazgo efectivo. Barcelona: Alienta.

SALE, J. y THOMAS, J. (2019). Mapping motivation for leadership. London: Routledge.

SAMIER, E.A. y MILLEY, P. (Eds.). (2020). Educational Administration and leadership identity formation. International theories, problems and challenges. London: Routledge.

SIMON, S. (2021). School principal development. Theoretical and experiential approaches for educational leaders. London: Routledge.

SKEA, R. (2021). Leadership, organizational change and sensemaking. London: Routledge.

SONNENFELD, A. (2020). Liderazgo ético. Sevilla: Editorial Aula Magna Proyecto Clave McGraw-Hill.

STEIN, G. (2002): Dirigir en tiempos de incertidumbre. Barcelona: Gestión 2000.

TOMÁS, M. (2002): El diagnóstico potencial comunicativo de un equipo docente. Un instrumentopara averiguarlo. En Organización y gestión educativa, núm. XLII, año X FEAE-Praxis.

WOODS, P. A. y ROBERTS, A. (2018). Collaborative School Leadership. A critical guide. London: SAGE Publications Ltd.

Another resources:

Journals:

• Academic Leader

• Educational leadership journal

• Educational Leadership

• Emprendedores (especialment la col·lecció “Herramientas de desarrollo profesional del siglo XXI”) (2003): gestión eficaz del tiempo, liderazgo de equipos de alto rendimiento, negociación y solución de conflictos, generación y desarrollo de ideas innovadoras, gestión del talento y promoción profesional, habilidades de comunicación...)

• Leaderto leader

• Organización y gestión educativa

• The Chronicle of Higher Education

• The leadership & organizationdevelopment

Conferences:

• Congrés Interuniversitari d’Organització Escolar

• Congreso Internacional sobre Dirección de Centros educativos

• Jornadas andaluzas sobre organización y dirección de centros educativos.

• Jornades sobre direcció de la FEAE (Fòrum Europeu d’Administradors de l’Educació)

Websites:

  • www.gestiondecentros.com  utilitzada per les directives i directius de centres educatius i que presenta i actualitza més de 1.000 reflexions, experiències estratègies i instruments per l’exercici de la direció
  • www.joanteixido.org/ que recull reflexions i aportacions sobre l’organització i direcció de centres educatius

 

 


Software

No specific software is used beyond the usual office tools and the TEAMS platform if necessary.