Degree | Type | Year |
---|---|---|
School Leadership for Educational Innovation | OP | 1 |
You can view this information at the end of this document.
No prerequisites have been established to study this subject
Design and develop research to obtain evidence focused on improving the management of educational institutions
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Confenrence | 4 | 0.16 | CA10, CA11, KA05, SA09, SA10, SA11, CA10 |
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, CA11, KA05, SA09, SA10, 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 | CA10, CA11, KA05, SA09, SA10, SA11, CA10 |
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 | 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 |
The following criteria will be taken into consideration in the evaluation of the subject: the quality of the activities carried out, participation in the forums, the learning achieved, the link between the answers and professional practice and their relevance to the aims and contents of the master's degree. In addition, 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 work must be deposited in the Moodle classroom within the established time. The person responsible for the unit must report the result of the correction within a period not exceeding fifteen days after the delivery of the work. At the end of the units, they will be given the opportunity to recover, if necessary, the activities not passed on in each unit.
Copying or plagiarism, in any type of assessment test, constitutes a crime and will be penalized with a 0 as the grade for the subject, losing the possibility of recovering it. Work or activity will be considered to be "copied" when it reproduces all or a significant part of the work of another colleague. A work or activity will be considered to be "plagiarized" when a part of a text is presented as one's 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. In this subject, the use of artificial intelligence (AI) technologies is allowed in support tasks, such as bibliographic or information searches, text correction or translations. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the result of the activity. The lack of transparency in the use of AI in this assessable activity is considered a lack of academic honesty and may lead to a partial or total penalty in the qualification of the activity, or greater sanctions in serious cases. Specific validations may be carried out to guarantee authorship and the acquisition of skills in case of suspicion of academic fraud.
To pass this subject, it is necessary to show good general communicative competence, both orally and in writing, and a good command of the vehicular language or languages that appear in the teaching guide. In all activities, linguistic correction, writing and formal aspects of presentation will be considered. Students must be able to express themselves with fluency and correctness and show a high degree of understanding of academic texts. An activity may be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
The activities of this subject must be submitted at two different times. The activities of unit 4A will be submitted no later than 22/02/2026 at 23:55 Spanish time and the activities of unit 4B will be submitted no later than 15/03/2026 at 23:55 Spanish time. If the grade of the units is insufficient, the professor responsible for the module will leave a period of 15 days so that the activities that do not reach the required level can be redone.
Students who wish to take advantageof the single assessment will be able to submit all the activities of the module on June 14, 2026, and will be able to take advantage of the same recovery system that has been arbitrated for the continuous assessment.
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.
It does not require of a specific software
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(TEm) Theory (master) | 1 | Catalan | second semester | afternoon |