Evidence-Based Educational Institution Management
Code: 45447 ECTS Credits: 10| Degree | Type | Year |
|---|---|---|
| 4317141 School Leadership for Educational Innovation | OT | 0 |
Contact
- Name:
- Maria Carme Armengol Asparo
- Email:
- carme.armengol@uab.cat
Teachers
- Cristina Mercader Juan
- David Rodriguez Gomez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
No prerequisites have been established to study this subject
Objectives and Contextualisation
Design and develop research to obtain evidence focused on improving the management of educational institutions
Learning Outcomes
- CA10 (Competence) Produce proposals for innovation informed by research results to respond to the problems and challenges of the educational context.
- CA11 (Competence) Apply the principles of ethical and social responsibility in research processes in educational contexts.
- KA05 (Knowledge) Define the methods and processes of educational research to provide innovative responses to the needs and demands of society.
- SA09 (Skill) Analyse complex problems of institutional organisation and management.
- SA10 (Skill) Apply techniques and instruments for obtaining evidence in educational contexts.
- SA11 (Skill) Develop proposals for the improvement of educational organisations based on evidence.
Content
The problem and objectives of the research.
Introduction to research methodology and field work.
Review of the main techniques and instruments for obtaining evidence.
Tools, strategies and resources to present and share evidence.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Confenrence | 4 | 0.16 | KA05, KA05 |
| Tutoring / Guidance on how to approach personal study | 5 | 0.2 | CA10, CA11, KA05, SA09, SA10, SA11, CA10 |
| Type: Supervised | |||
| Case studies, exercises and problem | 120 | 4.8 | CA10, CA11, KA05, SA09, SA10, SA11, CA10 |
| Discussion forum | 5 | 0.2 | CA10, KA05, SA09, SA11, CA10 |
| Type: Autonomous | |||
| Case studies, exercises and problem | 46 | 1.84 | CA10, CA11, KA05, SA09, SA10, SA11, CA10 |
| Reading papers and reports | 60 | 2.4 | KA05, KA05 |
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.
Assessment
Continous 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 | 4 | 0.16 | CA10, CA11, KA05, SA09, SA10, SA11 |
| Personal reflection regarding the learnings realized in the module and resolution of complementary activities | 10 | 2 | 0.08 | CA10, CA11, KA05, SA09, SA10, SA11 |
| Preparation and development of the activities of application | 40 | 2 | 0.08 | CA10, CA11, KA05, SA09, SA10, SA11 |
| Preparation and development of the activities of development | 40 | 2 | 0.08 | CA10, CA11, KA05, SA09, SA10, SA11 |
In the evaluation of the subject, the following criteria will be taken into consideration: the quality of the activities carried out, participation in the forums, the learning achieved, the linking of the answers with professional practice and their relevance to the purposes and contents. of the master's degree. Furthermore, it is essential to show an attitude compatible with the educational profession.
To proceed to the presentation and evaluation of the TFM it is necessary to obtain an average in each of the subjects higher than 5 and to have passed more than 80% of the units. The assignments must be delivered in the Moodle classroom within the established time. The person responsible for the unit must report the result of their correction in 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 activities not passed in each unit.
Copying or plagiarism, in any type of evaluative test, constitutes a crime and will be penalized with a 0 as a grade for the subject, 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 colleague. A work 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 in paper or 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 considered 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.
It is necessary to hand in the activities of this module at two different times. The activities of unit 4A will be delivered at the latest on 16/02/2025 at 23:55 Spanish time and the activities of unit 4B will be delivered at the latest on 09/03/2025 at 23:55 Spanish time. If the unit grade is insufficient, the faculty responsible for the module will allow a period of 15 days for the student to redo the activities that do not reach the required level.
Students who wish to take advantage of the single evaluation will be able to hand in all the activities of the module on June 8 and will be able to take advantage of the same recovery system that has been used by students who opt for continuous evaluation.
Bibliography
Bell, J. i Waters, S. (2014). Doing your research project: A guide for first-time researchers (6a Ed.). McGraw-Hill Education.
Booth, W., Colomb, G., Williams, J., Bizup, J. i FitzGerald, W. T. (2016). The craft of research (4a Ed.). The University of Chicago Press.
Cohen, L., Manion, L. i Morrison, K. (2011). Research methods in education (7a Ed.). Routledge.
Creswell, J. W. y Plano Clark, V. L. (2007). Designing and conducting mixed methods research. California: SAGE Publications. ISBN: 1-4129-2791-9.
Denscombe, M. (2017). The good research guide for small-scale social research projects (5a Ed.). Open University Press.
Edwards, R. y Holland, J. (2013). What is Qualitative Interviewing? London: Bloomsbury Academic. ISBN: 978-1-7809-3852-3
Fraenkel, J., Wallen, N. E. i Hyun, H. (2015). How to design and evaluate research in education (9a Ed.). McGraw-Hill.
Guest, G., Namey, E.E. y Mitchell, M. L. (2013). Collecting Qualitative Data. A field manual for applied research. Los Angeles: Sage Publications. ISBN: 978-1-4129-8684-7.
Krueger, A. y Casey, M.A. (2015). Focus Groups: A practical guide for applied research. Nueva Delhi: Sage Publications. 5ª Edición.
López Noguero, F. (2002). El análisis de contenido como método de investigación. XXI, Revista de Educación, 4, 167-179.
Martínez-Carazo, P C. (2006) El método de estudio de caso. Estrategia metodológica de la investigación científica. Pensamiento y gestión. Universidad el Norte. (20), 165- 193. Recuperado de: Http://www.redalyc.org/articulo.oa?id=64602005.
Martínez-Fernández, J.R. (2015). Introducción al análisis de datos cuantitativos en Ciencias Sociales. Madrid: Pearson. ISBN: 978-84-205-6453-1.
McMillan, J.H. y Schumacher, S. (2005). Investigación educativa. 5ª edición. Madrid: Pearson education. ISBN: 978-84-832-2687-2.
Miles, M. B, Huberman, A. M. y Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. Arizona State University: Sage Publications. 3ª edición. ISBN: 978-1-4522-5787-7
Montgomery, S. L. (2017). The Chicago guide to communicating science (2a Ed.). The University of Chicago Press.
Morgan, D. L. (1998). Practical strategies for Combining Qualitative and Quantitative Methods: Applications to Health Research. Qualitative Health Research, 8(3), 362-376.
O’Leary, Z. (2017). The essential guide to doing your research project (3a Ed.). Sage.
Wyse, D., Selwyn, N., Smith, E., i Suter, L. E. (2017). The BERA/SAGE Handbook of educational research. SAGE.
Yates, L. (2004). What does good education research look like? Situating a field and its practices. Open University Press.
Software
It does not require of a specific software
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan | first semester | afternoon |